Sidaway B, Moore B, Schoenfelder-Zohdi B
Department of Kinesiology, Louisiana State University, Baton Rouge 70803.
Res Q Exerc Sport. 1991 Mar;62(1):27-32. doi: 10.1080/02701367.1991.10607515.
This experiment investigates the recent proposal of Schmidt, Young, Swinnen, and Shapiro (1989) that summary knowledge of results (KR) improves skill retention. In Schmidt et al.'s experiment, however, summary length varied concomitantly with the frequency of KR presentation. The current investigation held KR presentation frequency constant while manipulating the number of trials seen in the summary KR display. Subjects were required to perform a timing task on a linear slide. Five groups (n = 12) of subjects participated in acquisition trials then in 10-min and 2-day delayed no-KR retention tests. In 4 conditions, subjects completed each acquisition block without any KR, but following each block they received KR on either 15, 7, 3, or 1 of the 15 trials performed in that block. In the final condition subjects received immediate KR. Analysis of the absolute constant error (magnitude of CE) data for acquisition revealed all groups improved with practice and the immediate KR group performed better than all the summary groups which in turn did not differ significantly. Analysis of the magnitude of CE retention data found performance to be worse on the 2-day retention test for all groups. The effect of condition was significant. The 1/1 group had lower error scores than all other groups, which in turn were not significantly different. Analyses of variable error (VE) revealed only that VE decreased with practice. These findings suggest frequency of KR presentation may be the basis for the summary KR effect found by Schmidt et al. (1989).
本实验对施密特、扬、斯温嫩和夏皮罗（1989年）最近提出的关于结果总结性知识（KR）能提高技能保持率的观点进行了研究。然而，在施密特等人的实验中，总结的长度与KR呈现的频率同时发生变化。当前的研究保持KR呈现频率不变，同时操纵总结性KR展示中所呈现的试验次数。要求受试者在直线滑道上执行一项计时任务。五组（每组n = 12）受试者先参与习得试验，然后进行10分钟和2天延迟的无KR保持测试。在4种条件下，受试者在每个习得阶段均无任何KR，但在每个阶段完成后，他们会在该阶段所进行的15次试验中的15次、7次、3次或1次试验后得到KR。在最后一种条件下，受试者会得到即时KR。对习得阶段的绝对恒定误差（CE大小）数据进行分析发现，所有组随着练习均有进步，即时KR组的表现优于所有总结组，而总结组之间并无显著差异。对CE保持数据的大小进行分析发现，所有组在2天保持测试中的表现均变差。条件的影响显著。1/1组的误差分数低于所有其他组，而其他组之间并无显著差异。对可变误差（VE）的分析仅表明VE随着练习而降低。这些发现表明，KR呈现的频率可能是施密特等人（1989年）所发现的总结性KR效应的基础。
