Rhein Zipi, Vakil Eli
Psychology Department and the Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, 52900, Ramat-Gan, Israel.
Psychol Res. 2018 May;82(3):448-458. doi: 10.1007/s00426-016-0836-4. Epub 2017 Jan 30.
The present study attempts to characterize the contextual conditions (i.e., addition versus omission of elements) that enable or prevent transfer of an acquired skill. The effect of learning and transfer from part-to-whole and from whole-to-part was studied with the serial reaction time (SRT) task. In this study, two alternative sequences of the SRT task were utilized, a short (i.e., 'part') sequence consisting of six elements (ADBACD), and a long (i.e., 'whole') one consisting of 12 elements (BDCADBACDABC) in which the short sequence was embedded. Three groups participated in the study: one was trained with the 'whole' sequence and two with the 'part' sequence (differing in the number of initial training trials performed), for six blocks followed by a random block. Then, for an additional block, each group was divided into two subgroups, one which continued to practice the same sequence, while the other was transferred to the alternate sequence (i.e., 'part-to-whole' and 'whole-to-part'). Results indicated that the group that first practiced the 'whole' and then the 'part' sequence showed full transfer, while the other group showed only partial transfer from the 'part' to 'whole' sequence. The findings of the present study are inconsistent with Thorndike's principle of identical elements, and, instead, indicate that full transfer is enabled in spite of certain contextual changes (i.e., omissions), but only partial transfer is enabled when other changes are applied (i.e., additions).
本研究试图描述那些促成或阻碍已习得技能迁移的情境条件（即元素的增加与省略）。通过序列反应时（SRT）任务研究了从部分到整体以及从整体到部分的学习与迁移效果。在本研究中，使用了SRT任务的两种替代序列，一个短（即“部分”）序列由六个元素组成（ADBACD），一个长（即“整体”）序列由12个元素组成（BDCADBACDABC），其中嵌入了短序列。三组参与了该研究：一组用“整体”序列进行训练，两组用“部分”序列进行训练（初始训练试验次数不同），训练六个组块，随后是一个随机组块。然后，在额外的一个组块中，每组被分成两个亚组，一个亚组继续练习相同的序列，而另一个亚组则被转移到替代序列（即“部分到整体”和“整体到部分”）。结果表明，先练习“整体”序列然后练习“部分”序列的组表现出完全迁移，而另一组仅表现出从“部分”到“整体”序列的部分迁移。本研究的结果与桑代克的相同元素原则不一致，相反，表明尽管存在某些情境变化（即省略）仍能实现完全迁移，但当应用其他变化（即增加）时仅能实现部分迁移。
