نقش ظرفیت حافظه کاری بر یادگیری زمانبندی نسبی یک تکلیف حرکتی: باتاکید بر رویکرد یادگیری ضمنی و آشکار

نویسندگان
سعید نظری کاکوندی 1
علیرضا صابری کاخکی 1
حمیدرضا طاهری 1
حسن رهبان فرد 2
1 دانشگاه فردوسی مشهد
2 دانشگاه بوعلی سینا
چکیده
مطالعه حاضر با هدف بررسی نقش ظرفیت حافظه­ کاری و آرایش کم­ خطا و پرخطا بر یادگیری زمانبندی نسبی یک تکلیف حرکتی ظریف انجام شد. بدین منظور50 دانشجو براساس ظرفیت­ های حافظه­ کاری به صورت تصادفی در چهار گروه (کم­خطا با ظرفیت حافظه­کاری پایین، کم­خطا با ظرفیت حافظه­کاری بالا، پرخطا ظرفیت حافظه­کاری پایین و پرخطا با ظرفیت حافظه­کاری پایین) تقسیم شدند. این پژوهش در چهار مرحله انجام شد. در پیش­آزمون، یک تکلیف زمانبندی چهار بخشی برای 10 تکرار بدون دریافت بازخورد انجام شد و در مرحله اکتساب، تکلیف زمانبندی با سه درجه دشواری متفاوت (ساده، متوسط، دشوار) در سه جلسه 45 کوششی با دریافت بازخورد توسط گروه­های آزمایشی تمرین شد. بدین ترتیب که گروه­ها در مرحله اکتساب براساس برنامه اختصاصی خود تمرین می­کردند. پس از مرحله اکتساب، آزمون­های یادداری و انتقال طی دو مرحله با فاصله 10 دقیقه و 24 ساعت اجرا شدند. یافته­ها در عامل زمانبندی نسبی در آزمون های یادداری و انتقال ده دقیقه نشان داد که گروه پرخطا با ظرفیت حافظه­کاری بالا و کم­خطا با ظرفیت پایین عملکرد بهتری نسبت به گروه های دیگر داشتند. در حالیکه در آزمون های انتقال تکلیف ثانویه (انتقال 24 ساعته) گروه کم­خطا با ظرفیت پایین عملکرد بهتری داشت. این نتایج نشان می­دهد که اثربخشی تمرین کم­خطا و پرخطا در تعامل با شاخص های روانشناختی مانند ظرفیت حافظه­ کاری تحت تاثیر قرار می­گیرد. به نظر می­رسد در افراد با ظرفیت حافظه­کاری پایین از یادگیری ضمنی بیشتر سود می­برند و افراد با ظرفیت حافظه کاری بالا از یادگیری آشکار (پرخطا) بیشتر بهره می­برند. نتایج در شرایط انتقال تحت فشار از نظریه­های یادگیری ضمنی و بازپردازش آگاهانه حمایت می­‌کند.
کلیدواژه‌ها
تمرین کم و پرخطا
ظرفیت حافظه کاری
یادگیری ضمنی و آشکار
زمانبندی نسبی

عنوان مقاله English

The Role of working memory capacity on the learning the relative timing a motor task: Emphasis on implicit and explicit approaches

نویسندگان English

saeed nazari 1
alireza saberi 1
hamidreza taheri 1
hasan rohbanfard 2
1 Ferdowsi university of Mashhad, Mashhad, Iran.
2 university of Bu-Ali Sina Hamedan, Hamedan, Iran
چکیده English

Abstract

The aim of this study was to investigate the role of working memory capacity and errorless and errorful practice on the learning the relative timing was a motor task. 50 Participants based on were selected aged 22±4 years as accessible samples randomly assigned to one of four groups (errorless low working memory capacity, errorful low working memory capacity, errorless high working memory, errorful high working memory capacity). This study was carried out in four phases. First phase (pre-test), subjects participated in 10 trials without knowledge of results (KR) on four-segment timing task. In the acquisition(ACQ) phase, a timing task with three different difficulty levels (simple, moderate, and difficult) was practiced in three sessions of 45 trials with feedback by experimental groups, except for control. In the 10-minute and 24 hour retention and 10- minute transfer tests, errorless group with low working memory capacity and errorful group with high working memory capacity had better performance than other groups. In the dual task tests (24-hour transfer) errorless group with low working memory capacity in the relative timing (intermediate times, RMSE) had better performance than other groups. These results indicate that the efficiency and efficacy of errorless and errorful practice interact with psychological indicators such as working memory capacity. These results suggest that implicit motor learning (errorless) may be beneficial for children with working memory capacity. Individual with high working memory capacity might benefit from learning explicitly (errorful). Results in dual task conditions support the implicit learning and reinvestment theories.

کلیدواژه‌ها English

errorless and errorful learning
Working memory capacity
implicit and explicit motor learning
Relative timing
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