Effective learning strategies for acquiring new patterns of bimanual coordination

获得一个熟练的动作通常需要克服吸引因素（某些神经、肌肉骨骼和生物力学限制的特定动作模式，尽管表演者的意图）。因此，本研究考察了哪种类型的学习策略对有效地习得一个新动作是有效的。实验任务采用双手协调任务。受试者被要求克服同相或反相，以获得90度相对相位。实验1比较了强迫反应法、观察学习和高级组织三种学习策略。然后在实验2和实验3中分别对强迫反应法和观察学习进行了详细的研究。实验4进一步考察了观察学习的技能水平和呈现时间。主要结果如下：首先，最适合进行双手协调任务的策略是将高级组织与实际身体练习更多地结合起来。这被解释为意味着先进的组织提前为学习者提供了对学习过程的全面洞察。其次，在观察学习中，学习模式的集中呈现是最有效的。很可能学习模型展示了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，学习模型的使用可能提供了关于问题解决过程的信息，并增强了学习者的动机，因为随着实践的进行，学习模型和学习者都逐渐提高了他们的表现。因此，这些学习策略的研究结果表明，尽管协调学习中使用的任务在很大程度上受到内在吸引因素的影响，但与参数学习相比，协调学习更需要学习者参与有助于运动学习的认知因素。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