Three experiments were conducted to investigate the effects of the number of movements, practice, and rehearsal on incidental and intentional psychomotor learning. incidental learners received no formal instructions to learn the central task to which they were exposed in a choice reaction-time task. The movements to the targets in this task comprised a movement sequence. Intentional learners also performed the choice reaction-time task but were additionally instructed to remember the order of the movements. Intentional learning was superior to incidental learning, unless rehearsal was disrupted; all three independent variables demonstrated similar functional effects under both learning conditions. It was concluded that incidental and intentional learning are not distinct types of learning; and that "intent to learn" per se is a significant factor in psychomotor learning only when it elicits beneficial cognitive processes such as rehearsal.

译文

:进行了三个实验,研究了运动次数,练习和排练对偶然和故意的心理运动学习的影响。偶然的学习者没有接受正式的指令来学习他们在选择反应时间任务中所面临的中心任务。在此任务中向目标的移动包括一个移动序列。有意学习者还执行选择反应时间任务,但还被指示记住运动顺序。除非排练被打断,故意学习要比偶然学习好。这三个自变量在两种学习条件下均表现出相似的功能作用。结论是,偶然学习和故意学习不是不同的学习类型。而且,“学习意图”本身仅是在引起诸如排练之类的有益认知过程时,才是精神运动学习的重要因素。

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