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تاثیر تداخل زمینه ای در شرایط آشکار و پنهان بر یادگیری حرکتی کودکان دیرآموز

نوع مقاله : مقاله پژوهشی

نویسندگان

1 پردیس البرز ، دانشگاه تهران ، دانشجوی دکتری رفتار حرکتی

2 دانشیار رفتارحرکتی و روان شناسی ورزشی دانشکده تربیت بدنی و علوم ورزشی دانشگاه تهران

3 استادیار رفتار حرکتی دانشگاه دامغان

چکیده

هدف تحقیق حاضربررسی تاثیر تداخل زمینه ای درشرایط یادگیری آشکاروپنهان برهماهنگی و‏عملکرد حرکتی کودکان دیرآموز بود.‏به این منظور60کودک دیرآموز بامیانگین سنی80/0±82/12سال،به صورت دردسترس انتخاب وپس از کسب شرایط ورود به تحقیق و رضایت نامه بر اساس نمرات پیش آزمون به طور همگن در چهار گروه (تمرین آشکار بدون تداخل، ‏تمرین آشکار با تداخل، تمرین پنهان بدون تداخل و تمرین پنهان با تداخل) تقسیم شدند. ضریب هوشی با آزمون هوش وکسلر نسخه چهارم، هماهنگی حرکتی توسط آزمون هماهنگی دو دستی و عملکرد با دستگاه پیگردی چرخان سنجیده شد. سپس دوره تمرین چهار جلسه (با چهار بلوک نه کوششی در هر جلسه) تمرین با دستگاه پیگردی چرخان را در تمرین ویژه گروه های خود اجرا کردند. پس از چهار جلسه تمرین، مجددا شرکت کنندگان در متغیرهای فوق مورد اندازه گیری قرار گرفتند و نتایج آن به عنوان پس آزمون ثبت شد. برای تحلیل داده ها بین یادگیری گروه ها از آزمون تحلیل واریانس مرکب 2(نوع یادگیری) *2(شرایط ‏تمرین)در مراحل پس آزمون و یادداری در سطح معنی‌داری(05/0≥p) انجام شد. نتایج نشان می دهد در آزمون اکتساب و یادداری هماهنگی تفاوتی بین یادگیری آشکار و پنهان وجود نداشت(05/0<p).در اکتساب عملکرد حرکتی تفاوتی بین یادگیری آشکار و پنهان وجود نداشت(05/0<p).اما در یادداری عملکرد حرکتی تفاوت بین یادگیری آشکار و پنهان معنی دار نبود(05/0>p)و یادگیری پنهان بهبود عملکرد بیشتری را نشان دادند.همچنین در اکتساب عملکرد گروه با تداخل عملکرد برتر و در یادداری گروه بدون تداخل برتر بودند(05/0>p).می‌توان گفت تمرین کودکان دیرآموز در شرایط با تداخل زمینه ای و یادگیری پنهان به یادداری بهتری منجر می‌شود.

کلیدواژه‌ها

عنوان مقاله [English]

The Effect of Contextual Interference in implicit and explicit Conditions on motor learning in Slow- Learning Children

نویسندگان [English]

  • heydar mehrabi 1
  • MEHDI SHAHBAZI 2
  • elahe arabameri 2
  • Shahzad Tahmasebi Boroujeni 2
  • Hesam Ramezanzade 3

1 pardis alborz , University of Tehran,PhD Student of Motor Behavior

2 مدیر بخش

3 Assisstant Professor in Damghan University

چکیده [English]

The aim of this study was to investigate the effect of contextual interference in implicit and explicit condition on the coordination and motor function in slow- learning children.For this purpose,60 slow- learning children with a mean age of12.28±0.80years where selected in available.After obtaining the terms of entry and consent, based on the pretest scores were divided into four groups(explicit practice without interference, explicit practice with interference,implicit practice without interference,implicit practice with interference).IQ was measured using Wechsler's Intelligence Test, fourth edition, bimanual coordination by the Vienna test and performance with a rotatory follow-up device. Then, the Four-session training (four blocks - nine attempts per session) was performed with a Pursuit rotatory in their special training sessions. After four sessions of training, the participants of the group were again measured in the above variables and the results were recorded as a post-test. For analysis of data, outcomes of the groups were analyzed by mixed analysis of variance 2(learning type)× 2(practice conditions) at post-test and retention stages at a significant level (p≤0.05).The results show that there is no difference between implicit and explicit learning in the acquisition and retention test (p<0.05).There is no difference between implicit and explicit learning in acquiring motor function (p<0.05).But in retention of motor performance, the difference between implicit and explicit learning was significant (p<0.05) and implicit learning showed better performance. In general, it can be said that in slow- learning children, the situation with the interaction of the implicit learning background leads to better memorization.

کلیدواژه‌ها [English]

  • contextual interference
  • implicit learning
  • explicit learning
  • motor performance
  • Borderline children
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رفتار حرکتی
دوره 13، شماره 45
پاییز1400
مهر 1400
صفحه 61-90
فایل ها
سابقه مقاله
  • تاریخ دریافت: 25 خرداد 1397
  • تاریخ بازنگری: 15 آبان 1397
  • تاریخ پذیرش: 25 آبان 1397
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