自我控制反馈对动作技能学习的作用
发布时间：2018-08-20 16:56
【摘要】：研究目的:为了解自我控制反馈对动作技能学习的促进作用、学习者具体的要求反馈的策略和他们的学习过程以及这一促进作用在不同群体中的体现,本研究设计了四个实验。研究方法及结果:实验采用非利手投掷飞镖的任务。实验一对比了自我控制反馈和被动接受反馈对动作技能学习的不同作用,实验结果表明,自我控制反馈组的学习成绩显著高于被动接受反馈组,p0.05。为探究自我控制反馈的时机,并使得反馈信息更加直观,实验二改进了实验设备,利用调光玻璃板控制反馈,采用2×2的两因素实验设计,四组被试获得反馈的方式分别为操作前-自我控制组、操作前-配对组、操作后-自我控制组、操作后-配对组,结果表明,在第二天的保持测试和迁移测试中,操作后-自我控制反馈组的被试学习效果最好,与其他组的差异显著,p0.05,且其他各组之间均没有显著性差异,p0.05。为进一步探究自我控制反馈条件下学习者的具体学习过程和采用的学习策略,实验三中要求自我控制反馈组和配对组的所有被试在每次投掷动作完成后先对自己的操作表现进行估计,再决定是否需要提供反馈。结果发现,在测试阶段,自我控制反馈组的学习效果显著好于配对组,p0.05,且自我控制反馈组的自评成绩中,练习前半阶段要求反馈时的成绩与不要求反馈时的成绩没有显著差异,p0.05,但在练习后半阶段要求反馈时的成绩显著较好,p0.05,自我控制组自评成绩与实际成绩之间的差值随着练习的推进逐渐减小,p0.05,配对组的成绩差值没有显著变化,p0.05。实验四建立在实验三的基础上,探究了乒乓球运动员中自我控制反馈对技能学习的作用,实验结果表明,在乒乓球运动员中,自我控制反馈组的学习成绩显著高于配对组,p0.05。但该组要求反馈和不要求反馈时的自评成绩没有显著差异,p0.05。两组自评成绩与实际成绩的差值也没有随练习的深入而减少,p0.05。结论:1.相较于被动接受反馈,自我控制反馈更利于运动技能的学习。2.学习者以自己的操作表现为依据要求反馈,在自我控制反馈中,自主性支持和积极强化这两种因素起到了重要作用。3.自我控制反馈学习者在练习前半阶段通过消极反馈修正错误,并依靠积极反馈增强自信,在练习的后半阶段主要依靠积极反馈促进学习,反馈的动机功能和信息功能都不容忽视。4.自我控制反馈学习者的错误侦察能力会随着练习的深入而提高。5.技能熟练者如乒乓球运动员在学习新异任务时,自我控制反馈对学习的促进作用依然存在,但他们的学习策略可能和普通人有所不同,而且不论主动要求反馈还是被动接受反馈,他们的错误侦察能力都随着练习得到了提高。
[Abstract]:Objective: in order to understand the promoting effect of self-control feedback on the learning of motor skills, the strategies and learning process in which learners require feedback, and the embodiment of this facilitating effect in different groups, four experiments were designed in this study. Methods and results: the task of throwing darts with non-sharp hand was used in the experiment. Experiment 1 compared the different effects of self-controlled feedback and passive feedback on the learning of motor skills. The results showed that the self-controlled feedback group was significantly higher than the passive acceptance feedback group in learning performance. In order to explore the timing of self-control feedback and make the feedback information more intuitive, experiment 2 improved the experimental equipment, used dimming glass board to control feedback, and adopted 2 脳 2 two-factor experimental design. The four groups received feedback from pre-control group, post-control group and post-pairing group, respectively. The results showed that in the retention test and migration test on the second day, The learning effect of the post-operation self-control feedback group was the best with significant difference between the other groups (p 0.05) and the other groups (P 0.05). In order to further explore the specific learning process and learning strategies adopted by learners under the condition of self-control feedback, In experiment 3, all the subjects in the self-controlled feedback group and the matched group were asked to estimate their performance after each throwing, and then to decide whether to provide feedback or not. The results showed that, in the test phase, the self-controlled feedback group had significantly better learning effect than the matched group (p0.05), and the self-control feedback group's self-evaluation score was better than that of the self-controlled feedback group. There was no significant difference between the results of the first half of the exercise and that of the ones without feedback, but the results of the feedback required in the second half of the practice period were significantly better than that of the control group, and the difference between the self-assessment scores and the actual results in the self-control group was significant. With the advance of the exercise, the score difference of the matched group decreased gradually, but the difference of the score of the matched group did not change significantly (P 0.05). On the basis of experiment 3, experiment 4 explores the effect of self-control feedback on the skill learning of table tennis players. The experimental results show that the self-control feedback group has significantly higher learning performance than the matched group (p0.05) in table tennis players. However, there was no significant difference in self-assessment scores between those who asked for feedback and those who did not. The difference between self-assessment and actual achievement in both groups was not reduced by 0. 05. Conclusion 1. Compared with passive feedback, self-control feedback is more conducive to motor skills learning. 2. In self-control feedback, autonomy support and positive reinforcement play an important role in self-control feedback. Self-controlled feedback learners correct errors through negative feedback in the first half of the exercise, and rely on positive feedback to enhance their self-confidence. In the latter half of the exercise, they mainly rely on positive feedback to promote learning. The motivation function and information function of feedback can not be ignored. The error detection ability of self-controlled feedback learners will improve with the development of practice. Skilled players such as table tennis players still have positive effects on learning when learning new tasks, but their learning strategies may be different from those of ordinary people. And their error-detection ability improves with practice, both actively requesting feedback and passively receiving feedback.
