Maxwell J P, Masters R S, Kerr E, Weedon E
University of Birmingham, UK.
Q J Exp Psychol A. 2001 Nov;54(4):1049-68. doi: 10.1080/713756014.
Two studies examined whether the number of errors made in learning a motor skill, golf putting, differentially influences the adoption of a selective (explicit) or unselective (implicit) learning mode. Errorful learners were expected to adopt an explicit, hypothesis-testing strategy to correct errors during learning, thereby accruing a pool of verbalizable rules and exhibiting performance breakdown under dual-task conditions, characteristic of a selective mode of learning. Reducing errors during learning was predicted to minimize the involvement of explicit hypothesis testing leading to the adoption of an unselective mode of learning, distinguished by few verbalizable rules and robust performance under secondary task loading. Both studies supported these predictions. The golf putting performance of errorless learners in both studies was unaffected by the imposition of a secondary task load, whereas the performance of errorful learners deteriorated. Reducing errors during learning limited the number of error-correcting hypotheses tested by the learner, thereby reducing the contribution of explicit processing to skill acquisition. It was concluded that the reduction of errors during learning encourages the use of implicit, unselective learning processes, which confer insusceptibility to performance breakdown under distraction.
两项研究探讨了在学习一项运动技能（高尔夫球推杆）时所犯错误的数量是否会对采用选择性（显性）或非选择性（隐性）学习模式产生不同影响。预计犯错的学习者会采用显性的假设检验策略在学习过程中纠正错误，从而积累一系列可言语化的规则，并在双重任务条件下表现出成绩下滑，这是选择性学习模式的特征。预计在学习过程中减少错误会使显性假设检验的参与度降至最低，从而导致采用非选择性学习模式，其特点是可言语化的规则较少，且在次要任务负荷下表现稳健。两项研究均支持了这些预测。在两项研究中，无错误学习者的高尔夫球推杆表现不受次要任务负荷施加的影响，而犯错学习者的表现则变差。在学习过程中减少错误限制了学习者检验的错误纠正假设的数量，从而减少了显性加工对技能习得的贡献。研究得出结论，在学习过程中减少错误会鼓励使用隐性的、非选择性的学习过程，这种过程使成绩在分心情况下不易受到影响。
