知覚運動学習に及ぼす自己教示とイメージの効果

概要

論文の詳細を見る
The present study compared the effects of different cognitive techniques, self-instruction (SI) and imagery (IM), on perceptual motor learning. Ten undergraduate students were assigned either to SI, IM, or Control(CT) groups. Under each condition, Ss were required to perform mirrored drawing in the acquisition and transfer tasks. The dependent variables were the time scores and the error scores. Results indicated that Ss using cognitive techniques drew quicker than those with no technique and the former Ss made equal errors to the latter Ss, both in the acquisition and transfer tasks. Further, the effect size for SI was larger than that for IM on the error scores in the acquisition and transfer tasks. The effectiveness of cognitive techniques including imagery and self-instruction was proved. The importance of general and brief self-instruction was suggested.
早稲田大学の論文
1996-03-25