School of Human Kinetics, The University of British Columbia Vancouver, BC, Canada.
Front Psychol. 2010 Nov 16;1:196. doi: 10.3389/fpsyg.2010.00196. eCollection 2010.
There is evidence that prescriptive versus discovery methods of learning can lead to breakdowns under pressure due to "reinvestment" of knowledge and a more conscious, controlled mode of control. There is some speculation that this breakdown is mediated by the attentional focus of the instructions. We expected these effects to also be moderated by when in practice these instructions are given. Across two experiments, five groups practiced a forehand disk throwing task and we manipulated the timing and attentional focus of instructions. Internally directed instructions provided to participants early in practice resulted in a slower rate of acquisition (outcome error) and detrimental effects under stress, in comparison to the same instructions provided later in practice or not at all. Externally directed, technical instructions positively impacted rate of acquisition and regardless of when in practice they were provided, there were no adverse effects associated with instructions under pressure. These results show that the direction of attention encouraged by instructions moderates performance under stress as does the timing of presentation of these instructions.
有证据表明，由于“知识再投资”和更有意识、更受控制的控制模式，规定性学习和发现性学习方法在压力下可能会导致崩溃。有人推测，这种崩溃是由指令的注意力焦点介导的。我们预计这些影响也会受到何时给予这些指令的调节。在两项实验中，五个小组练习正手盘投掷任务，我们操纵了指令的时间和注意力焦点。与在实践后期或根本不提供的相同指令相比，在实践早期向参与者提供的内部定向指令导致习得速度（结果错误）较慢，并且在压力下产生不利影响。外部定向、技术性指令则积极影响习得速度，并且无论何时提供这些指令，在压力下提供指令都不会产生不利影响。这些结果表明，指令所鼓励的注意力方向会调节压力下的表现，而这些指令的呈现时间也会调节表现。
