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运动技能学习是内隐与外显协同学习在真实情境下表现较多的领域之一。作为一种行之有效的内隐学习方法,类比学习的研究局限于理论探讨和分离性研究,将类比学习和外显学习结合起来的研究较为鲜见。以初学者为受试,采用双因素实验设计,探讨不同年龄青少年网球初学者学习网球双手反手击球技能时类比学习与外显学习的协同效应。36名大一男生、30名初二男生被分别随机分入先外显学习后类比学习组、先类比学习后外显学习组、类比学习与外显学习交替进行组,评价各组在保持测试和迁移测试中的绩效(动作准确性、动作评分和外显知识数量)。结果表明,不同年龄青少年初学者学习网球技能时,类比学习与外显学习的最佳组合方式不同。对于大学生初学者而言,类比学习与外显学习交替进行组的绩效好于先外显学习后类比学习组和先类比学习后外显学习组;对于初中生初学者而言,先类比学习后外显学习组的绩效好于类比学习与外显学习交替进行组和先外显学习后类比学习组。这启示我们,应根据学习者的不同年龄选用不同的组合方式以获得更好的学习效果。对这一问题的探讨将为提高日常体育教学、运动训练以及全民健身指导的效率提供理论支撑,为内隐与外显的协同学习理论在运动技能学习中的实践性操作提供建设性的指导意见,进一步丰富国内、外运动技能内隐学习领域的研究成果。 相似文献
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类比学习与外显学习的不同组合方式对不同性质网球技能学习的影响——从闭锁性和开放性技能的视角 总被引：1，自引：0，他引：1
采用实验法,探讨类比学习与外显学习的不同组合方式对大学生初学者学习不同性质网球技能的影响。受试被随机分为闭锁性技能任务组和开放性技能任务组,再将两组受试随机分为外显-类比学习组、类比-外显学习组和类比与外显学习同时进行组。以击球准确性、动作评分和有关动作的知识数量为指标,对受试的绩效进行评价。结果显示,学习闭锁性技能时,同时进行组受试的击球准确性、动作评分和动作知识的掌握程度比其他两组好;学习开放性技能时,类比-外显学习组受试的击球准确性、动作评分和动作知识的掌握程度比其他两组好。 相似文献
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外显学习和内隐学习是学生在运动技能获得中的两种方式，它们相互协同，在一定条件下相互转化。在运动技能教学中要摆正外显学习和内隐学习的关系，应高度重视学生的内隐学习潜能；使用微格教学法、念动训练和目标设置能调动学生潜在的学习积极性，有利于学生乒乓球技术的学习和促进运动技能的形成。 相似文献
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采用实验法,探讨类比与外显学习的不同组合方式对大学生网球初学者学习不同难度技能的影响。将右利手男生随机分为高、低难度任务组,再分为先外显后类比学习组、先类比后外显学习组、类比与外显学习交替组,以击球准确性、动作评分和动作知识数量为指标,对受试的发球绩效进行评价。结果显示:在学习高难度发球技能时,先类比后外显学习组的绩效好于其他两组;在学习低难度发球技能时,类比与外显学习交替组的绩效好于其他两组。 相似文献
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网球技能学习中类比学习与外显学习协同效应的实验研究 总被引：2，自引：0，他引：2
采用实验法,探讨大学生网球初学者在学习正手击球时类比学习与外显学习的协同效应.受试被随机分为外显学习组、类比学习组、类比与外显学习结合组,以击球准确性、动作评分和动作知识知晓数量为指标,对3组受试进行评价.结果显示:在保持测试中,外显与类比学习结合组的击球准确性和动作评分好于类比学习组和外显学习组;在迁移测试中,外显与类比学习结合组和类比学习组的击球准确性和动作评分好于外显学习组;在知晓动作知识的评价中,类比与外显学习结合组习得的动作知识数量多于类比学习组和外显学习组,而外显学习组多于类比学习组. 相似文献
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内隐学习理论在高校排球教学中的应用研究 总被引：1，自引：0，他引：1
外显学习和内隐学习是学生在运动技能获得中的两种方式,它们相互协同,在一定条件下相互转化.在运动技能教学中要摆正外显学习和内隐学习的关系,应高度重视学生的内隐学习潜能;使用图示教学法、表象教学法和暗示教学法能调动学生潜在的学习积极性,有利于学生排球传球技术的学习和促进运动技能的形成. 相似文献
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双任务中内隐运动技能学习对提高保持成绩的作用 总被引：1，自引：1，他引：0
本实验研究的目的是,调查在双任务条件下一个运动系列能否被不觉察地掌握,内隐学习是否比外显学习更有效地增加保持.36名实验对象被随机分为内隐学习组或外显学习组.要求所有被试通过敲击一个键盘上的F和J键,来移动计算机屏幕上的横杆,去接住一个下落的小球.一个固定的5种小球下落曲线的系列被安插在每组15次练习的中段.同时,实验参加者需要数每组练习中的所听到的嘟嘟声的数目,以作为第二项任务.在掌握该技能后的24小时进行3次保持测验.ANOVA分析发现固定小球下落曲线段的接球成绩随着练习的增加而提高,但是练习对随机段没有作用.尽管两种练习条件下,运动技能学习成绩没有差异,但内隐学习组比外显学习组在模拟接球的保持测试和第二项任务中表现较准确.这些结果显示内隐学习是一个改善运动技能长期记忆的有效手段,并且与外显学习相比,它在练习中占用较少的认知资源. 相似文献
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近些年来,内隐学习已成为备受关注的学科前沿,且在不同领域相继有了一定的成果.本文从内隐学习的内涵和特征入手,详细阐述了对动作技能内隐学习概念的理解,在研究中使用的范式方法,内隐策略下运动技能获得的效果,及针对运动技能内隐获得在某些条件下相对于外显学习的优势效应,综述了运用内隐学习策略在动作技能学习中的几种较实际的技术,并对未来的继续研究进行了展望,以期为当前的动作技能学习提供一些参考. 相似文献
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通过文献资料法,对内隐学习的涵义、外显学习与内隐学习的关系以及运动技能内隐学习的优势进行了研究。为了更好的在体育教学中运用运动技能内隐学习,学校体育要重视内隐学习在体育教学中的应用,发挥内隐学习与外显学习的协调效应,使用暗示教学法挖掘学生的潜能,丰富体育教学方法和手段,提高体育教师动作示范能力,重视隐性体育课程的开展。 相似文献
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L. Verburgh E. J. A. Scherder P. A. M. van Lange J. Oosterlaan 《Journal of sports sciences》2016,34(18):1782-1790
In sports, fast and accurate execution of movements is required. It has been shown that implicitly learned movements might be less vulnerable than explicitly learned movements to stressful and fast changing circumstances that exist at the elite sports level. The present study provides insight in explicit and implicit motor learning in youth soccer players with different expertise levels. Twenty-seven youth elite soccer players and 25 non-elite soccer players (aged 10–12) performed a serial reaction time task (SRTT). In the SRTT, one of the sequences must be learned explicitly, the other was implicitly learned. No main effect of group was found for implicit and explicit learning on mean reaction time (MRT) and accuracy. However, for MRT, an interaction was found between learning