The role of augmented information prior to learning a bimanual visual-motor coordination task: do instructions of the movement pattern facilitate learning relative to discovery learning?
Investigators have recently begun to examine the role of information prior to learning a motor skill and surprisingly have found that not providing instruction about how to learn often results in better learning and transfer than explicit instruction. To examine more specifically how these instructi...
| Publicado en: | British Journal of Psychology Vol. 90; no. 3; pp. 389 - 404 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
August 1999
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=511124551&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 511124551 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00071269 BJP jtl: British Journal of Psychology issn: 00071269 maglogo: N pubinfo: dt: August 1999 vid: 90 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 511124551 10.1348/000712699161486 ppf: 389 ppct: 15 formats: fmt: @attributes: type: T tig: atl: The role of augmented information prior to learning a bimanual visual-motor coordination task: do instructions of the movement pattern facilitate learning relative to discovery learning? aug: au: Hodges, Nicola J. Lee, Tomothy D. su: Motor learning Incidental learning Distraction sug: subj: Motor learning Incidental learning Distraction ab: Investigators have recently begun to examine the role of information prior to learning a motor skill and surprisingly have found that not providing instruction about how to learn often results in better learning and transfer than explicit instruction. To examine more specifically how these instructional manipulations influence learning, a temporal, bimanual coordination study was conducted that allowed an examination of the process of acquisition, in relation to knowledge of pre-existing coordinative tendencies. Specific (SI) and general (GI) instruction groups, where instruction informed participants how the hands should be coordinated to produce the required pattern, were compared to no-instruction (NI) and secondary task learning (STL) groups. The two instruction groups showed an initial bias towards an anti-phase pattern, whereas the no-instruction groups showed a greater bias initially to an in-phase pattern. However, it was the NI and the SI groups who were the most accurate during acquisition and retention. Interestingly, however, only the SI group was negatively affected during a secondary task transfer test, and regressed back to the previously stable anti-phase pattern of coordination. These data show that discovery learning may facilitate the learning of a complex coordination task, especially if the task has to be performed concurrently with other attention-demanding tasks. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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