Transposing musical skill: sonification of movement as concurrent augmented feedback enhances learning in a bimanual task
Transposing musical skill: sonification of movement as concurrent augmented feedback enhances learning in a bimanual task
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DOI：
10.1007/s00426-016-0775-0
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发表时间：
2017-07-01
影响因子：
2.3
通讯作者：
Rodger, Matthew
中科院分区：
文献类型：
--
作者：
Dyer, John;Stapleton, Paul;Rodger, Matthew
在获取过程中提供的并发反馈可以提高新任务的绩效。“指导假说”预测，提供反馈会导致依赖，在没有反馈的情况下，表现会很差。然而，通过声音(发声)提供的适当结构的反馈信息可能不受这种影响。我们直接使用有节奏的双手形状跟踪任务来测试这一点，在任务中，参与者学习以4：3的计时比率移动。动作和演示的可听化与另外两种学习条件进行了比较：(1)单独的任务演示可听化和(2)完全无声的练习(控制)。动作发声是最有效的练习形式，错误分数明显低于对照组。单纯的演示发声，预计会通过感知上统一任务要求而使参与者受益，但并不会带来比对照更好的表现。在没有反馈的即刻保持测试中，受试者在发声条件下保持了良好的成绩，这表明使用这种反馈可以克服指导效应。在24小时的保留测试中，性能有所下降，组间表现持平。我们认为，这一点和反馈文献中的类似发现可以用运动技能学习的生态方法来最好地解释，这种方法将可用的感知信息放在最重要的水平。
Concurrent feedback provided during acquisition can enhance performance of novel tasks. The 'guidance hypothesis' predicts that feedback provision leads to dependence and poor performance in its absence. However, appropriately structured feedback information provided through sound ('sonification') may not be subject to this effect. We test this directly using a rhythmic bimanual shape-tracing task in which participants learned to move at a 4:3 timing ratio. Sonification of movement and demonstration was compared to two other learning conditions: (1) Sonification of task demonstration alone and (2) completely silent practice (control). Sonification of movement emerged as the most effective form of practice, reaching significantly lower error scores than control. Sonification of solely the demonstration, which was expected to benefit participants by perceptually unifying task requirements, did not lead to better performance than control. Good performance was maintained by participants in the Sonification condition in an immediate retention test without feedback, indicating that the use of this feedback can overcome the guidance effect. On a 24-h retention test, performance had declined and was equal between groups. We argue that this and similar findings in the feedback literature are best explained by an ecological approach to motor skill learning which places available perceptual information at the highest level of importance.