Institut des Sciences du Mouvement, Universite de la Méditerranée, Marseille, France.
J Exp Psychol Hum Percept Perform. 2011 Dec;37(6):1841-54. doi: 10.1037/a0024386. Epub 2011 Jul 4.
The present study reports two experiments in which a total of 20 participants without prior flight experience practiced the final approach phase in a fixed-base simulator. All participants received self-controlled concurrent feedback during 180 practice trials. Experiment 1 shows that participants learn more quickly under variable practice conditions than under constant practice conditions. This finding is attributed to the education of attention to the more useful informational variables: Variability of practice reduces the usefulness of initially used informational variables, which leads to a quicker change in variable use, and hence to a larger improvement in performance. In the practice phase of Experiment 2 variability was selectively applied to some experimental factors but not to others. Participants tended to converge toward the variables that were useful in the specific conditions that they encountered during practice. This indicates that an explanation for variability of practice effects in terms of the education of attention is a useful alternative to traditional explanations based on the notion of the generalized motor program and to explanations based on the notions of noise and local minima.
本研究报告了两项实验，共有 20 名没有飞行经验的参与者在固定基地模拟器中练习最后进近阶段。所有参与者在 180 次练习中都接受了自我控制的同步反馈。实验 1 表明，参与者在变量练习条件下比在常数练习条件下学习得更快。这一发现归因于对更有用信息变量的关注的教育：练习的可变性降低了最初使用的信息变量的有用性，这导致了变量使用的更快变化，从而导致了性能的更大提高。在实验 2 的练习阶段，可变性被选择性地应用于一些实验因素，但不适用于其他因素。参与者倾向于朝着在练习过程中遇到的特定条件下有用的变量收敛。这表明，用注意力教育来解释练习效果的可变性是对基于广义运动程序概念的传统解释以及基于噪声和局部最小值概念的解释的一个有用替代方案。
