摘要
选取大学生为被试,采用两因素混合实验设计,以预期按键反应作为知觉运动学习任务。在运动学习任务中,设置了集中练习和分散练习两种练习方式以及三个练习-测试组块。通过分析不同练习方式和练习-测试组块对练习成绩、测试成绩以及元认知监测的影响,考察运动知觉学习的背景干扰效应、练习伴随低估效应以及元认知监测的依据。结果发现:(1)缩短练习与测试之间的时间间隔,经典的背景干扰效应没有出现;(2)在知觉运动学习的多组块练习过程中,元认知监测准确性没有出现练习伴随低估效应;(3)集中练习组更多地以当前的练习成绩作为依据进行预测,从而导致了对预测的高估。
The present study was designed to investigate the contextual interference effect and the metacognition monitoring in perceptual-motor learning. There were two practice conditions and three practice-test blocks. In the study, 36 undergraduates were asked to press a key in response to the arrival of a light stimulus. According to the results of the present study, we draw conclusions as follows： （1） it needed enough time intervals between practice and test for the CI effect to occur; （2） there was no UWP effect in perceptual-motor learning; and （3） after blocked practices, the subjects predicted the test performance depending more on current practice performance which was a poor indicator of learning benefit.
出处
《心理与行为研究》
CSSCI
2009年第1期50-55,共6页
Studies of Psychology and Behavior
基金
国家社科基金"十一五"规划国家重大课题ABA060004项目
教育部人文社会科学重点研究基地08JJDXLX266重大项目
天津市教育科学"十一五"规划C028项目
河北师范大学科研基金资助项目的资助
