Effective learning strategies for acquiring new patterns of bimanual coordination

获得熟练的动作通常需要克服吸引子(通过一些神经、肌肉骨骼和生物力学的限制而产生的特定运动模式，而不是表演者的意图)。因此，本研究考察了哪种类型的学习策略能有效地获得一种新的动作。采用双手协调任务作为实验任务。受试者被要求克服同相或反相，以获得90度相对相位。实验一比较了强迫反应法、观察性学习和高级组织学习三种学习策略。实验二和实验三分别考察了强迫反应法和观察性学习。实验四进一步考察了观察性学习中的技能水平和呈现进度。主要研究结果如下。首先，对于双手协调任务，最合适的策略是…更多地将先进的组织与实际的体育实践相结合。据解释，这意味着先进的组织预先为学习者提供了对学习过程的完整洞察。第二，集中呈现的学习模式被发现在观察性学习中最有效。学习模型很可能显示出从学习模型根本不能执行任何任务的初始学习阶段到学习模型成为执行任务的专家的最后阶段的进展。因此，学习模式的使用可能提供了有关解决问题的过程的信息，并增强了学习者的动机，因为随着练习的进行，学习模式和学习者的表现都逐渐提高。因此，这些关于学习策略的研究结果表明，协调学习比参数学习更需要学习者对辅助运动学习的认知因素的参与，尽管协调学习中使用的任务在很大程度上受到内在吸引子的影响。较少

Acquisition of a skilled movement often needs to overcome the attractors (particular movement patterns by some neural, musculo-skeletal, and biomechanical constraints in spite of performer's intention). Therefore, the present study examined what type of learning strategies are effective for acquiring a new movement effectively. A bimanual coordination task was employed as an experimental task. Subjects were required to overcome either the in-phase or anti-phase so as to acquire the 90 degree relative phase. Three learning strategies, forced response method, observational leaning, and advanced organization, were compared in Experiment 1. Both the forced response method and the observational leaning were then respectively examined in detail in Experiments 2 and 3. In Experiment 4, both skill level and presentation schedule in the observational learning were further examined. Main results were as follows. First, a most suitable strategy for the bimanual coordination task was shown to be a … More combination of advanced organization and actual physical practice. This was explained to mean that the advanced organization provided in advance the learners with whole insight into the learning processes. Second, the concentrated presentation of a learning model was found to be most effective in observational learning. It was likely that the learning model demonstrated progresses from an initial learning stage in which the learning model could not perform anything at all to the final stage in which the learning model became an expert in performing the task. The use of a learning model may thus have provided information about problem-solving processes as well as enhanced learners' motivation, because both the learning model and learners gradually improved their performance as the practice proceeded. These findings on learning strategies therefore suggested that the coordination leaning needs an engagement of learners to cognitive factors subserving motor learning more than the parameter learning, even though the task used in coordination learning is largely influenced by the intrinsic attractors. Less