Graydon J, Griffin M
School of Sports Science, Chichester Institute of Higher Education, West Sussex, England.
Percept Mot Skills. 1996 Aug;83(1):83-8. doi: 10.2466/pms.1996.83.1.83.
It has previously been suggested that paradigms investigating schema theory should include tests of the effects of variability of practice on tasks experienced during the acquisition of learning. The present aim was to test this effect using a sports-related task. Two groups of children (n = 13 each) aged between 3 and 5 yr. old were pretested on an aiming task. They then received ten practice trials per day for ten days. One group (designated the specific group) practised only at the specified target distance, while another group (designated the specific plus variable group) practised at the target distance and at distances around the target. At the end of the practice period both groups were again tested. The data were analysed for distance and lateral errors, using two-way (group x time) analyses of covariance with one repeated measure on the latter factor. The interaction of groups x time was significant for the distance errors, indicating that at the end of the practice period the specific plus variable group had improved more than the specific group. This finding extends previous work on a similar variability paradigm to a sports-related setting.
此前有人提出，研究图式理论的范式应包括对练习变异性对学习过程中所经历任务的影响进行测试。当前的目的是使用一项与运动相关的任务来测试这种影响。两组3至5岁的儿童（每组n = 13）在一项瞄准任务上进行了预测试。然后他们每天接受十次练习试验，共十天。一组（指定为特定组）仅在指定的目标距离进行练习，而另一组（指定为特定加可变组）在目标距离以及目标周围的距离进行练习。在练习期结束时，两组再次进行测试。使用双向（组×时间）协方差分析对距离和横向误差数据进行分析，对后一个因素进行一次重复测量。组×时间的交互作用对距离误差具有显著性，表明在练习期结束时，特定加可变组比特定组的进步更大。这一发现将先前关于类似变异性范式的研究扩展到了与运动相关的情境中。
