Too Much of a Good Thing: Random Practice Scheduling and Self-Control of Feedback Lead to Unique but Not Additive Learning Benefits
Too Much of a Good Thing: Random Practice Scheduling and Self-Control of Feedback Lead to Unique but Not Additive Learning Benefits
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好事太多了：随机练习安排和反馈的自我控制会带来独特但非附加的学习效益
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发表时间：
2012
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通讯作者：
C. Janelle
中科院分区：
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作者：
Asif Ali;B. Fawver;Jingu Kim;Jeffrey T. Fairbrother;C. Janelle
我们研究了自我控制的结果知识的影响，收购，保留和转移的预期时间技能作为随机和封锁的实践时间表的功能。48名本科生被分为实验组，在随机或封闭以及自我控制或轭式练习条件的不同组合下进行练习。在采集过程中和短期无反馈保持测试期间记录预期计时性能（5、13和21 mph）。转移测试，管理24小时后的保留测试，包括两个新的预期定时速度（9，17英里每小时）。时间的绝对误差（AE）和变量误差（VE）作为非独立测量。所有的参与者都提高了他们的准确性和一致性，但是，那些在封闭而不是随机条件下练习的人有更高的准确性（较低的AE），无论反馈如何传递。在保持和转移过程中，那些在随机条件下练习的人表现出更大的一致性（较低的VE）。最后，参与者谁控制他们的反馈时间表更准确（较低的AE）和较少的变量（较低的VE）在转移过程中相比，轭参与者，无论实践调度。我们的研究结果表明，在一个随机的时间表下练习提高保留和迁移的一致性，而反馈的自我控制是有利的准确性和一致性的预期时间技能转移到新的任务要求。然而，这些学习操作的组合并不能提高技能的保留或转移，超出其正交效应。
We examined the impact of self-controlled knowledge of results on the acquisition, retention, and transfer of anticipation timing skill as a function of random and blocked practice schedules. Forty-eight undergraduate students were divided into experimental groups that practiced under varying combinations of random or blocked as well as self-controlled or yoked practice conditions. Anticipation timing performance (5, 13, and 21 mph) was recorded during acquisition and during a short term no-feedback retention test. A transfer test, administered 24 h after the retention test, consisted of two novel anticipation timing speeds (9, 17 mph). Absolute error (AE) and variable error (VE) of timing served as the dependent measures. All participants improved their accuracy and consistency across acquisition blocks; however, those who practiced under blocked rather than random conditions had greater accuracy (lower AE) regardless of feedback delivery. During retention and transfer, those who practiced under random conditions showed greater consistency (lower VE) compared to their blocked counterparts. Finally, participants who controlled their feedback schedule were more accurate (lower AE) and less variable (lower VE) during transfer compared to yoked participants, regardless of practice scheduling. Our findings indicate that practicing under a random schedule improves retention and transfer consistency, while self-control of feedback is advantageous to both the accuracy and consistency with which anticipation timing skill transfers to novel task demands. The combination of these learning manipulations, however, does not improve skill retention or transfer above and beyond their orthogonal effects.