Goodman E S
Percept Mot Skills. 1979 Jun;48(3 Pt 2):1063-9. doi: 10.2466/pms.1979.48.3c.1063.
The effect of instructional sets designed to manipulate levels of conflict on mirror-drawing performance was examined by testing 60 male college students, assigned at random to four experimental conditions: low conflict (speed emphasized), low conflict (accuracy emphasized), intermediate conflict and accuracy actively emphasized). The response measures were means for 10 trials per subject on total time, time and number of errors. In low conflict conditions, performance agreed with the response emphasized in instructional set. The second hypothesis, that performance is inversely related to level of conflict, was not supported. Performance in the conditions of intermediate and high conflict did not differ and ranked between the two conditions of low conflict on each of the three response measures.
通过对60名随机分配到四种实验条件下的男性大学生进行测试，研究了旨在操纵冲突水平的指导集对镜像绘图表现的影响：低冲突（强调速度）、低冲突（强调准确性）、中等冲突和积极强调准确性）。反应指标是每个受试者在总时间、时间和错误数量上10次试验的平均值。在低冲突条件下，表现与指导集中强调的反应一致。第二个假设，即表现与冲突水平成反比，未得到支持。中等冲突和高冲突条件下的表现没有差异，并且在三项反应指标中的每一项上都排在低冲突的两种条件之间。
