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تأثیر سبکهای شناختی بر میزان یادگیری آشکار و ضمنی مهارت حرکتی- شناختی دانشجویان ورزشکار | ||
ذهن، حرکت و رفتار | ||
دوره 2، شماره 1، مرداد 1402، صفحه 85-99 اصل مقاله (738.02 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22034/mmbj.2023.55947.1032 | ||
نویسندگان | ||
زهره خلیل پور* 1؛ محمدتقی اقدسی2؛ سیدحجت زمانی ثانی3 | ||
1دانشجوی کارشناسی ارشد،گروه رفتار حرکتی ،دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تبریز،تبریز،ایران. | ||
2استاد،گروه رفتار حرکتی دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تبریز ، تبریز، ایران. | ||
3دانشیار،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 | ||
زمان واکنش؛ سبکهای شناختی؛ مستقل از زمینه / وابسته به زمینه؛ یادگیری (آشکار و ضمنی) | ||
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