Lam Wing Kai, Maxwell Jon P, Masters Richard
University of Hong Kong, Hong Kong.
J Sport Exerc Psychol. 2009 Jun;31(3):337-57. doi: 10.1123/jsep.31.3.337.
The efficacy of analogical instruction, relative to explicit instruction, for the acquisition of a complex motor skill and subsequent performance under pressure was investigated using a modified (seated) basketball shooting task. Differences in attentional resource allocation associated with analogy and explicit learning were also examined using probe reaction times (PRT). Access to task-relevant explicit (declarative) knowledge was assessed. The analogy and explicit learning groups performed equally well during learning and delayed retention tests. The explicit group experienced a drop in performance during a pressured transfer test, relative to their performance during a preceding retention test. However, the analogy group's performance was unaffected by the pressure manipulation. Results from PRTs suggested that both groups allocated equal amounts of attentional resources to the task throughout learning and test trials. Analogy learners had significantly less access to rules about the mechanics of their movements, relative to explicit learners. The results are interpreted in the context of Eysenck and Calvo's (1992) processing efficiency theory and Masters's (1992) theory of reinvestment.
使用改良的（坐姿）篮球投篮任务，研究了类比教学相对于明确教学在复杂运动技能习得以及随后在压力下表现方面的效果。还使用探测反应时间（PRT）检查了与类比学习和明确学习相关的注意力资源分配差异。评估了对与任务相关的明确（陈述性）知识的掌握情况。类比学习组和明确学习组在学习和延迟保留测试中的表现同样出色。相对于前一次保留测试中的表现，明确学习组在压力转移测试中的表现有所下降。然而，类比学习组的表现不受压力操纵的影响。PRT的结果表明，在整个学习和测试过程中，两组分配给任务的注意力资源量相等。相对于明确学习者，类比学习者对其动作机制规则的掌握明显较少。研究结果是在艾森克和卡尔沃（1992）的加工效率理论以及马斯特斯（1992）的再投资理论背景下进行解释的。
