Lewthwaite Rebecca, Chiviacowsky Suzete, Drews Ricardo, Wulf Gabriele
Rancho Los Amigos National Rehabilitation Center, Downey, CA, USA.
University of Southern California, Los Angeles, CA, USA.
Psychon Bull Rev. 2015 Oct;22(5):1383-8. doi: 10.3758/s13423-015-0814-7.
Numerous studies in the motor learning domain have demonstrated learning advantages of self-controlled practice relative to yoked conditions. In separate lines of evidence in the social-psychological literature, findings show that providing participants with task-relevant autonomy support or minor incidental choices can result in superior outcomes when compared with conditions that thwart autonomy or do not offer choice. We hypothesized that motor learning could be enhanced by providing learners with choices - even if those choices are unrelated to task performance. In Experiment 1, two groups of participants practiced a golf putting task. While one group (the choice group) was able to select the color of golf balls (white, yellow, or orange) to be used in each upcoming block of 10 trials, participants in the second group (the yoked group) were provided with the same colored golf balls their choice-group counterparts had chosen. The results of a 24-h delayed retention test indicated significantly greater putting accuracy for the choice compared with the yoked group. Experiment 2 went one step further by asking choice group participants for their preferences regarding two issues unrelated to the practice task (balancing on a stabilometer): (1) which of two subsequent tasks (coincident timing or hand dynamometry) they wanted to perform and (2) which of two prints of paintings by Renoir they thought the investigator should hang on the laboratory wall. Yoked group participants were simply informed about which task they would perform afterwards and of which painting the experimenter would put on the wall. Balance learning was significantly more effective in the choice group on a retention test. Thus, self-controlled practice conditions can influence motor learning without providing task-relevant information, content, or strategic learning advantages. Self-controlled effects in motor learning may be motivational in nature, attributable to satisfaction of fundamental autonomy needs.
运动学习领域的众多研究表明，相对于被动条件，自我控制练习具有学习优势。社会心理学文献中的不同证据表明，与阻碍自主性或不提供选择的条件相比，为参与者提供与任务相关的自主性支持或微小的偶然选择会产生更好的结果。我们假设，即使这些选择与任务表现无关，为学习者提供选择也可以增强运动学习效果。在实验1中，两组参与者练习高尔夫球推杆任务。一组（选择组）能够在即将到来的每组10次试验中选择要使用的高尔夫球颜色（白色、黄色或橙色），而第二组（被动组）的参与者则被提供与他们的选择组对应者选择的相同颜色的高尔夫球。24小时延迟保持测试的结果表明，与被动组相比，选择组的推杆准确性明显更高。实验2更进一步，询问选择组参与者对与练习任务无关的两个问题（在稳定仪上保持平衡）的偏好：（1）他们想执行后续两项任务中的哪一项（同步计时或握力测量），以及（2）他们认为研究者应该在实验室墙上挂雷诺阿的哪两幅画作。被动组参与者只是被告知他们之后要执行哪项任务以及实验者会在墙上挂哪幅画。在保持测试中，选择组的平衡学习效果明显更好。因此，自我控制的练习条件可以在不提供与任务相关的信息、内容或策略学习优势的情况下影响运动学习。运动学习中的自我控制效果可能本质上是激励性的，归因于基本自主性需求的满足。
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