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Article: The implicit benefit of learning without errors

TitleThe implicit benefit of learning without errors
Authors
Issue Date2001
PublisherPsychology Press. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02724987.asp
Citation
Quarterly Journal Of Experimental Psychology Section A: Human Experimental Psychology, 2001, v. 54 n. 4, p. 1049-1068 How to Cite?
AbstractTwo studies examined whether the number of errors made in learning a motor skill, golf putting, differentially influences the adoption of a selective (explicit) or unselective (implicit) learning mode. Errorful learners were expected to adopt an explicit, hypothesis-testing strategy to correct errors during learning, thereby accruing a pool of verbalizable rules and exhibiting performance breakdown under dual-task conditions, characteristic of a selective mode of learning. Reducing errors during learning was predicted to minimize the involvement of explicit hypothesis testing leading to the adoption of an unselective mode of learning, distinguished by few verbalizable rules and robust performance under secondary task loading. Both studies supported these predictions. The golf putting performance of errorless learners in both studies was unaffected by the imposition of a secondary task load, whereas the performance of errorful learners deteriorated. Reducing errors during learning limited the number of error-correcting hypotheses tested by the learner, thereby reducing the contribution of explicit processing to skill acquisition. It was concluded that the reduction of errors during learning encourages the use of implicit, unselective learning processes, which confer insusceptibility to performance breakdown under distraction.
Persistent Identifierhttp://hdl.handle.net/10722/87912
ISSN
2007 Impact Factor: 2.449
2008 SCImago Journal Rankings: 1.803
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorMaxwell, JPen_HK
dc.contributor.authorMasters, RSWen_HK
dc.contributor.authorKerr, Een_HK
dc.contributor.authorWeedon, Een_HK
dc.date.accessioned2010-09-06T09:36:03Z-
dc.date.available2010-09-06T09:36:03Z-
dc.date.issued2001en_HK
dc.identifier.citationQuarterly Journal Of Experimental Psychology Section A: Human Experimental Psychology, 2001, v. 54 n. 4, p. 1049-1068en_HK
dc.identifier.issn0272-4987en_HK
dc.identifier.urihttp://hdl.handle.net/10722/87912-
dc.description.abstractTwo studies examined whether the number of errors made in learning a motor skill, golf putting, differentially influences the adoption of a selective (explicit) or unselective (implicit) learning mode. Errorful learners were expected to adopt an explicit, hypothesis-testing strategy to correct errors during learning, thereby accruing a pool of verbalizable rules and exhibiting performance breakdown under dual-task conditions, characteristic of a selective mode of learning. Reducing errors during learning was predicted to minimize the involvement of explicit hypothesis testing leading to the adoption of an unselective mode of learning, distinguished by few verbalizable rules and robust performance under secondary task loading. Both studies supported these predictions. The golf putting performance of errorless learners in both studies was unaffected by the imposition of a secondary task load, whereas the performance of errorful learners deteriorated. Reducing errors during learning limited the number of error-correcting hypotheses tested by the learner, thereby reducing the contribution of explicit processing to skill acquisition. It was concluded that the reduction of errors during learning encourages the use of implicit, unselective learning processes, which confer insusceptibility to performance breakdown under distraction.en_HK
dc.languageengen_HK
dc.publisherPsychology Press. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02724987.aspen_HK
dc.relation.ispartofQuarterly Journal of Experimental Psychology Section A: Human Experimental Psychologyen_HK
dc.rightsQuarterly Journal of Experimental Psychology Section A: Human Experimental Psychology. Copyright © Psychology Press.en_HK
dc.titleThe implicit benefit of learning without errorsen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0272-4987&volume=54A&spage=1049&epage=68&date=2001&atitle=The+implicit+benefit+of+learning+without+errorsen_HK
dc.identifier.emailMasters, RSW: mastersr@hku.hken_HK
dc.identifier.authorityMasters, RSW=rp00935en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/02724980143000073en_HK
dc.identifier.scopuseid_2-s2.0-0035515899en_HK
dc.identifier.hkuros72778en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0035515899&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume54en_HK
dc.identifier.issue4en_HK
dc.identifier.spage1049en_HK
dc.identifier.epage1068en_HK
dc.identifier.isiWOS:000171854200005-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridMaxwell, JP=7201610565en_HK
dc.identifier.scopusauthoridMasters, RSW=7102880488en_HK
dc.identifier.scopusauthoridKerr, E=7006610263en_HK
dc.identifier.scopusauthoridWeedon, E=54886761900en_HK

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