Grierson Lawrence E M, Roberts James W, Welsher Arthur M
Department of Family Medicine, McMaster University, David Braley Health Sciences Centre, 100 Main Street West, Hamilton, ON L8P 1H6, Canada; Program for Educational Research and Development, Faculty of Health Sciences, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L8, Canada; Department of Kinesiology, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4K1, Canada.
Department of Kinesiology, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4K1, Canada; School of Optometry and Vision Science, University of Waterloo, 200 Columbia St W, Waterloo, ON N2L 3G1, Canada; Department of Health Sciences, Liverpool Hope University, Hope Park, Liverpool L16 9JD, United Kingdom.
Acta Psychol (Amst). 2017 May;176:71-77. doi: 10.1016/j.actpsy.2017.03.013. Epub 2017 Apr 2.
There is much evidence to suggest that skill learning is enhanced by skill observation. Recent research on this phenomenon indicates a benefit of observing variable/erred demonstrations. In this study, we explore whether it is variability within the relative organization or absolute parameterization of a movement that facilitates skill learning through observation. To do so, participants were randomly allocated into groups that observed a model with no variability, absolute timing variability, relative timing variability, or variability in both absolute and relative timing. All participants performed a four-segment movement pattern with specific absolute and relative timing goals prior to and following the observational intervention, as well as in a 24h retention test and transfers tests that featured new relative and absolute timing goals. Absolute timing error indicated that all groups initially acquired the absolute timing, maintained their performance at 24h retention, and exhibited performance deterioration in both transfer tests. Relative timing error revealed that the observation of no variability and relative timing variability produced greater performance at the post-test, 24h retention and relative timing transfer tests, but for the no variability group, deteriorated at absolute timing transfer test. The results suggest that the learning of absolute timing following observation unfolds irrespective of model variability. However, the learning of relative timing benefits from holding the absolute features constant, while the observation of no variability partially fails in transfer. We suggest learning by observing no variability and variable/erred models unfolds via similar neural mechanisms, although the latter benefits from the additional coding of information pertaining to movements that require a correction.
有大量证据表明，技能观察可增强技能学习。近期关于这一现象的研究表明，观察可变/错误示范具有益处。在本研究中，我们探究是运动的相对组织内的变异性还是绝对参数化中的变异性通过观察促进了技能学习。为此，参与者被随机分配到不同组，分别观察无变异性的模型、绝对时间变异性的模型、相对时间变异性的模型或绝对和相对时间均有变异的模型。所有参与者在观察干预之前和之后，以及在24小时保持测试和具有新的相对和绝对时间目标的迁移测试中，都执行了具有特定绝对和相对时间目标的四段运动模式。绝对时间误差表明，所有组最初都掌握了绝对时间，在24小时保持测试中保持了他们的表现，并且在两个迁移测试中表现均出现下降。相对时间误差显示，观察无变异性和相对时间变异性的组在测试后、24小时保持测试和相对时间迁移测试中表现更佳，但对于无变异性组，在绝对时间迁移测试中表现变差。结果表明，观察后绝对时间的学习不受模型变异性的影响。然而，相对时间的学习受益于保持绝对特征不变，而观察无变异性在迁移中部分失效。我们认为，通过观察无变异性和可变/错误模型进行学习是通过类似的神经机制展开的，尽管后者受益于与需要纠正的运动相关信息的额外编码。
