Aumento gradual da variabilidade de prática: efeito na aprendizagem da estrutura e na parametrização da habilidade

Abstract

Gradual increment on practice variability IntroductionGradual increment on practice variability: effects on structure learning and skill parametrization CDD. 20.ed. 152 . A feature of this practice is that it should not be a mere repetition of a speci c solution to a problem, but the repetition of the process of solving motor problems 5-6 which leads the learner to the selection of the most appropriate responses to each motor problem.In this process, the way the practice is scheduled in uences the acquisition of motor skills [7][8][9][10][11][12] . Practice has been scheduled in constant, blocked, serial and random fashion 3, 10-11 . A varied practice schedule has been regarded as more effective as constant practice [13][14][15] , as random and serial practice have been acknowledged as more e ective than blocked practice in the learning of motor skills 10,[16][17][18] . Conversely, contrasting results have been found, challenging the superiority of the varied practice over constant practice and the advantage of random and serial practice over blocked practice [19][20][21][22][23][24] . As a result of such controversy, the combination of constant and varied practice was employed [7][8]20 with favorable results on the acquisition of motor skills, particularly in the initial stages of Abstract Traditionally, on the learning of motor skill practice has been scheduled in constant, blocked, serial or random fashion. A superiority of variable over constant practice has been suggested as well as random and serial practices over blocked practice. Recently a specifi city of the type of practice has been observed: constant practice helps the formation of a movement structure, especially in the early learning, and the variable practice improves parameterization. This study investigated different practice schedules and their combinations in a sequence that provides a gradual increment of variability (constant, blocked, and random) in the acquisition of motor skills. Participants were divided into four groups (n = 10): CCC (constant), BBB (blocked), RRR (random) and CBR (constant-blocked-random). The experiment consisted of an acquisition phase and a transfer test. In the acquisition phase the task comprised pressing a numeric keyboard in a given sequence (2,8,6,4) with the index fi nger, with fi xed relative timing among presses (22.2%, 44.4% and 33.3%) and specifi c total times (700, 900 and 1100 ms) determined by the experimental design. The test results showed a superiority of CBR and RRR groups in the absolute error measure, of CCC and BBB groups in the relative error measure, and CCC, BBB and CBR groups in the variability of relative error measure. These results evidence the practice schedules that provided smaller variability led to the learning of a movement structure, whereas the ones that provided greater variability culminated in the improvement in parameterization.

De la repetición a la libre improvisación: Un estudio comparativo de los efectos de la variabilidad de la práctica musical en la clase de saxofón

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Artigos›revista brasileira de música‹, v. 33, n. 2, jul.-dez. 2020 publicação do programa de pós-graduação em música escola de música da universidade federal do rio de janeiro De la repetición a la libre improvisación: Un estudio comparativo de los efectos de la variabilidad de la práctica musical en la clase de saxofón 1 Miguel Clemente, Manuel Falleiros, José Fornari 2 RESUMEN: Estudios recientes apuntan que el aumento gradual de la variabilidad en la práctica en otras áreas viene presentando efectos positivos en el aprendizaje de la estructura y parámetros de las habilidades en contraposición a los que realizan un aprendizaje de un contenido determinado de forma repetitiva (Januario et al, 2016). En este artículo se presenta un estudio en el que se establece la hipótesis del uso de la Libre Improvisación (fi) como variabilidad de la práctica, permitiéndole al alumno la adquisición de habilidades motoras, cognitivas y creativas.

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Sistema Rodízio: resultados de uma perspectiva da prática através de procedimento experimental com pianistas

“…Neste âmbito, a realização da prática instrumental seccionada em partes e/ou em períodos curtos tem sido assunto referido por autores como Kaplan (1987), Chaffin e Imreh (2002), Barry e Hallam (2002), Gabrielsson (2003), Bangert, Wiedemann e Jabusch (2013), Barros (2015Barros ( , 2008, Póvoas (2017Póvoas ( , 2015, Wise, James e Rink (2017) e, interdisciplinarmente, em campos do controle motor por Garhammer, (1991), Magill (2000), Schmidt e Lee (2005), Kroemer e Grandjean (2005), Paroli e Tani (2009), Schmidt e Wrisberg (2010), Januário et al (2016) e outros.…”