Wrisberg C A, Metcalf G R
Percept Mot Skills. 1977 Apr;44(2):575-82. doi: 10.2466/pms.1977.44.2.575.
Several methods for developing an internal mechanism for error detection were compared to determine the extent to which a self-paced response could be acquired and retained without knowledge of results. During training, blindfolded subjects attempted to learn a positioning response under one of three conditions. One group was presented with the criterion end location by means of a stop and then required to recall the location with the stop removed. A second group moved the total distance of the track and then was instructed to replace the slide in a location representing a specific fraction of the total. A final group of subjects learned the criterion location by using post-response knowledge of results administered on each trial. Following acquisition subjects were give retention trials involving only repetition of the acquired response. The development of a strong mechanism for error detection was indicated only for those groups presented with the standard or with post-response knowledge of results. During retention trials (without knowledge of results), performance of the group required to learn the criterion by estimating a fraction of the total range was characterized by significanlty greater response biasing and less consistency than the other conditions. The findings were discussed in terms of several predictions from Adams' (1971) closed-loop theory of motor learning.
为了确定在不了解结果的情况下能够获得并保持自定步速反应的程度，对几种开发内部错误检测机制的方法进行了比较。在训练过程中，蒙眼受试者在三种条件之一尝试学习定位反应。一组通过停止信号呈现标准终点位置，然后要求在移除停止信号后回忆该位置。第二组移动轨道的总距离，然后被指示将滑块放回代表总距离特定比例的位置。最后一组受试者通过在每次试验中使用反应后结果知识来学习标准位置。在习得后，对受试者进行仅涉及重复习得反应的保持试验。仅对于那些呈现标准或具有反应后结果知识的组，才表明有强大的错误检测机制形成。在保持试验期间（不了解结果），与其他条件相比，通过估计总范围的比例来学习标准的组的表现具有明显更大的反应偏差和更低的一致性。根据亚当斯（1971年）运动学习闭环理论的几种预测对这些发现进行了讨论。
