Enhancing training efficiency and effectiveness through the use of dyad training

被引:108
作者
Shea, CH [1 ]
Wulf, G
Whitacre, C
机构
[1] Texas A&M Univ, Dept Hlth & Kinesiol, College Stn, TX 77843 USA
[2] Max Planck Inst Psychol Res, D-80804 Munich, Germany
关键词
dyad training protocol; motor learning; observational practice; stabilometer;
D O I
10.1080/00222899909600983
中图分类号
Q189 [神经科学];
学科分类号
071006 ;
摘要
The authors examined the effect of inserting observation practice and undirected dialog into the rest interval between practice trials on the learning of a complex task (stabilometer). Training protocols in which learners practice in pairs (dyads) result in increases in learning efficiency, but the critical issue is the effect on learning effectiveness. Three groups of participants (n = 12 in each group) practiced maintaining their balance on a stabilometer. One group practiced individually, and the other 2 groups practiced in dyads in which 1 performer practiced the task while the other observed. in the dyad-alternate condition, participants alternated between physical, observational, and dialog practice on each trial, whereas in the dyad-control condition, subjects completed all trials on 1 form of practice (either physical or observational practice) before engaging in the other form. The results indicated that the dyad-alternate group initially performed more poorly bur quickly overtook the individual group, and the performance advantage of the dyed-alternate group was maintained on the delayed retention test. When the different forms of practice were performed consecutively, as in the dyad-control group, acquisition and retention performance was generally poorer than when they were alternated. Those results suggest that one can combine the benefits of physical practice, observation, and dialog between learners in an interactive way to produce an effective and efficient learning protocol.
引用
收藏
页码:119 / 125
页数:7
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