McKay Brad, Wulf Gabriele, Lewthwaite Rebecca, Nordin Andrew
a School of Human Kinetics , University of Ottawa , Ottawa , ON , Canada.
Q J Exp Psychol (Hove). 2015;68(9):1910-9. doi: 10.1080/17470218.2014.997765. Epub 2015 Jan 27.
The self-invoking trigger hypothesis was proposed by Wulf and Lewthwaite [Wulf, G., & Lewthwaite, R. (2010). Effortless motor learning? An external focus of attention enhances movement effectiveness and efficiency. In B. Bruya (Ed.), Effortless attention: A new perspective in attention and action (pp. 75-101). Cambridge, MA: MIT Press] as a mechanism underlying the robust effect of attentional focus on motor learning and performance. One component of this hypothesis, relevant beyond the attentional focus effect, suggests that causing individuals to access their self-schema will negatively impact their learning and performance of a motor skill. The purpose of the present two studies was to provide an initial test of the performance and learning aspects of the self-invoking trigger hypothesis by asking participants in one group to think about themselves between trial blocks-presumably activating their self-schema-to compare their performance and learning to that of a control group. In Experiment 1, participants performed 2 blocks of 10 trials on a throwing task. In one condition, participants were asked between blocks to think about their past throwing experience. While a control group maintained their performance across blocks, the self group's performance was degraded on the second block. In Experiment 2, participants were asked to practice a wiffleball hitting task on two separate days. Participants returned on a third day to perform retention and transfer tests without the self-activating manipulation. Results indicated that the self group learned the hitting task less effectively than the control group. The findings reported here provide initial support for the self-invoking trigger hypothesis.
自我触发假说由伍尔夫和刘易斯韦特提出[伍尔夫，G.，& 刘易斯韦特，R.（2010年）。轻松的运动学习？注意力的外部焦点可提高运动效果和效率。载于B. 布鲁亚（编），《轻松的注意力：注意力与行动的新视角》（第75 - 101页）。马萨诸塞州剑桥：麻省理工学院出版社]，作为注意力焦点对运动学习和表现产生强大影响的潜在机制。该假说的一个组成部分，其相关性超出了注意力焦点效应，表明促使个体激活其自我图式会对其运动技能的学习和表现产生负面影响。本两项研究的目的是通过要求一组参与者在试验块之间思考自己——大概是激活他们的自我图式——来比较他们与对照组的表现和学习情况，从而对自我触发假说的表现和学习方面进行初步测试。在实验1中，参与者在一项投掷任务上进行了2组，每组10次试验。在一种条件下，要求参与者在组间思考他们过去的投掷经历。虽然对照组在各组间保持了表现，但自我组在第二组的表现有所下降。在实验2中，要求参与者在两个不同的日子练习一项空心球击球任务。参与者在第三天返回进行无自我激活操作的保持和迁移测试。结果表明，自我组比对照组学习击球任务的效果更差。此处报告的研究结果为自我触发假说提供了初步支持。
