Kernodle M W, Carlton L G
Appalachian State University, USA.
J Mot Behav. 1992 Jun;24(2):187-96. doi: 10.1080/00222895.1992.9941614.
The influence of information feedback on the learning of a multiple-degree-of-freedom activity, the overhand throw, was investigated. During learning, feedback was presented in the form of knowledge of results, knowledge of performance, knowledge of performance with attention-focusing cues, or knowledge of performance with error-correcting transitional information. Across 12 practice sessions, performance was assessed with respect to both throwing distance and throwing form. Subjects provided with knowledge of performance along with transitional information demonstrated significant gains in throwing distance, compared with subjects receiving knowledge of performance or knowledge of results alone. Movement form ratings followed the same trend. Providing learners with cues to focus their attention on the relevant aspects of knowledge of performance or directly providing transitional information was a better aid to the acquisition of throwing form than providing knowledge of results or knowledge of performance alone. These results support the hypothesis that knowledge of results may not be the most potent form of feedback in multiple-degree-of-freedom activities and that knowledge of performance, when combined with additional information, can lead to significant gains in skill acquisition.
本研究探讨了信息反馈对多自由度活动（即上手投掷）学习的影响。在学习过程中，反馈以结果知识、表现知识、带有注意力聚焦线索的表现知识或带有纠错过渡信息的表现知识的形式呈现。在12次练习过程中，从投掷距离和投掷形式两方面对表现进行了评估。与仅接受表现知识或结果知识的受试者相比，提供表现知识及过渡信息的受试者在投掷距离上有显著提高。动作形式评分也呈现相同趋势。与仅提供结果知识或表现知识相比，为学习者提供将注意力集中在表现知识相关方面的线索或直接提供过渡信息，对投掷形式的习得更有帮助。这些结果支持了以下假设：在多自由度活动中，结果知识可能不是最有效的反馈形式，而表现知识与额外信息相结合时，可显著提高技能习得。
