Willey Chéla R, Liu Zili
Department of Psychology, University of California, Los Angeles, United States.
Department of Psychology, University of California, Los Angeles, United States.
Acta Psychol (Amst). 2018 Jan;182:39-45. doi: 10.1016/j.actpsy.2017.11.008. Epub 2017 Nov 10.
The schema theory of learning predicts that varied training in motor learning should give rise to better transfer than specific training. For example, throwing beanbags during practice to targets 5 and 9ft away should better generalize to targets 7 and 11ft away, as compared to only throwing to a target 7ft away. In this study, we tested this prediction in a throwing task, when the pretest, practice, and posttest were all completed within an hour. Participants in the varied group practiced throwing at 5 and 9ft targets, while participants in the specific group practiced throwing at 7ft only. All participants reliably reduced errors from pretest to posttest. The varied group never outperformed the specific group at the 7ft target (the trained target for the specific group). They did not reliably outperform the specific group at 11ft, either. The numerically better performance at 11ft by the varied group was due, as it turned out in a subsequent experiment, to the fact that 11ft was closer to 9ft (one of the two training targets for the varied group) than to 7ft (the training target for the specific group). We conclude that varied training played a very limited role in short-term motor learning.
学习的图式理论预测，在运动学习中进行多样化训练应比特定训练产生更好的迁移效果。例如，在练习中向5英尺和9英尺远的目标投掷沙包，与只向7英尺远的目标投掷相比，应能更好地推广到7英尺和11英尺远的目标。在本研究中，我们在一个投掷任务中测试了这一预测，其中预测试、练习和后测试均在一小时内完成。多样化组的参与者练习向5英尺和9英尺的目标投掷，而特定组的参与者只练习向7英尺的目标投掷。所有参与者从预测试到后测试都可靠地减少了误差。多样化组在7英尺目标（特定组的训练目标）上从未超过特定组。他们在11英尺处也没有可靠地超过特定组。多样化组在11英尺处数值上更好的表现，正如在随后的实验中所表明的，是因为11英尺比7英尺（特定组的训练目标）更接近9英尺（多样化组的两个训练目标之一）。我们得出结论，多样化训练在短期运动学习中起的作用非常有限。
