一个专业知识逆转效应的想象力从篮球战术学习的学习
Hajer Mguidich1, Bachir Zoudji2, Aïmen Khacharem3
1Laboratoire de Recherche Sociétés & Humanités (LARSH), Département De Visu, Université Polytechnique Hauts-de-France (UPHF), Mont Houy, INSA Hauts-de-France, 59300, Valenciennes, France. hajer.mguidich@gmail.com.
Psychological research
|April 10, 2024
概括
想象战术篮球比赛可以增强专家的学习,但不是新手. 新手通过学习更好地学习,在使用学习方法时体验到更少的精神努力和更高的动机.
科学领域:
- 认知心理学 认知心理学
- 运动科学 运动科学 运动科学
- 教育心理学教育心理学
背景情况:
- 想象效应表明,通过想象程序而不是研究程序来增强学习.
- 专业知识水平可以显著影响认知过程和学习成果.
- 了解不同学习策略如何影响绩效对于技能获取至关重要.
研究的目的:
- 调查想象效应对记住战术篮球系统的影响.
- 检查专业水平 (新手与专家) 如何调节想象力效应.
- 评估想象力与学习条件对回忆,识别,认知负载和动机的影响.
主要方法:
- 参加者包括36名篮球新手和36名篮球专家学习者.
- 学习者被分配到一个想象条件 (可视化战术场景) 或一个学习条件 (阅读场景).
- 通过回忆和识别来衡量表现,以及自我报告的认知负载和动机.
主要成果:
- 新手学习者在研究条件下表现更好,表现出更高的回忆/识别能力,更低的认知负载和更高的动机.
- 专家学习者在想象条件下表现出卓越的表现,这表明专业知识的反转效应.
- 想象技术的有效性取决于学习者的专业知识水平.
结论:
- 想象力效应并不普遍有益;它的有效性取决于学习者的专业知识.
- 对于新手来说,传统的学习方法可能更有效地学习复杂的战术系统.
- 专业知识反转强调了体育教育中需要量身定制的教学策略.
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