Coordination dynamics of learning and transfer: collective and component levels.
Coordination dynamics of learning and transfer: collective and component levels.
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学习和迁移的协调动态：集体和组成层面。
DOI：
10.1037//0096-1523.23.5.1454
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发表时间：
1997
期刊：
影响因子：
--
通讯作者：
Kelso,JA
中科院分区：
文献类型：
--
作者：
Zanone,PG;Kelso,JA
学习一个新的协调行为的动力学进行了检查，要求参与者进行视觉指定的手之间的相位关系。结果表明，学习可能涉及定性或定量的变化，在布局的协调动力学，这取决于这种动力学是否是双稳态或多稳态暴露前的学习任务。在这两种情况下，这个过程都稳定了待学习的行为和它的对称伙伴，尽管后者实际上并没有被实践过。手部运动的运动学分析表明，以前存在的协调趋势，利用在学习过程中，以配合视觉要求。这些研究结果和这里提出的概念提供了一个框架，了解学习如何发生在以前的经验的背景下，并允许学习中的个体差异得到明确解决。
The dynamics of learning a new coordinated behavior was examined by requiring participants to perform a visually specified phase relationship between the hands. Results showed that learning may involve qualitative or quantitative alterations in the layout of the coordination dynamics depending on whether such dynamics are bistable or multistable before exposure to the learning task. In both cases, the process stabilized the to-be-learned behavior and its symmetry partner, even though the latter had not actually been practiced. Kinematic analyses of hand motion showed that previously existing coordination tendencies were exploited during learning in order to match visual requirements. These findings and the concepts presented here provide a framework for understanding how learning occurs in the context of previous experience and allow individual differences in learning to be tackled explicitly.