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Article: Analogy learning: A means to implicit motor learning

TitleAnalogy learning: A means to implicit motor learning
Authors
Issue Date2001
PublisherTaylor & Francis Ltd. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02640414.asp
Citation
Journal Of Sports Sciences, 2001, v. 19 n. 5, p. 307-319 How to Cite?
AbstractTwo experiments were conducted to examine the hypothesis that learning by analogy will invoke characteristics of an implicit mode of motor learning. In the first experiment, table tennis novices learned to hit forehand topspin implicity, explicitly or by analogy. The results showed that the analogy and implicit learning groups accumulated equivalently fewer explicit rules than the explicit learning group during the learning phase. When a concurrent secondary task was added, the explicit learning group suffered from a significantly more serious performance impairment than the analogy and implicit learning groups; no significant differences were seen between the latter two groups. Self-perceived performance was correlated to actual performance in the explicit learning group but not in the analogy or the implicit learning groups. In the second experiment, the performance of an explicit learning group was found to be impaired by both a stress intervention and a thought suppression intervention, whereas the performance of an analogy learning group was not. These characteristics of analogy learning parallel those reported in the implicit learning literature, suggesting that analogy learning may be an effective method for teaching skills implicitly in sport.
Persistent Identifierhttp://hdl.handle.net/10722/176016
ISSN
2015 Impact Factor: 2.142
2015 SCImago Journal Rankings: 1.204
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLiao, CMen_US
dc.contributor.authorMasters, RSWen_US
dc.date.accessioned2012-11-26T09:04:33Z-
dc.date.available2012-11-26T09:04:33Z-
dc.date.issued2001en_US
dc.identifier.citationJournal Of Sports Sciences, 2001, v. 19 n. 5, p. 307-319en_US
dc.identifier.issn0264-0414en_US
dc.identifier.urihttp://hdl.handle.net/10722/176016-
dc.description.abstractTwo experiments were conducted to examine the hypothesis that learning by analogy will invoke characteristics of an implicit mode of motor learning. In the first experiment, table tennis novices learned to hit forehand topspin implicity, explicitly or by analogy. The results showed that the analogy and implicit learning groups accumulated equivalently fewer explicit rules than the explicit learning group during the learning phase. When a concurrent secondary task was added, the explicit learning group suffered from a significantly more serious performance impairment than the analogy and implicit learning groups; no significant differences were seen between the latter two groups. Self-perceived performance was correlated to actual performance in the explicit learning group but not in the analogy or the implicit learning groups. In the second experiment, the performance of an explicit learning group was found to be impaired by both a stress intervention and a thought suppression intervention, whereas the performance of an analogy learning group was not. These characteristics of analogy learning parallel those reported in the implicit learning literature, suggesting that analogy learning may be an effective method for teaching skills implicitly in sport.en_US
dc.languageengen_US
dc.publisherTaylor & Francis Ltd. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02640414.aspen_US
dc.relation.ispartofJournal of Sports Sciencesen_US
dc.subject.meshAdulten_US
dc.subject.meshAssociation Learningen_US
dc.subject.meshFemaleen_US
dc.subject.meshHumansen_US
dc.subject.meshIntervention Studiesen_US
dc.subject.meshMaleen_US
dc.subject.meshMotor Activity - Physiologyen_US
dc.subject.meshMotor Skills - Physiologyen_US
dc.subject.meshRandom Allocationen_US
dc.subject.meshSports Equipmenten_US
dc.subject.meshTennis - Physiologyen_US
dc.titleAnalogy learning: A means to implicit motor learningen_US
dc.typeArticleen_US
dc.identifier.emailMasters, RSW: mastersr@hku.hken_US
dc.identifier.authorityMasters, RSW=rp00935en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/02640410152006081en_US
dc.identifier.pmid11354610-
dc.identifier.scopuseid_2-s2.0-0035030736en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0035030736&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume19en_US
dc.identifier.issue5en_US
dc.identifier.spage307en_US
dc.identifier.epage319en_US
dc.identifier.isiWOS:000168544000002-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridLiao, CM=36830541400en_US
dc.identifier.scopusauthoridMasters, RSW=7102880488en_US

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