implicit)

The purpose of this research was to investigate the effect of cognitive styles on the amount of explicit and implicit learning, in order to find out whether cognitive style can be effective in the superiority of people's performance. This research was semi-experimental and its design included four pre-test and post-test groups. The participants of the present study were undergraduate physical education students of Tabriz University with an age range of (18-23) years. As a result of classification into four groups (12 people in each group) 1. Filed dependent-explicit learning 2. Filed dependent-implicit learning 3. Field independent-explicit learning 4. Field independent-implicit learning were. Hidden images group test was used to identify cognitive styles, and sequential reaction time was measured to study learning functions. In this study, ANOVA was used to examine the possible differences in pre-tests and learning stages and to investigate the possible differences within the group in the learning stages, analysis of variance with repeated measures at a significance level of 0.05 was used. The results showed that in the filed dependent-implicit learning and filed independent explicit learning groups there was a significant difference between the pre-test stages with other stages and also in filed dependent-explicit learning and field independent-implicit groups there was a significant difference between the pre-test and retention stages. Comparing the results of the pre-test, acquisition, retention and transfer stages, it was observed that all groups performed better in the retention stage. According to the studied variable, individuals needed more time to perform the movement in the pre-test or the speed of movement had improved in the memorization stage, and also the exercise had improved the performance in all groups.

The aim of this study was to investigate the role of the errorless, errorful and random practice schedules on the acquisition and learning of relative timing in a motor task. 51 male students (age: 22±4 years old) were selected and randomly assigned to four groups (control, errorful, errorless, and random). This study was carried out in five phases: pretest (PRT), acquisition (ACQ), 10-min retention and transfer and 24-hour retention and transfer. In the acquisition phase, a timing task with three different difficulty levels (simple, moderate, and difficult) was practiced in three sessions of 45 trials with feedback by experimental groups. In order to analyze the data, a mixed-design analysis of variance model with repeated measures on each variable was used in the acquisition and retention phases. The one-way analysis of variance (ANOVA) was used in the other phases. The findings of relative timing showed no significant differences among the groups in the pretest (P˃0.05). Additionally, in retention and transfer tests, errorless group had better performance than errorful, random and control groups (P≤0.05). Errorless group performed better than the random and errorful groups in 24-hour transfer test of the secondary task (P≤0.05). These results showed that practice in errorless conditions leads to a better learning of the task and its generalization to new conditions that are consistent with the implicit learning and reinvestment theories