Willingham D B
Department of Psychology, University of Virginia, Charlottesville 22903 USA.
Psychol Rev. 1998 Jul;105(3):558-84. doi: 10.1037/0033-295x.105.3.558.
This article describes a neuropsychological theory of motor skill learning that is based on the idea that learning grows directly out of motor control processes. Three motor control processes may be tuned to specific tasks, thereby improving performance: selecting spatial targets for movement, sequencing these targets, and transforming them into muscle commands. These processes operate outside of awareness. A 4th, conscious process can improve performance in either of 2 ways: by selecting more effective goals of what should be changed in the environment or by selecting and sequencing spatial targets. The theory accounts for patterns of impairment of motor skill learning in patient populations and for learning-related changes in activity in functional imaging studies. It also makes a number of predictions about the purely cognitive, including accounts of mental practice, the representation of motor skill, and the interaction of conscious and unconscious processes in motor skill learning.
本文描述了一种运动技能学习的神经心理学理论，该理论基于学习直接源于运动控制过程这一观点。三种运动控制过程可以针对特定任务进行调整，从而提高表现：为动作选择空间目标、对这些目标进行排序，以及将它们转化为肌肉指令。这些过程在意识之外运行。第四个有意识的过程可以通过两种方式提高表现：选择环境中应改变的更有效的目标，或者选择并排序空间目标。该理论解释了患者群体中运动技能学习的损伤模式以及功能成像研究中与学习相关的活动变化。它还对纯认知方面做出了一些预测，包括心理练习的描述、运动技能的表征，以及运动技能学习中意识和无意识过程的相互作用。
