運動学習における文脈干渉と要約フィードバックの相互作用
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概要
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Recent studies have shown that when different motor tasks are practiced in the same practice session, high contextual interference (random practice) can lead to more effective learning than low contextual interference (blocked practice), as measured by a retention test. In these studies, however, augmented feedback was given after each trial. There is some evidence showing that summary feedback can enhance motor learning. Thus, the benefits of contextual interference may be dependent on summary feedback. The purpose of the present study was to examine the interaction of contextual interferenee and summary feedback in motor learning. Seventy-two subjects learned three movement patterns that had different relative timing (requiring different generalized motor programs) and different absolute timing (requiring different paramctters) in either blocked or random order. There were three summary feedback conditions: feedback after every trial (SUM 1); summary feedback after each block of 3 trials (SUM 3); summary feedback after each block of 5 trials (SUM 5). Retention was measured after a 10-min and one-clay delay under blocked and random sequences of presentation. Analysis of acquisition performance showed that all groups improved with practice, with a tendency for the random practice groups to produce less effective performance than the blocked practice groups. Analysis of retention performance, however, revealed a strong advantage for the random practice group under the SUM 3 condition compared with any of the other groups. These findings suggest that random practice can lead to more effective learning when augmented feedback is summarized than when augmented feedback is given after every trial, but that there is an optiumum number of trials to be summarized.
- 社団法人日本体育学会の論文
- 1999-03-10
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