condition, learning phase and group. Analyses showed no group effects for the explicit learning condition, but youth elite soccer players showed better learning in the implicit learning condition. In particular, during implicit motor learning youth elite soccer showed faster MRTs in the early learning phase and earlier reached asymptote performance in terms of MRT. Present findings may be important for sports because children with superior implicit learning abilities in early learning phases may be able to learn more (durable) motor skills in a shorter time period as compared to other children. 相似文献
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Two experiments were conducted to examine the hypothesis that learning by analogy will invoke characteristics of an implicit mode of motor learning. In the first experiment, table tennis novices learned to hit forehand topspin implicitly, explicitly or by analogy. The results showed that the analogy and implicit learning groups accumulated equivalently fewer explicit rules than the explicit learning group during the learning phase. When a concurrent secondary task was added, the explicit learning group suffered from a significantly more serious performance impairment than the analogy and implicit learning groups; no significant differences were seen between the latter two groups. Self-perceived performance was correlated to actual performance in the explicit learning group but not in the analogy or the implicit learning groups. In the second experiment, the performance of an explicit learning group was found to be impaired by both a stress intervention and a thought suppression intervention, whereas the performance of an analogy learning group was not. These characteristics of analogy learning parallel those reported in the implicit learning literature, suggesting that analogy learning may be an effective method for teaching skills implicitly in sport. 相似文献
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Two experiments were conducted to examine the hypothesis that learning by analogy will invoke characteristics of an implicit mode of motor learning. In the first experiment, table tennis novices learned to hit forehand topspin implicitly, explicitly or by analogy. The results showed that the analogy and implicit learning groups accumulated equivalently fewer explicit rules than the explicit learning group during the learning phase. When a concurrent secondary task was added, the explicit learning group suffered from a significantly more serious performance impairment than the analogy and implicit learning groups; no significant differences were seen between the latter two groups. Self-perceived performance was correlated to actual performance in the explicit learning group but not in the analogy or the implicit learning groups. In the second experiment, the performance of an explicit learning group was found to be impaired by both a stress intervention and a thought suppression intervention, whereas the performance of an analogy learning group was not. These characteristics of analogy learning parallel those reported in the implicit learning literature, suggesting that analogy learning may be an effective method for teaching skills implicitly in sport. 相似文献
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The benefits of implicit and explicit motor learning approaches in young adults have been studied extensively, but much less in children. This study investigated the relationship between fundamental motor ability and implicit/explicit learning in children using the errorless learning paradigm. First, the motor ability of 261 children (142 boys, 119 girls) aged 9–12 years (M?=?9.74, SD?=?0.67) was measured. Second, children with motor ability scores in the upper and lower quartile learned a golf-putting skill in either an errorless (implicit) or errorful (explicit) learning condition. Four groups were formed: Errorless High-Ability (n?