Ranganathan Rajiv, Newell Karl M
Department of Kinesiology, Pennsylvania State University, University Park, PA, USA.
J Mot Behav. 2010 Sep-Oct;42(5):307-16. doi: 10.1080/00222895.2010.510542.
The authors examined the influence of introducing variability at two different levels in the learning of a striking task. Variability at the task goal level was introduced by changing target location, whereas variability at the execution redundancy level was introduced by using an intermediate target that constrained participants to use different paths from trial to trial to strike the same target. After practice, participants were transferred to 2 test conditions: (a) a fixed-target test, where the position of the target was unchanged; and (b) a variable-target test, where the position of the target was varied from trial to trial. The results from the manipulation at the task goal level were consistent with predictions from the specificity of practice hypothesis. In both the fixed- and variable-target tests, the best performance was achieved by the group that had practiced in the condition matching the test condition. At the execution-redundancy level, practicing multiple solutions to achieve the task goal did not improve performance in either the fixed- or variable-target tests. These results show that introducing variability at the task goal and execution redundancy levels has different effects on learning and generalization and that practice schedules that constrain the participant to use redundant solutions may not facilitate learning.
作者研究了在一项击球任务的学习中，在两个不同水平引入变异性的影响。通过改变目标位置在任务目标水平引入变异性，而通过使用一个中间目标在执行冗余水平引入变异性，该中间目标限制参与者在每次试验中使用不同路径来击打相同目标。练习后，参与者被转移到两种测试条件下：(a) 固定目标测试，其中目标位置不变；(b) 可变目标测试，其中目标位置在每次试验中都不同。任务目标水平操作的结果与练习特异性假设的预测一致。在固定目标和可变目标测试中，在与测试条件匹配的条件下练习的组表现最佳。在执行冗余水平，练习实现任务目标的多种解决方案在固定目标或可变目标测试中均未提高表现。这些结果表明，在任务目标和执行冗余水平引入变异性对学习和泛化有不同影响，并且限制参与者使用冗余解决方案的练习计划可能无助于学习。
