Knowledge and conscious control of motor actions under stress
Knowledge and conscious control of motor actions under stress
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DOI：
10.1111/j.2044-8295.1996.tb02612.x
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发表时间：
1996-11-01
影响因子：
4
通讯作者：
Jones, G
中科院分区：
文献类型：
--
作者：
Hardy, L;Mullen, R;Jones, G
马斯特斯(1992)最近的一项研究调查了压力对在内隐和外显学习条件下获得的良好运动技能--高尔夫推杆的表现的影响。马斯特斯发现，压力对外显学习组的表现有不利影响，但对内隐学习组没有影响。然而，内隐学习组在学习测试中被要求进行发音抑制，但在压力测试中不被要求。因此，内隐学习组的受试者有可能在压力会议期间继续提高，仅仅是因为他们完成了一项更容易的任务。本文报道了一个实验，它通过复制和扩展马斯特斯(1992)的方法来重新检验他的结论。另一个内隐学习组被要求在学习测试和压力测试期间进行发音抑制。研究假设，这一“新的”内隐学习小组将遭受与外显学习小组相同的成绩下降，这提供了与马斯特斯的解释相矛盾的证据。32名受试者被分配到四组中的一组。业绩衡量采用双因素方差分析(4×5：小组×会议)，并对会议因素进行重复测量。主要因变量是成功完成的推杆次数。分析表明，内隐学习组和外显学习组都在压力下继续提高成绩，而外显学习组则没有。尽管马斯特斯(1992)和本研究都存在局限性，但这些结果支持马斯特斯的外显知识假说。
A recent study by Masters (1992) investigated the effect of stress upon the performance of a well-learned motor skill, golf putting, acquired under implicit and explicit learning conditions. Masters found that stress had a detrimental effect on performance for the explicit learning group but not for the implicit learning group. However, the implicit learning group was required to perform articulatory suppression during the learning trials but not during the stress trials. As such, it is possible that the subjects in the implicit learning group continued to improve during the stress session simply because they were performing an easier task. This paper reports an experiment which re-examines Masters' (1992) conclusions by replicating and extending his method. An additional implicit learning group was included which was required to carry out articulatory suppression during both the learning trials and the stress trials. It was hypothesized that this 'new' implicit learning group would suffer the same disruption to performance as the explicit learning group, providing evidence which would contradict Masters' explanation. Thirty-two subjects were allocated to one of four groups. Performance measures were analysed using two-factor analysis of variance (4 x 5:groups x sessions) with repeated measures on the sessions factor. The main dependent variable was the number of putts successfully completed. The analysis revealed that both the implicit learning groups continued to improve their performance under stress whilst the explicit learning group did not. Despite limitations to both Masters' (1992) and the present study, these results add support to Masters' explicit knowledge hypothesis.