Kohl R M, Ellis S D, Roenker D L
Division of Health, Physical Education and Recreation, Wayne State University, Detroit, MI.
Res Q Exerc Sport. 1992 Jun;63(2):162-70. doi: 10.1080/02701367.1992.10607576.
The main purpose of the following experiments was to reexamine the acquisition effects of alternating actual and imagery practice on retention. This was accomplished by making retention comparisons between groups that either alternated actual and imagery practice, alternated actual practice and rest, employed all actual or all imagery practice, or performed an unrelated task (the control) during acquisition. Results from Experiment 1 indicated that the actual practice and the alternating actual and imagery practice groups produced equivalent scores that were greater than the equivalent scores of the imagery practice and alternating actual practice and rest groups. All experimental groups performed better than the control. Because the retention test was identical to the actual practice protocol, practice specificity may have biased the retention relative standings in favor of the actual practice group. Experiment 2 was identical to Experiment 1 except subjects were transferred to a contralateral limb retention test. Results indicated that the alternating actual and imagery practice group produced better retention scores than the equivalent retention scores of the actual practice and imagery practice groups. These three groups produced higher retention scores than the alternating actual practice and rest group, which was better than the control. These results support the notion that alternating actual and imagery practice facilitates motor learning and suggest that practice specificity may be a factor in response imagery experiments. Based on the notion that actual and imagery practice activate shared and unique mechanisms, several hypotheses were offered to explain these results.
以下实验的主要目的是重新审视交替进行实际练习和意象练习对记忆保持的影响。这是通过对不同组别的记忆保持情况进行比较来实现的，这些组别包括：交替进行实际练习和意象练习的组、交替进行实际练习和休息的组、全部采用实际练习或全部采用意象练习的组，以及在习得阶段执行无关任务（对照组）的组。实验1的结果表明，实际练习组和交替进行实际练习与意象练习的组所取得的成绩相当，且高于意象练习组、交替进行实际练习与休息的组所取得的同等成绩。所有实验组的表现均优于对照组。由于记忆保持测试与实际练习方案相同，练习特异性可能使记忆保持的相对排名偏向于实际练习组。实验2与实验1相同，只是将测试对象转移到对侧肢体的记忆保持测试。结果表明，交替进行实际练习和意象练习的组所取得的记忆保持成绩优于实际练习组和意象练习组的同等记忆保持成绩。这三组的记忆保持成绩高于交替进行实际练习与休息的组，而该组又优于对照组。这些结果支持了交替进行实际练习和意象练习有助于运动学习的观点，并表明练习特异性可能是影响意象实验反应的一个因素。基于实际练习和意象练习激活共同和独特机制的观点，提出了几个假设来解释这些结果。
