From novice to no know-how: A longitudinal study of implicit motor learning
From novice to no know-how: A longitudinal study of implicit motor learning
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DOI：
10.1080/026404100365180
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发表时间：
2000-02-01
影响因子：
3.4
通讯作者：
Eves, FF
中科院分区：
文献类型：
--
作者：
Maxwell, JP;Masters, RSW;Eves, FF
本研究的目的是确定内隐学习者和外显学习者的表现是否会在一段较长的学习时间内趋于一致。参与者练习了一项复杂的运动技能——高尔夫推杆——进行了3000次试验，要么同时进行第二项任务，即音调计数任务（内隐学习），要么不进行这项任务（外显学习）。次要任务的认知要求被预测为防止运动任务的可言语规则的积累。内隐组报告的后续口头协议规则明显少于外显组。在整个学习阶段，内隐组的表现一直低于外显组。然而，在延迟记忆测试中，两组之间没有发现显著差异。此外，对于外显组的参与者，在学习阶段，再投资量表得分与累积规则的数量呈正相关，与整体推杆表现负相关。我们用这些结果来反对在技能习得过程中过度使用语言指导，这可能是不必要的，最终可能会妨碍在压力条件下的表现。
The aim of this study was to ascertain whether the performances of implicit and explicit learners would converge over an extended period of learning. Participants practised a complex motor skill - golf putting - for 3000 trials, either with a concurrent secondary, tone-counting task (implicit learning) or without such a task (explicit learning). The cognitive demands of the secondary task were predicted to prevent the accumulation of verbalizable rules about the motor task. The implicit group reported significantly fewer rules than the explicit group on subsequent verbal protocols. The performance of the implicit group remained below that of the explicit group throughout the learning phase. However, no significant differences were found between groups during a delayed retention test. Additionally, for the participants in the explicit group only, a Reinvestment Scale score correlated positively with the number of rules accrued and negatively with overall putting performance during the learning phase. We use the results to argue against the excessive use of verbal instruction during skill acquisition, which might be unnecessary and ultimately might hamper performance under stressful conditions.