Singer R N, Chen D
Department of Exercise and Sport Sciences, University of Florida, Gainesville.
Res Q Exerc Sport. 1994 Jun;65(2):143-51. doi: 10.1080/02701367.1994.10607609.
The emphasis in cognitive psychology has been on the study of internal processes associated with processing information leading to task mastery. As one consequence, interest has been spurred in understanding and applying a variety of potential learning and performance strategies that might contribute to achievement in various tasks and situations. After many attempts to instruct people in the use of strategies, the results are far from conclusive. In addition, ambiguity has resulted in the way various strategies have been studied. Considering these circumstances, we propose a framework for classifying strategies that incorporates four criteria: (a) source (externally imposed or self-generated); (b) orientation (task or person); (c) purpose (learning or performance); and (d) scope (task specificity or generality). The purpose of this classification is to aid in interpreting research on strategies, to provide direction for future strategies research, and to communicate how results might be applied. Psychomotor skills are discussed with respect to maximizing the effectiveness of strategy training.
认知心理学一直强调对与信息处理相关的内部过程进行研究，这些过程会导向任务掌握。因此，人们对理解和应用各种可能有助于在各种任务和情境中取得成就的潜在学习和表现策略产生了兴趣。在多次尝试指导人们使用策略后，结果远未定论。此外，在研究各种策略的方式上也存在模糊性。考虑到这些情况，我们提出了一个策略分类框架，该框架包含四个标准：(a) 来源（外部强加或自我生成）；(b) 取向（任务或人）；(c) 目的（学习或表现）；以及 (d) 范围（任务特异性或通用性）。这种分类的目的是帮助解释关于策略的研究，为未来的策略研究提供方向，并说明结果如何应用。我们将讨论心理运动技能，以最大限度地提高策略训练的有效性。
