在练习一个简单的 (指头敲击序列学习) 和一个复杂的 (河内塔拼图) 任务中达到平原阶段的不同延迟后果
Iris Lowenscuss-Erlich1, Avi Karni2, Carmit Gal1
1Department of Psychology and Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, 52900, Ramat-Gan, Israel.
Memory & cognition
|September 3, 2024
概括
技能巩固和延迟获取取取决于任务的复杂性. 简单的运动任务在平原后显示出改善,而复杂的任务则没有,表明不同的学习过程.
科学领域:
- 认知心理学 认知心理学
- 运动学习是指运动学习.
- 神经科学是一个神经科学.
背景情况:
- 在新任务中的性能增长通常会在试验中减少,导致平原.
- 延迟或"离线"的绩效增长可以在实践后长时间的延迟后出现.
- 假设达到一个性能高原会触发技能巩固,以延迟收益.
研究的目的:
- 调查是否达到性能高原是延迟收益的先决条件.
- 为了比较延迟的收益在一个简单的运动任务与复杂的认知任务.
- 根据实践后的延迟和任务复杂性来区分学习状态.
主要方法:
- 实验1:确定练习时间,以达到指点击序列学习 (FTSL) 和河内塔拼图 (TOHP) 的高原.
- 实验2:使用了三次会议,它们之间有很长的延迟 (24-48小时).
- 改变练习时间 (短时间与长时间),在延迟之前操纵达到平原.
主要成果:
- 在FTSL中,短期实践没有带来延迟的收益;长期实践在延迟后带来了显著的改善.
- 在TOHP中长时间练习并没有导致24-48小时间隔后的延迟收益.
- 任务的复杂性会影响延迟收益的出现,而简单的任务会带来更多的收益.
结论:
- 平原阶段可能意味着对简单任务的完整任务解决方案,从而实现线下收益.
- 对于复杂的任务,高原可能代表正在进行的处理,而不是最终的解决方案,从而抑制延迟的收益.
- 实践后延迟表现可以区分完全巩固的技能和持续的学习状态.
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