Stokes Patricia D, Lai Betty, Holtz Danielle, Rigsbee Elizabeth, Cherrick Danielle
Department of Psychology, Barnard College, Columbia University, New York, New York 10027, USA.
J Exp Psychol Hum Percept Perform. 2008 Jun;34(3):640-59. doi: 10.1037/0096-1523.34.3.640.
Five experiments examined how practice early in skill acquisition affected variability and accuracy during skill retention (Experiments 1-5) and skill transfer (Experiments 3, 4, 5). Lag constraints required that each path from apex to base of a computer-generated pyramid display differ from some number (the lag) of immediately prior paths. Location constraints specified end points at which paths must exit the pyramid. In all experiments, an early optimal period for acquiring a variability level was identified. Both low and high levels of variability were sustained during retention; high levels facilitated transfer. The results suggest that (a) early practice that requires high variability sensitizes learners to changes in condition and (b) such perception-performance links facilitate transfer by activating appropriate alternative strategies/schema or initiating their construction.
五项实验研究了技能习得早期的练习如何影响技能保持（实验1 - 5）和技能迁移（实验3、4、5）过程中的变异性和准确性。滞后约束要求计算机生成的金字塔显示从顶点到底部的每条路径都与前几条紧邻路径存在一定数量（滞后量）的差异。位置约束规定了路径必须离开金字塔的端点。在所有实验中，都确定了一个获取变异性水平的早期最佳时期。在保持阶段，低变异性水平和高变异性水平都得以维持；高变异性水平促进了迁移。结果表明：（a）要求高变异性的早期练习使学习者对条件变化更加敏感；（b）这种感知 - 表现联系通过激活适当的替代策略/图式或启动其构建来促进迁移。
