基于运动技能学习效率的顿悟解释模型，观察“顿悟”与“反馈”状态下的学习效率，以及“学习能力”和“主观努力”资源的利用解释效应，旨在验证顿悟式技能学习的解释效应。研究随机抽取230名学生被试，完成一项“模式学习”的动作技能任务，采用2（有顿悟对无顿悟）×2（有反馈对无反馈）的因素设计，进行了为期16周学习的纵向观察。以学习成绩、“学习能力”和“主观努力”的各维度为因变量，运用方差分析（ANOVA ）和多元方差分析（MANOVA ）的方法，对数据进行了统计分析。结果发现，“顿悟”和“反馈”有助于学习成绩的提高，但两者之间不存在交互效应；进一步，“学习能力”有助于“顿悟”的发生，而“反馈”仅在学习初期与“学习能力”发生关联；同时“主观努力”无论在学习初期还是在学习后期都有助于“顿悟”的发生，但“反馈”与“主观努力”不发生关联。%Based on the insight model explaining the efficiency of motor skill learning ,this paper observed the promotional effect of the indexes called “ability to learn” and “subjective effort”in insight during the process of motor skill learning ,and investigated the interaction effect of“feedback” to test the explaining efficiency of the insight theory in motor skill learning .The study selected 230 participants in random ,and all the participants were asked to accomplish a motor skill learning task of “model learning” .The experiment lasted for 16 weeks ,and the ex‐periment was designed using 2(feedback vs non‐feedback) x 2 (insight vs non‐insight) .In the analysis part ,the study considered the respective dimensions of learning achievement ,“ability to learn” and “subjective effort” as dependent variables ,carrying out ANOVA as well as MANOVA .The result indicated that insight and feedback are conductive to enhance the learn‐ing achievement ,but there is no interaction between two variables .In addition ,“subjective ef‐fort” contributes to the occurrence of insight both during the preliminary stage and the later stage of learning process ,while there is no relation between feedback and “subjective effect” .
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