【学位授予单位】：上海体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.3
本文编号：2194339
[Abstract]:Objective: in order to understand the promoting effect of self-control feedback on the learning of motor skills, the strategies and learning process in which learners require feedback, and the embodiment of this facilitating effect in different groups, four experiments were designed in this study. Methods and results: the task of throwing darts with non-sharp hand was used in the experiment. Experiment 1 compared the different effects of self-controlled feedback and passive feedback on the learning of motor skills. The results showed that the self-controlled feedback group was significantly higher than the passive acceptance feedback group in learning performance. In order to explore the timing of self-control feedback and make the feedback information more intuitive, experiment 2 improved the experimental equipment, used dimming glass board to control feedback, and adopted 2 脳 2 two-factor experimental design. The four groups received feedback from pre-control group, post-control group and post-pairing group, respectively. The results showed that in the retention test and migration test on the second day, The learning effect of the post-operation self-control feedback group was the best with significant difference between the other groups (p 0.05) and the other groups (P 0.05). In order to further explore the specific learning process and learning strategies adopted by learners under the condition of self-control feedback, In experiment 3, all the subjects in the self-controlled feedback group and the matched group were asked to estimate their performance after each throwing, and then to decide whether to provide feedback or not. The results showed that, in the test phase, the self-controlled feedback group had significantly better learning effect than the matched group (p0.05), and the self-control feedback group's self-evaluation score was better than that of the self-controlled feedback group. There was no significant difference between the results of the first half of the exercise and that of the ones without feedback, but the results of the feedback required in the second half of the practice period were significantly better than that of the control group, and the difference between the self-assessment scores and the actual results in the self-control group was significant. With the advance of the exercise, the score difference of the matched group decreased gradually, but the difference of the score of the matched group did not change significantly (P 0.05). On the basis of experiment 3, experiment 4 explores the effect of self-control feedback on the skill learning of table tennis players. The experimental results show that the self-control feedback group has significantly higher learning performance than the matched group (p0.05) in table tennis players. However, there was no significant difference in self-assessment scores between those who asked for feedback and those who did not. The difference between self-assessment and actual achievement in both groups was not reduced by 0. 05. Conclusion 1. Compared with passive feedback, self-control feedback is more conducive to motor skills learning. 2. In self-control feedback, autonomy support and positive reinforcement play an important role in self-control feedback. Self-controlled feedback learners correct errors through negative feedback in the first half of the exercise, and rely on positive feedback to enhance their self-confidence. In the latter half of the exercise, they mainly rely on positive feedback to promote learning. The motivation function and information function of feedback can not be ignored. The error detection ability of self-controlled feedback learners will improve with the development of practice. Skilled players such as table tennis players still have positive effects on learning when learning new tasks, but their learning strategies may be different from those of ordinary people. And their error-detection ability improves with practice, both actively requesting feedback and passively receiving feedback.
【学位授予单位】：上海体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.3
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相关期刊论文 前2条
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2 金亚虹,章建成,任杰,杨晔;国外运动学习中追加反馈的研究现状[J];心理科学;2002年06期
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