Garnaas Henrik Borge, Tillaar Roland van den
Department of Sports Sciences and Physical Education, Nord University, 7600 Levanger, Norway.
Behav Sci (Basel). 2024 Sep 10;14(9):798. doi: 10.3390/bs14090798.
The purpose of this study was to compare the effects of explicit learning with implicit learning using a dual-task paradigm on learning a novel skill and whether the performance was maintained over an extended period.
Forty-four young children from a local gymnastics club ( = 44, boys = 10, girls = 34, age: 10 ± 2.9 years) completed four 30 min front-flip practice sessions over four weeks between pre- and post-test, followed by two retention tests three and six months after the post-test, in which no front-flip practice occurred.
Comparable improvements were found beyond baseline performance for both learning conditions over the six-month hiatus. While both groups increased performance at the post-test, neither explicit nor implicit learning groups were able to maintain the achieved performance level into six months of retention. In particular, the explicit group showed a more marked decrease than the implicit group after three months, which was probably caused by the decay of their reliance on the retrieval of declarative knowledge from working memory.
The current findings highlight the importance of conducting retention tests over an extended period to monitor performance development after the acquisition of a novel task by different learning methods, as they can differ over time.
本研究的目的是使用双任务范式比较显性学习和隐性学习对学习一项新技能的影响，以及这种表现是否能在较长时间内保持。
来自当地体操俱乐部的44名幼儿（n = 44，男孩10名，女孩34名，年龄：10±2.9岁）在测试前和测试后四周内完成了四个30分钟的前空翻练习课程，然后在测试后三个月和六个月进行了两次保持测试，期间没有进行前空翻练习。
在六个月的间隔期内，两种学习条件下的表现均比基线水平有了可比的提高。虽然两组在测试后都提高了表现，但显性学习组和隐性学习组在六个月的保持期内都未能维持所达到的表现水平。特别是，显性学习组在三个月后比隐性学习组下降得更明显，这可能是由于他们对从工作记忆中检索陈述性知识的依赖减弱所致。
目前的研究结果强调了在较长时间内进行保持测试的重要性，以监测通过不同学习方法习得新任务后的表现发展，因为它们可能随时间而有所不同。
