Lee T D, Maraj B K
Department of Kinesiology, McMaster University, Hamilton, Ontario, Canada.
Res Q Exerc Sport. 1994 Sep;65(3):244-9. doi: 10.1080/02701367.1994.10607625.
An experiment is reported that contrasted two recent hypotheses about the guiding effects of knowledge of results (KR) on motor learning. Specifically, the purpose was to compare the impact of the nature of the KR itself versus the effect of the information conveyed by the KR on learning. We compared four groups of subjects, comprising a factorial combination of KR conditions (specific or bandwidth) and the movement timing goal (specific or bandwidth). All subjects performed 100 acquisition trials and 20 retention trials. The results revealed that bandwidth KR conditions facilitated learning, regardless of the specificity of the movement goal. These effects support the hypothesis that when error KR is provided, its very provision can block error detection activities that are important for retention performance.
本文报告了一项实验，该实验对比了最近关于结果知识（KR）对运动学习的指导作用的两种假设。具体而言，目的是比较KR本身的性质与KR所传达信息对学习的影响。我们比较了四组受试者，它们是KR条件（具体或带宽）和运动时间目标（具体或带宽）的析因组合。所有受试者都进行了100次习得试验和20次保持试验。结果表明，无论运动目标的特异性如何，带宽KR条件都促进了学习。这些结果支持了这样一种假设，即当提供错误KR时，其提供本身可能会阻碍对保持表现很重要的错误检测活动。
