The implicit benefit of learning without errors
The implicit benefit of learning without errors
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DOI：
10.1080/02724980143000073
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发表时间：
2001-11-01
期刊：
影响因子：
--
通讯作者：
Weedon, E
中科院分区：
文献类型：
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作者：
Maxwell, JP;Masters, RSW;Weedon, E
两项研究考察了在学习一项运动技能（高尔夫球推杆）时所犯的错误数量是否会对选择性（外显）或非选择性（内隐）学习模式的采用产生不同的影响。错误学习者被期望在学习过程中采用一种明确的、假设检验的策略来纠正错误，从而积累了一堆可言语化的规则，并在双任务条件下表现出性能崩溃，这是一种选择性学习模式的特征。预测在学习过程中减少错误可以最大限度地减少显式假设检验的参与，从而导致采用非选择性学习模式，其特点是在次要任务负载下几乎没有可语言化的规则和稳健的表现。两项研究都支持这些预测。在两项研究中，无错误学习者的高尔夫球推杆表现不受施加第二任务负荷的影响，而错误学习者的表现则恶化。减少学习过程中的错误限制了学习者测试的纠错假设的数量，从而减少了外显加工对技能习得的贡献。结论是，学习过程中错误的减少鼓励使用内隐的、非选择性的学习过程，这使得注意力分散时的表现不容易崩溃。
Two studies examined whether the number of errors made in learning a motor skill, golf putting, differentially influences the adoption of a selective (explicit) or unselective (implicit) learning mode. Errorful learners were expected to adopt an explicit, hypothesis-testing strategy to correct errors during learning, thereby accruing a pool of verbalizable rules and exhibiting performance breakdown under dual-task conditions, characteristic of a selective mode of learning. Reducing errors during learning was predicted to minimize the involvement of explicit hypothesis testing leading to the adoption of an unselective mode of learning, distinguished by few verbalizable rules and robust performance under secondary task loading. Both studies supported these predictions. The golf putting performance of errorless learners in both studies was unaffected by the imposition of a secondary task load, whereas the performance of errorful learners deteriorated. Reducing errors during learning limited the number of error-correcting hypotheses tested by the learner, thereby reducing the contribution of explicit processing to skill acquisition. It was concluded that the reduction of errors during learning encourages the use of implicit, unselective learning processes, which confer insusceptibility to performance breakdown under distraction.