Massing Matthias, Blandin Yannick, Panzer Stefan
Saarland University, Germany.
Centre de Recherche sur la Cognition et l'Apprentissage, Université de Poitiers; Université François-Rabelais de Tours, CNRS, France.
Acta Psychol (Amst). 2018 Jan;182:1-8. doi: 10.1016/j.actpsy.2017.10.008. Epub 2017 Nov 3.
An experiment was conducted to examine the development of a movement sequence representation and the role of eye-movements during observational and physical practice. The task was to reproduce a 1300ms spatial-temporal pattern of a sequence of elbow flexions and extensions. An inter-manual transfer design with a retention and two effector transfer tests (contralateral limb) was used. The mirror transfer test required the same pattern of homologous muscle activation and a sequence of joint angles as experienced during the acquisition phase, and the non-mirror transfer test required the same visual-spatial pattern as performed or observed during acquisition. Participants were randomly assigned to one of four groups differing in eye-movements (free to use their eyes vs. instruction to fixate) and the practice type (observational practice vs. physical practice). The results indicated that permitting to use eye-movements facilitates sequence learning. This advantage was found on both practice types. The results of the transfer tests indicated that participants of the physical practice group who were permitted to use their eyes demonstrated superior transfer performance in the mirror transfer test, while participants in the observational practice group demonstrated better performance on the non-mirror transfer test. These findings indicated that eye-movements enhanced the development of a visual-spatial representation during observational practice as well as a motor representation during physical practice.
进行了一项实验，以检验运动序列表征的发展以及眼动在观察性练习和身体练习中的作用。任务是再现一系列肘部屈伸的1300毫秒时空模式。采用了一种双手间转移设计，包括一个保持测试和两个效应器转移测试（对侧肢体）。镜像转移测试要求同源肌肉激活模式和关节角度序列与习得阶段相同，非镜像转移测试要求视觉空间模式与习得阶段执行或观察到的相同。参与者被随机分配到四组中的一组，这四组在眼动（可自由使用眼睛与注视指令）和练习类型（观察性练习与身体练习）方面有所不同。结果表明，允许使用眼动有助于序列学习。在两种练习类型中都发现了这种优势。转移测试结果表明，被允许使用眼睛的身体练习组参与者在镜像转移测试中表现出更好的转移性能，而观察性练习组参与者在非镜像转移测试中表现更好。这些发现表明，眼动在观察性练习中增强了视觉空间表征的发展，在身体练习中增强了运动表征的发展。
