隐式和显式运动学习对自闭症谱系障碍 (ASD) 儿童目标任务的影响
Morteza Homayounnia Firouzjah1, Saeed Nazari Kakvandi2, Hesam Ramezanzade3
1Department of Physical Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran.
Acta psychologica
|January 28, 2025
概括
与显式方法相比,隐式学习方法如类比和无错指令显著提高了自闭症儿童的投准确度. 这些隐含的方法提高了在教育环境中获得和表现的运动技能.
科学领域:
- 发展心理学 发展心理学
- 运动学习是指运动学习.
- 特殊教育 特殊教育
背景情况:
- 患有自闭症谱系障碍的儿童在获得运动技能方面经常面临挑战.
- 再投资,即有意识地控制运动的倾向,可能会阻碍这个人群的运动学习.
研究的目的:
- 为了比较隐性 (类比,无错误) 与明确 (明确,有错误) 指令在自闭症儿童学习基本运动技能的有效性.
- 调查不同教学方法对运动技能的获得,保留,转移和双重任务性能的影响.
主要方法:
- 一个准实验性设计,涉及48名自闭症男孩,年龄在7-9岁,他们练习了一项投篮球投任务.
- 四组接受了不同的指令:类比,明确,无错误和有错误.
- 测量包括测试前,获取,保留,转移和双任务阶段,使用混合设计ANOVA进行分析.
主要成果:
- 与明确和有错误的组 (P ≤0.05) 相比,类比和无错误指令组在所有阶段都表现出更高的投准确度.
- 隐式学习组 (类比,无错误) 在双任务测试中表现比显式学习组 (P ≤0.05) 更好.
结论:
- 隐式实践,特别是使用类比和无错学习,比显式实践更有效地改善自闭症谱系障碍儿童的运动技能学习.
- 推无错学习和类比教学作为有效的隐式学习方法,以提高自闭症儿童在教育环境中的运动性能.
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