NEW CONCEPTUALIZATIONS OF PRACTICE - COMMON PRINCIPLES IN 3 PARADIGMS SUGGEST NEW CONCEPTS FOR TRAINING
NEW CONCEPTUALIZATIONS OF PRACTICE - COMMON PRINCIPLES IN 3 PARADIGMS SUGGEST NEW CONCEPTS FOR TRAINING
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DOI：
10.1111/j.1467-9280.1992.tb00029.x
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发表时间：
1992-07-01
影响因子：
8.2
通讯作者：
BJORK, RA
中科院分区：
文献类型：
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作者：
SCHMIDT, RA;BJORK, RA
我们认为，典型的培训程序是远远不够的。 在现实环境中进行培训的目标是，或者应该是，支持培训后绩效的两个方面：（a）长期绩效水平和（B）将培训转移到相关任务和改变的环境中的能力。 那些负责培训的人或隐或显的假设是，在培训过程中提高绩效和加速改进的程序必然会实现这两个目标。 然而，各种关于运动和语言学习的实验表明，这种假设往往是不正确的。 从长远来看，在训练过程中最大化表现的操作可能是有害的;相反，降低获取速度的操作可以支持训练的长期目标。 事实上，在运动和言语领域有类似的发现表明，可以推断出相当普遍的原则，以升级培训程序。
We argue herein that typical training procedures are far from optimal. The goal of training in real-world settings is, or should be, to support two aspects of posttraining performance: (a) the level of performance in the long term and (b) the capability to transfer that training to related tasks and altered contexts. The implicit or explicit assumption of those persons responsible for training is that the procedures that enhance performance and speed improvement during training will necessarily achieve these two goals. However, a variety of experiments on motor and verbal learning indicate that this assumption is often incorrect. Manipulations that maximize performance during training can be detrimental in the long term; conversely, manipulations that degrade the speed of acquisition can support the long-term goals of training. The fact that there are parallel findings in the motor and verbal domains suggests that principles of considerable generality can be deduced to upgrade training procedures.