자기통제 결과지식을 통한 시간타이밍 학습의 효과적인 연습구조 모색 = A Search on the Effective Practice Structure for Temporal Timing Learning Through the Self-controlled Knowledge of Result

국문 초록 (Abstract)

본 연구는 운동학습 단계에 따라 자기통제 결과지식(KR)을 언제 제공하는 것이 시간타이밍 학습에 효과적인지를 규명하는 데 목적이 있다. 이를 위해 학습단계를 전반부와 후반부로 구분하여 자기통제 KR-자기통제 KR, 자기통제 KR-KR, KR-자기통제 KR, KR-KR 집단에 연구대상자(n=40)를 무선 할당하였다. 모든 연구대상자는 사전검사, 습득단계, 파지 및 전이검사에 참여하였으며 상대적 타이밍 오차와 절대적 타이밍 오차를 통하여 네 개의 집단에 따른 시간타이밍의 학습 차이를 살펴보았는데, 연구결과는 다음과 같다. 사전검사에서는 네 집단이 유사한 시간타이밍 능력을 나타냈고, 습득단계에서는 연습이 진행됨에 따라 모든 집단의 시간타이밍 오차가 전반적으로 감소하였다. 그리고 파지검사에서 두 개의 타이밍 변인에 대하여 집단간 유의미한 차이가 나타나지 않았지만 전이검사에서는 전반부에 모든 수행에 대해 KR을 제시받고 후반부에 자기통제 KR을 받는 연습방법(KR-자기통제 KR)이 상대적 타이밍과 절대적 타이밍을 동시에 학습시키는데 가장 유용한 전략이었다. 따라서 본 연구결과는 학습단계에 따른 자기통제 KR의 조절전략을 통해 전이과제와 같은 새로운 과제의 시간타이밍 학습 효과를 높일 수 있다는 것을 제시해 주었다.

다국어 초록 (Multilingual Abstract)

The aim of this study was to search for an optimal practice schedule considering the self-controlled KR on the stages of practice. Participants (n=40) were randomly assigned to one of four acquisition groups defined by the practice schedules (self -controlled KR - self-controlled KR, self-controlled - KR, all feedback - self-controlled KR, and KR - KR). The first part of the group name (e.g., self-controlled KR - KR) indicates the practice schedule used in Blocks 1-6 (e.g., self- controlled KR) and the second part (e.g., KR) indicates the practice schedule used in Blocks 7-12. The experiment consisted of a pretest session, two acquisition sessions, a retention session, and a transfer session. The dependent variables of interest were relative timing error and absolute timing error. The results represented that participants had similar temporal-timing skills in the pretest. In the two acquisition sessions, three temporal timing errors were smaller as participants practised. Most importantly, when considering relative and absolute timing the KR - self controlled KR schedule resulted in performance superior to that of all other groups in the transfer session though two temporal timing variables did not differ from each other in the retention session. We conclude that we might product the effects of the temporal timing learning on a new task like a transfer task through controllable strategies of the self-controlled KR on the stage of practice.

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