the effect of sequential stimuli technique on acquisition, retention and transfer of ocular motor sequence

نویسندگان

سیدکاوس صالحی

کارشناس ارشد دانشگاه شهید چمران اهواز داود حومنیان

استادیار دانشگاه تهران مهدی ضرغامی

استادیار دانشگاه شهید چمران اهواز اسماعیل صائمی

مربی دانشگاه شهید چمران اهواز

چکیده

this research aimed to examine the effect of sequential stimuli technique on acquisition, retention and transfer of ocular motor sequence. first sequential stimuli, time record, response error software was designed. 60 right-handed novices (15-18 years) were divided into five groups (blocked – explicit, blocked – implicit, random – explicit, random-implicit and control). all groups performed a pretest and then (except control group) participated in five training sessions and in each session performed three blocks of ten trials with blocked and random methods. in explicit groups, participants were aware of the aim of task but in implicit groups, they were unaware. during the acquisition phase, control group were only in lab environment and the day after the acquisition, participants took part in retention and transfer tests. the data were analyzed using student-t, repeated measures and two-way analysis of variance tests. the finding showed that the subjects significantly improved in accuracy and time of response in the acquisition phase (p>0.05); but there was no significant different among groups. however, implicit learning groups progressed as much as the explicit learning groups; this finding explained the effectiveness of implicit knowledge in motor skills learning. the retention test showed that random practice was better than blocked practice in movement accuracy but the type of practice did not affect the retention of sequential reaction time. in transfer test, all groups showed transfer to the new sequence only in accuracy but not response time. however, findings showed blocked practice led to sensorimotor integration and timing, whereas random practice led to better stimulus-response association. overall findings of this research supported this idea that learning that occurs in the context of interference can show retention and transfer to another task.

برای دانلود باید عضویت طلایی داشته باشید

برای دانلود متن کامل این مقاله و بیش از 32 میلیون مقاله دیگر ابتدا ثبت نام کنید

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

منابع مشابه

the washback effect of discretepoint vs. integrative tests on the retention of content in knowledge tests

در این پایان نامه تاثیر دو نوع تست جزیی نگر و کلی نگر بر به یادسپاری محتوا ارزیابی شده که نتایج نشان دهندهکارایی تستهای کلی نگر بیشتر از سایر آزمونها است

15 صفحه اول

the effect of recast and direct focused written corrective feedback on the grammatical accuracy of iranian efl learners’ writing achievement and retention

the extent to which written corrective feedback on linguistic errors can play a role in helping l2 writers improve the accuracy of their writing continues to be an issue of interest to researchers and teachers since truscott (1996) mounted a case for its abolition. while there is growing empirical evidence that written corrective feedback can successfully target some types of linguistic error (...

the effect of lexical inferencing and concept mapping on the vocabulary retention among iranian intermediate efl learners

this study was an attempt to investigate and compare the effect of lexical inferencing and concept mapping on developing vocabulary retention of iranian language learners. sixty homogeneous students from different intact classes who were being taught as intermediate learners in sokhan english institute participated in this study. they were in different classes. a teacher made test as a pre-test...

the effect of task complexity on lexical complexity and grammatical accuracy of efl learners’ argumentative writing

بر اساس فرضیه شناخت رابینسون (2001 و 2003 و 2005) و مدل ظرفیت توجه محدود اسکهان (1998)، این تحقیق تاثیر پیچیدگی تکلیف را بر پیچیدگی واژگان و صحت گرامری نوشتار مباحثه ای 60 نفر از دانشجویان زبان انگلیسی بررسی کرد. میزان پیچیدگی تکلیف از طریق فاکتورهای پراکندگی-منابع تعیین شد. همه ی شرکت کنندگان به صورت نیمه تصادفی به یکی از سه گروه: (1) گروه موضوع، (2) گروه موضوع + اندیشه و (3) گروه موضوع + اندی...

15 صفحه اول

منابع من

با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید


عنوان ژورنال:
رشد و یادگیری حرکتی - ورزشی

جلد ۲، شماره ۳، صفحات ۰-۰

کلمات کلیدی
this research aimed to examine the effect of sequential stimuli technique on acquisition retention and transfer of ocular motor sequence. first sequential stimuli time record response error software was designed. 60 right handed novices (15 18 years) were divided into five groups (blocked – explicit blocked – implicit random – explicit random implicit and control). all groups performed a pretest and then (except control group) participated in five training sessions and in each session performed three blocks of ten trials with blocked and random methods. in explicit groups participants were aware of the aim of task but in implicit groups they were unaware. during the acquisition phase control group were only in lab environment and the day after the acquisition participants took part in retention and transfer tests. the data were analyzed using student t repeated measures and two way analysis of variance tests. the finding showed that the subjects significantly improved in accuracy and time of response in the acquisition phase (p>0.05); but there was no significant different among groups. however implicit learning groups progressed as much as the explicit learning groups; this finding explained the effectiveness of implicit knowledge in motor skills learning. the retention test showed that random practice was better than blocked practice in movement accuracy but the type of practice did not affect the retention of sequential reaction time. in transfer test all groups showed transfer to the new sequence only in accuracy but not response time. however findings showed blocked practice led to sensorimotor integration and timing whereas random practice led to better stimulus response association. overall findings of this research supported this idea that learning that occurs in the context of interference can show retention and transfer to another task.

میزبانی شده توسط پلتفرم ابری doprax.com

copyright © 2015-2023