تداخل کم‌خطا و یادگیری حرکتی: نقش حافظة کاری در خودکاری مهارت

رمضان زاده, حسام

doi:10.22089/mbj.2020.7988.1832

تداخل کم‌خطا و یادگیری حرکتی: نقش حافظة کاری در خودکاری مهارت

نوع مقاله : مقاله پژوهشی

نویسنده

حسام رمضان زاده

استادیار رفتار حرکتی، گروه علوم ورزشی، دانشکدة علوم انسانی، دانشگاه دامغان، دامغان، ایران

https://doi.org/10.22089/mbj.2020.7988.1832

چکیده

پژوهش حاضر با هدف بررسی اثر ترکیب برنامه های تمرینی مسدود و تصادفی با مدل یادگیری کم خطا (تمرین کم خطا و پرخطا) بر یادگیری و خودکاری مهارت پرتاب دارت در دو شرایط حافظۀ کاری بالا و پایین انجام شد. تعداد 100 شرکت کننده (با میانگین سنی 13/20) بدون تجربة پرتاب دارت انتخاب شدند و با استفاده از آزمون حافظة کاری «ان بک» به دو طبقة حافظة کاری بالا و پایین تقسیم شدند. افراد هر طبقه به‌طور تصادفی در پنج گروه مسدود-کم خطا، مسدود-پرخطا، تصادفی-کم خطا، تصادفی-پرخطا و تصادفی قرار گرفتند. شرکت کنندگان پس از پیش آزمون و مرحلة اکتساب (سه جلسة 70 کوششی) در آزمون یادداری (با و بدون تکلیف ثانویة شناختی) شرکت کردند. از ریشة میانگین مجذور خطا برای ارزیابی عملکرد افراد استفاده شد. نتایج نشان داد در هر دو شرایط حافظة کاری بالا و پایین، گروه تصادفی-کم خطا بهترین عملکرد و گروه تصادفی-پرخطا بدترین عملکرد را داشتند؛ اگرچه عملکرد گروه های مسدود در شرایط حافظة کاری پایین بهتر بود. این نتیجه نشان میدهد در شرایط حافظة کاری بالا، پردازش های شناختی گروه مسدود-کم خطا برای ایجاد تلاش شناختی و چالش مناسب تمرین کافی نیست. همچنین نتایج نشان داد سه گروه تصادفی-کم خطا، تصادفی-پرخطا و تصادفی در شرایط حافظۀ کاری بالا در مقایسه با شرایط حافظة کاری پایین، هم‌زمان با تکلیف ثانویة شناختی عملکرد بهتری داشتند. نتایج این پژوهش نشان میدهد حافظة کاری نقش بسیار مهمی در یادگیری مهارت های حرکتی و به‌ویژه دستیابی به سطوح بالای خودکاری اجرای تکالیف خواهد داشت.

کلیدواژه‌ها

تداخل زمینه‌ای

مدل یادگیری کم‌خطا

پردازش خطا

پرتاب دارت

20.1001.1.2538273.1399.12.42.3.7

موضوعات

یادگیری مهارت های ورزشی

عنوان مقاله English

Errorless Interference and Motor learning: The Role of Working Memory in Automation of Skill

نویسنده English

Hesam Ramezanzade

Assistant Professor, of motor Behavior, Department of Sport Science, School of Humanities, Damghan University, Damghan, Iran

چکیده English

The purpose of this study was to investigate the effect of combining random or block schedules with a errorless learning model (errorless or errorfull practice) on learning and automaticity of dart throwing skill in both high and low working memory conditions. One hundred participants with no experience in dart throwing were selected and divided into two classes of high and low working memory using the N back working memory test. Subjects of each class were randomly divided into five groups: block-errorless, block-errorfull, random-errorless, random-errorfull and random. After the pre-test and the acquisition phase (three sessions of 70 trials), experimental groups participated in the retention test (with and without cognitive secondary task). The results showed that in both high and low working memory conditions, the random-errorless group performed the best performance and the random-errorfull group performed the worst, although the performance of the block groups were better in the low working memory condition. This result indicates that in high working memory conditions, cognitive processing in block-errorless in not sufficient to generate cognitive effort and therefore is not sufficient to make appropriate challenge to practice. The results also showed that the three groups including random-errorless, random-errorfull and random, performed better in high working memory condition than low working memory condition at the same time with secondary cognitive task. The results of this study show that working memory will play a very important role in learning motor skills and especially in achieving high levels of task automation.

کلیدواژه‌ها English

Contextual Interference

Errorless Learning Model

Error Processing

Dart Throwing

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