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《Studies of Psychology and Behavior》 2009-01
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Jia Ning, Bai Xuejun (College of Education, Hebei Normal University, Shijiazhuang 050091; Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300074)  
The present study was designed to investigate the contextual interference effect and the metacognition monitoring in perceptual-motor learning. There were two practice conditions and three practice-test blocks. In the study, 36 undergraduates were asked to press a key in response to the arrival of a light stimulus. According to the results of the present study, we draw conclusions as follows: (1) it needed enough time intervals between practice and test for the CI effect to occur; (2) there was no UWP effect in perceptual-motor learning; and (3) after blocked practices, the subjects predicted the test performance depending more on current practice performance which was a poor indicator of learning benefit.
【Fund】: 国家社科基金“十一五”规划国家重大课题ABA060004项目;; 教育部人文社会科学重点研究基地08JJDXLX266重大项目;; 天津市教育科学“十一五”规划C028项目;; 河北师范大学科研基金资助项目的资助
【CateGory Index】: G642.0
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