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Titolo:
The implicit benefit of learning without errors
Autore:
Maxwell, JP; Masters, RSW; Kerr, E; Weedon, E;
Indirizzi:
Univ Birmingham, Birmingham, W Midlands, England Univ Birmingham Birmingham W Midlands England ngham, W Midlands, England
Titolo Testata:
QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY SECTION A-HUMAN EXPERIMENTAL PSYCHOLOGY
fascicolo: 4, volume: 54, anno: 2001,
pagine: 1049 - 1068
SICI:
0272-4987(200111)54:4<1049:TIBOLW>2.0.ZU;2-1
Fonte:
ISI
Lingua:
ENG
Soggetto:
COMPLEX MOTOR SKILL; INTERACTIVE TASKS; TACIT KNOWLEDGE; 2 MODES; ATTENTION; MEMORY; EXPLICIT; ACQUISITION; PERFORMANCE; PRESSURE;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
39
Recensione:
Indirizzi per estratti:
Indirizzo: Maxwell, JP Univ Portsmouth, Dept Psychol, King Henry Bldg,King Henry 1 St, PortsmouthPO1 2DY, Hants, England Univ Portsmouth King Henry Bldg,King Henry 1 St Portsmouth Hants England PO1 2DY
Citazione:
J.P. Maxwell et al., "The implicit benefit of learning without errors", Q J EXP P-A, 54(4), 2001, pp. 1049-1068

Abstract

Two studies examined whether the number of errors made in learning a motorskill, golf putting, differentially influences the adoption of a selective(explicit) or unselective (implicit) learning mode. Errorful learners wereexpected to adopt an explicit, hypothesis-testing strategy to correct errors during learning, thereby accruing a pool of verbalizable rules and exhibiting performance breakdown under dual-task conditions, characteristic of aselective mode of learning. Reducing errors during learning was predicted to minimize the involvement of explicit hypothesis testing leading to the adoption of an unselective mode of learning, distinguished by few verbalizable rules and robust performance under secondary task loading. Both studies supported these predictions. The golf putting performance of errorless learners in both studies was unaffected by the imposition of a secondary task load, whereas the performance of errorful learners deteriorated. Reducing errors during learning limited the number of error-correcting hypotheses tested by the learner, thereby reducing the contribution of explicit processingto skill acquisition. It was concluded that the reduction of errors duringlearning encourages the use of implicit, unselective learning processes, which confer insusceptibility to performance breakdown under distraction.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 22/09/20 alle ore 13:16:31