Self-controlled concurrent feedback and the education of attention towards perceptual invariants
Self-controlled concurrent feedback and the education of attention towards perceptual invariants
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DOI：
10.1016/j.humov.2008.12.004
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发表时间：
2009-08-01
影响因子：
2.1
通讯作者：
Montagne, Gilles
中科院分区：
文献类型：
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作者：
Huet, Michael;Camachon, Cyril;Montagne, Gilles
本研究考察了不同类型的同时反馈对知觉-运动技能习得的影响。20名参与者在虚拟走廊中漫步，在这些走廊中，有节奏地开启和关闭滑门。参与者的目标是调整他们的行走速度，以便在门接近其最大孔径宽度时穿过门。使用明确的自控同时反馈练习任务的学习者取得了最高水平的成绩，也就是说，学习者可以根据自己的意愿要求反馈。有强制反馈而不是自我控制反馈的练习和没有同时反馈的练习被证明效果较差。最后，自我控制的同时反馈的呈现方式也被发现是至关重要的；如果反馈是模棱两可的，它甚至可能阻止参与者学习任务。显然，明确的自控反馈可以产生比其他反馈条件更高的成绩(与强制计划相比)，但根据反馈呈现的方式不同，反馈也会阻止参与者学习任务。在讨论中，明确的自控同时反馈允许学习者更快地将注意力教育到更有用的知觉不变量上，并校准知觉不变量与动作参数之间的关系。(C)2009爱思唯尔B.V.保留所有权利。
The present study investigates the effects of different types of concurrent feedback on the acquisition of perceptual-motor skills. Twenty participants walked through virtual corridors in which rhythmically opening and closing sliding doors were placed. The participants aimed to adjust their walking speed so as to cross the doors when the doors were close to their maximal aperture width. The highest level of performance was achieved by learners who practiced the task with unambiguous self-controlled concurrent feedback, which is to say, by learners who could request that feedback at wish. Practice with imposed rather than self-controlled feedback and practice without concurrent feedback were shown to be less effective. Finally, the way in which the self-controlled concurrent feedback was presented was also found to be of paramount importance; if the feedback is ambiguous, it may even prevent participants from learning the task. Clearly, unambiguous self-controlled feedback can give rise to higher levels of performance than other feedback conditions (compared to imposed schedule) but, depending on the way it is presented, the feedback can also prevent the participants from learning the task.In the discussion it is argued that unambiguous self-controlled concurrent feedback allows learners to more rapidly educate their attention towards more useful perceptual invariants and to calibrate the relation between perceptual invariants and action parameters. (C) 2009 Elsevier B.V. All rights reserved.