Escola de Educação Física, Fisioterapia e Terapia Ocupacional, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.
Percept Mot Skills. 2024 Oct;131(5):1916-1933. doi: 10.1177/00315125241267127. Epub 2024 Jul 21.
We investigated whether allowing individuals to exchange verbal information during dyadic practice changed the effect of analogy instructions intended to strengthen explicit motor learning by an implicit means. Forty-three right-handed college students performed golf putting, aiming at a target three meters away. Participants were assigned to one of two groups: Dyadic Practice Analogy Instruction or Individual Practice Analogy Instruction. Participants in the Dyadic Practice group were allowed to communicate with one another about the task during their practice. Before practice, participants performed a working memory capacity test. Both groups performed 180 trials of golf distributed across three days. On each day, there were four blocks of 15 trials. On the third day, participants reported the explicit rules they used to learn the task and they completed the Intrinsic Motivation Inventory. On the fourth day, they took three learning tests: retention, dual-task transfer, and social pressure transfer tests. Results of the retention test indicated that both groups learned the task comparably. Similarly, there were no significant group differences between the participants' number of explicit rules learned and their motivation levels on either of the transfer tests. Finally, only the participants in the Dyadic Practice Analogy Group showed a significant correlation between their performance on the dual-task transfer test and their working memory capacity. Overall, we found that dyadic practice did not interfere with the implicit type of motor learning promoted by analogy instruction (i.e., implicit learning).
我们研究了在双人练习中是否允许个体交换口头信息，这是否会改变类比指导的效果，类比指导旨在通过一种内隐的方式加强外显的运动学习。43 名右利手大学生进行高尔夫推杆，目标是距离 3 米远的目标。参与者被分配到以下两个组之一：双人练习类比指导组或个体练习类比指导组。在练习过程中，双人练习类比指导组的参与者被允许相互交流有关任务的信息。在练习之前，参与者进行了工作记忆容量测试。两组在三天内完成 180 次高尔夫球练习。每天有 4 个 15 次试验的块。第三天，参与者报告他们用于学习任务的明确规则，并完成内在动机量表。第四天，他们进行了三项学习测试：保持测试、双重任务转移测试和社会压力转移测试。保持测试的结果表明，两组的学习效果相当。同样，在转移测试中，参与者学习的明确规则数量和他们的动机水平没有显著的组间差异。最后，只有在双人练习类比指导组中，双重任务转移测试的表现与工作记忆容量之间存在显著相关性。总的来说，我们发现双人练习并没有干扰类比指导促进的内隐运动学习（即内隐学习）。
