Generalized motor program (GMP) learning: Effects of reduced frequency of knowledge of results and practice variability
Generalized motor program (GMP) learning: Effects of reduced frequency of knowledge of results and practice variability
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DOI：
10.1080/00222899809601322
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发表时间：
1998-03-01
影响因子：
1.4
通讯作者：
Shea, CH
中科院分区：
文献类型：
--
作者：
Lai, Q;Shea, CH
研究了结果的相对计时知识（KR）呈现频率降低对持续和连续练习的影响，以及反应稳定性是否与广义运动程序（GMP）学习的增加有关。参与者（N = 40）被要求依次按下4个键（2，4，8和6）的数字键盘部分的计算机键盘上使用他们的右手食指。频率（50%和100%），其中相对定时KR提出了操纵在恒定和连续的实践条件。恒定条件和连续条件下使用的任务具有相同的相对时间结构，但连续练习具有3种不同的绝对时间要求。结果表明，在连续练习条件下，减少KR频率可以增强GMP学习，重复了Wulf，Lee和施密特（1994）的发现。然而，对于持续练习组，KR效应的频率降低并不明显。更有趣的是，研究发现，对于GMP的发展和学习，持续的练习明显优于连续的练习。数据还表明，无论是恒定的实践或减少频率的KR后，反应的稳定性增强相比，反应的稳定性以下的系列实践和频繁的KR。这些研究结果表明，当反应稳定性得到改善，无论是通过减少频率与KR是提出或通过减少的任务变化的数量实行，GMP的发展得到加强，但在转移任务的参数规格往往会被降级。
The effects of reduced frequency of presentation of relative-timing knowledge of results (KR) on constant and serial practice and whether response stability is associated with increased generalized motor program (GMP) learning were examined. Participants (N = 40) were asked to sequentially depress 4 keys (2, 4, 8, and 6) on the numeric pad portion of the computer keyboard by using the index fingers of their right hands. The frequency (50% and 100%) with which relative-timing KR was presented was manipulated in constant and in serial practice conditions. The tasks used in both the constant and the serial conditions had the same relative-timing structure, but serial practice had 3 different absolute-timing requirements. The results, which indicated that reduced KR frequency enhances GMP learning in the serial practice condition, replicate the findings of Wulf, Lee, and Schmidt (1994). The reduced frequency of KR effect was not evident for the constant practice groups, however. More interesting was the finding that constant practice was significantly better than serial practice for the development and learning of the GMP. The data also showed that after either constant practice or reduced frequency of KR, response stability was enhanced in comparison with the stability of responses following serial practice and frequent KR. Those findings suggest that when response stability is improved either by reducing the frequency with which KR is presented or by reducing the number of task variations practiced, the development of the GMP is enhanced but parameter specification in transfer tasks tends to be degraded.