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instructions verbales pour l'apprentissage dans une tâche d'anticipation-coincidence

Abstract : Several studies have show that verbal instructions can be detrimental for the acquisition of motor skills. The theory often invoked to interpret such results oppose an implicit learning to an explicit learning, the former being unconscious and the latter intentional and conscious (Reber, 1967). Two domains have been covered, the learning of new motor patterns of coordination between limbs and learning to use regularities in the stimuli (the environment) to prepare in advance an action in a dynamic situation. In the case of learning probabilistic regularities, verbal instructions describing the regularities degrade learning and performances (Green & Flowers 1991, J Mot Beh 23: 293). The hypothesis that probabilistic regularities are too complex to be learned with the guidance of verbal instructions for the interception of moving targets was tested in 5 experiments. The results indicate that the relationships between the processing of verbal instructions and perceptivo-learning are richer than what could be eventually explained by an implicit/ explicit dichotomy framework (Lagarde et al 2002, Neuro Lett 327: 66).
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Contributor : Julien Lagarde <>
Submitted on : Tuesday, June 21, 2005 - 5:11:31 PM
Last modification on : Friday, October 23, 2020 - 4:38:12 PM
Long-term archiving on: : Friday, April 2, 2010 - 9:32:38 PM


  • HAL Id : tel-00009557, version 1



Julien Lagarde. instructions verbales pour l'apprentissage dans une tâche d'anticipation-coincidence. Sciences de l'Homme et Société. Université Paul Sabatier - Toulouse III, 2001. Français. ⟨tel-00009557⟩



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