=?13), Errorless Low-Ability (n?=?11), Errorful High-Ability (n?=?10), and Errorful Low-Ability (n?=?11). Learning consisted of 300 practice trials, while testing included a 50-trial retention test, followed by a 50-trial secondary task transfer test, and another 50-trial retention test. The results showed that for high- and low-ability errorless learners, motor performance was unaffected by the secondary task, as was the case for high-ability errorful learners. Low-ability errorful learners performed worse with a secondary task and were significantly poorer than the corresponding high-ability group. These results suggest that implicit motor learning (errorless) may be beneficial for children with low motor ability. The findings also show a trend that children of high motor ability might benefit from learning explicitly (errorful). Further research is recommended to examine the compatibility of implicit and explicit approaches for children of different abilities. 相似文献
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运动技能获得中内隐认知与外显认知的相互作用研究进展 总被引：1，自引：0，他引：1
5外显认知与内隐认知是运动技能认知的两种模式.外显认知是指一种是有日的、受意识控制的、需要付出意志努力并采取一定策略来获取知识的过程,是人们学习运动技能的主要认知模式.内隐认知是指无意识认知.它包括内隐记忆、内隐学习及内隐知觉等认知范式.在运动技能的外显认知中,当指导者提供的外显指导具体且准确,与学习者所要探寻的规则一致时,将促进运动技能的形成,否则将起到阻碍作用.复杂运动技能的学习更适合于两种认知模式的协同化,即先内隐认知后冉外显认知可以使技能学习效果达到最好. 相似文献
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The aim of this study was to ascertain whether the performances of implicit and explicit learners would converge over an extended period of learning. Participants practised a complex motor skill - golf putting - for 3000 trials, either with a concurrent secondary, tone-counting task (implicit learning) or without such a task (explicit learning). The cognitive demands of the secondary task were predicted to prevent the accumulation of verbalizable rules about the motor task. The implicit group reported significantly fewer rules than the explicit group on subsequent verbal protocols. The performance of the implicit group remained below that of the explicit group throughout the learning phase. However, no significant differences were found between groups during a delayed retention test. Additionally, for the participants in the explicit group only, a Reinvestment Scale score correlated positively with the number of rules accrued and negatively with overall putting performance during the learning phase. We use the results to argue against the excessive use of verbal instruction during skill acquisition, which might be unnecessary and ultimately might hamper performance under stressful conditions. 相似文献
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The aim of this study was to ascertain whether the performances of implicit and explicit learners would converge over an extended period of learning. Participants practised a complex motor skill--golf putting--for 3000 trials, either with a concurrent secondary, tone-counting task (implicit learning) or without such a task (explicit learning). The cognitive demands of the secondary task were predicted to prevent the accumulation of verbalizable rules about the motor task. The implicit group reported significantly fewer rules than the explicit group on subsequent verbal protocols. The performance of the implicit group remained below that of the explicit group throughout the learning phase. However, no significant differences were found between groups during a delayed retention test. Additionally, for the participants in the explicit group only, a Reinvestment Scale score correlated positively with the number of rules accrued and negatively with overall putting performance during the learning phase. We use the results to argue against the excessive use of verbal instruction during skill acquisition, which might be unnecessary and ultimately might hamper performance under stressful conditions. 相似文献