تأثیر سبک‌های شناختی بر میزان یادگیری آشکار و ضمنی مهارت حرکتی- شناختی دانشجویان ورزشکار

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد،گروه رفتار حرکتی ،دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تبریز،تبریز،ایران.

2 استاد،گروه رفتار حرکتی دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تبریز ، تبریز، ایران.

3 دانشیار،گروه رفتار حرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تبریز، تبریز، ایران.

چکیده

هدف بررسی تأثیر سبک‌های شناختی بر میزان یادگیری آشکار و ضمنی است تا بدینوسیله دریابیم که آیا سبک شناختی می-تواند در برتری عملکرد افراد مؤثر باشد. این تحقیق از نوع نیمه‌تجربی و طرح آن شامل چهار گروه پیش‌آزمون و پس‌آزمون می-باشد. جامعه آماری دانشجویان رشته تربیت‌بدنی مقطع کارشناسی دانشگاه تبریز بودند. برای شناسایی سبک‌های شناختی از آزمون گروهی تصاویر پنهان شده استفاده شد و به منظور مطالعه عملکردهای یادگیری زمان واکنش متوالی اندازه‌گیری شد که چهار گروه (هر گروه 12 نفر) 1. وابسته به زمینه-یادگیری آشکار، 2. وابسته به زمینه-یادگیری ضمنی، 3. مستقل از زمینه-یادگیری آشکار و 4. مستقل از زمینه-یادگیری ضمنی ایجاد شدند. داده‌ها از روش تحلیل واریانس با اندازه‌گیری‌های مکرر با سطح معناداری 05/0 تحلیل شدند. یافته‌ها نشان داد در گروه‌های وابسته به زمینه-یادگیری ضمنی و مستقل از زمینه-یادگیری آشکار تفاوت معناداری بین مراحل پیش‌آزمون با سایر مراحل و همچنین در گروه وابسته به زمینه-یادگیری آشکار و مستقل از زمینه-یادگیری ضمنی تفاوت معناداری بین مراحل پیش‌آزمون و یادداری وجود داشت. با مقایسه نتایج حاصل از مراحل پیش‌آزمون، اکتساب، یادداری و انتقال مشاهده شد که تمام گروه‌ها در مرحله یادداری عملکرد بهتری داشتند. به طوری که براساس متغیّر بررسی شده افراد در پیش‌آزمون زمان بیشتری برای اجرای حرکت نیاز داشتند یا سرعت حرکت در مرحله یادداری بهبود پیدا کرده بود و همچنین تمرین، اجرا را در تمام گروه‌ها ارتقاء بخشیده بود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The effect of cognitive styles on the level of explicit and implicit learning of motor-cognitive skills of student athletes

نویسندگان [English]

  • zohreh khalilpour 1
  • mohammadtaghi aghdasi 2
  • Seyed Hojjat Zamani Sani 3
1 Master's student, Motor Behavior Department, Faculty of Physical Education and Sports Sciences,,University of Tabriz , Tabriz, Iran.
2 Motor Behavior department Faculty of Physical Education and Sports Sciences University of Tabriz Tabriz Iran
3 Motor behavior department, physical education and sport science faculty, university of Tabriz, Tabriz, Iran
چکیده [English]

The purpose of this research was to investigate the effect of cognitive styles on the amount of explicit and implicit learning, in order to find out whether cognitive style can be effective in the superiority of people's performance. This research was semi-experimental and its design included four pre-test and post-test groups. The participants of the present study were undergraduate physical education students of Tabriz University with an age range of (18-23) years. As a result of classification into four groups (12 people in each group) 1. Filed dependent-explicit learning 2. Filed dependent-implicit learning 3. Field independent-explicit learning 4. Field independent-implicit learning were. Hidden images group test was used to identify cognitive styles, and sequential reaction time was measured to study learning functions. In this study, ANOVA was used to examine the possible differences in pre-tests and learning stages and to investigate the possible differences within the group in the learning stages, analysis of variance with repeated measures at a significance level of 0.05 was used. The results showed that in the filed dependent-implicit learning and filed independent explicit learning groups there was a significant difference between the pre-test stages with other stages and also in filed dependent-explicit learning and field independent-implicit groups there was a significant difference between the pre-test and retention stages. Comparing the results of the pre-test, acquisition, retention and transfer stages, it was observed that all groups performed better in the retention stage. According to the studied variable, individuals needed more time to perform the movement in the pre-test or the speed of movement had improved in the memorization stage, and also the exercise had improved the performance in all groups.

کلیدواژه‌ها [English]

  • Cognitive styles
  • field dependence/ field independence
  • learning (explicit and implicit)
  • reaction time
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