From novice to no know-how: A longitudinal study of implicit motor learning

The aim of this study was to ascertain whether the performances of implicit and explicit learners would converge over an extended period of learning. Participants practised a complex motor skill - golf putting - for 3000 trials, either with a concurrent secondary, tone-counting task (implicit learning) or without such a task (explicit learning). The cognitive demands of the secondary task were predicted to prevent the accumulation of verbalizable rules about the motor task. The implicit group reported significantly fewer rules than the explicit group on subsequent verbal protocols. The performance of the implicit group remained below that of the explicit group throughout the learning phase. However, no significant differences were found between groups during a delayed retention test. Additionally, for the participants in the explicit group only, a Reinvestment Scale score correlated positively with the number of rules accrued and negatively with overall putting performance during the learning phase. We use the results to argue against the excessive use of verbal instruction during skill acquisition, which might be unnecessary and ultimately might hamper performance under stressful conditions.     

From novice to no know-how: a longitudinal study of implicit motor learning

The aim of this study was to ascertain whether the performances of implicit and explicit learners would converge over an extended period of learning. Participants practised a complex motor skill--golf putting--for 3000 trials, either with a concurrent secondary, tone-counting task (implicit learning) or without such a task (explicit learning). The cognitive demands of the secondary task were predicted to prevent the accumulation of verbalizable rules about the motor task. The implicit group reported significantly fewer rules than the explicit group on subsequent verbal protocols. The performance of the implicit group remained below that of the explicit group throughout the learning phase. However, no significant differences were found between groups during a delayed retention test. Additionally, for the participants in the explicit group only, a Reinvestment Scale score correlated positively with the number of rules accrued and negatively with overall putting performance during the learning phase. We use the results to argue against the excessive use of verbal instruction during skill acquisition, which might be unnecessary and ultimately might hamper performance under stressful conditions.     

Interaction between motor ability and skill learning in children: Application of implicit and explicit approaches

The benefits of implicit and explicit motor learning approaches in young adults have been studied extensively, but much less in children. This study investigated the relationship between fundamental motor ability and implicit/explicit learning in children using the errorless learning paradigm. First, the motor ability of 261 children (142 boys, 119 girls) aged 9–12 years (M?=?9.74, SD?=?0.67) was measured. Second, children with motor ability scores in the upper and lower quartile learned a golf-putting skill in either an errorless (implicit) or errorful (explicit) learning condition. Four groups were formed: Errorless High-Ability (n?=?13), Errorless Low-Ability (n?=?11), Errorful High-Ability (n?=?10), and Errorful Low-Ability (n?=?11). Learning consisted of 300 practice trials, while testing included a 50-trial retention test, followed by a 50-trial secondary task transfer test, and another 50-trial retention test. The results showed that for high- and low-ability errorless learners, motor performance was unaffected by the secondary task, as was the case for high-ability errorful learners. Low-ability errorful learners performed worse with a secondary task and were significantly poorer than the corresponding high-ability group. These results suggest that implicit motor learning (errorless) may be beneficial for children with low motor ability. The findings also show a trend that children of high motor ability might benefit from learning explicitly (errorful). Further research is recommended to examine the compatibility of implicit and explicit approaches for children of different abilities.     

Benefits of an external focus of attention: common coding or conscious processing?

We conducted two experiments to assess the effect attentional focus has on learning a complex motor skill and subsequent performance under secondary task loading. Participants in Experiment 1 learnt a golf putting task (300 practice trials) with a single instruction to either focus on their hands (internal focus) or the movement of the putter (external focus). No group differences were evident during learning or retention. Differences between the groups were only apparent under secondary task load; the external group's performance remained robust, while the internal group suffered a drop in performance. Verbal protocols demonstrated that the internal group accumulated significantly more internal knowledge and more task-relevant knowledge in general than the external group. Experiment 2 was designed to establish whether greater internal focus knowledge or greater explicit rule build up in general was responsible for performance breakdown. Two groups were presented with a set of six internal or external rules. Again, no performance differences were found during learning or retention. During the secondary task, both groups experienced performance deterioration. It was concluded that accumulation of explicit rules to guide performance was responsible for the internal group's breakdown in performance under secondary task loading and may be responsible for some of the performance differences reported previously.     

双任务中内隐运动技能学习对提高保持成绩的作用

本实验研究的目的是,调查在双任务条件下一个运动系列能否被不觉察地掌握,内隐学习是否比外显学习更有效地增加保持.36名实验对象被随机分为内隐学习组或外显学习组.要求所有被试通过敲击一个键盘上的F和J键,来移动计算机屏幕上的横杆,去接住一个下落的小球.一个固定的5种小球下落曲线的系列被安插在每组15次练习的中段.同时,实验参加者需要数每组练习中的所听到的嘟嘟声的数目,以作为第二项任务.在掌握该技能后的24小时进行3次保持测验.ANOVA分析发现固定小球下落曲线段的接球成绩随着练习的增加而提高,但是练习对随机段没有作用.尽管两种练习条件下,运动技能学习成绩没有差异,但内隐学习组比外显学习组在模拟接球的保持测试和第二项任务中表现较准确.这些结果显示内隐学习是一个改善运动技能长期记忆的有效手段,并且与外显学习相比,它在练习中占用较少的认知资源.     

Forthcoming events

Abstract

We conducted two experiments to assess the effect attentional focus has on learning a complex motor skill and subsequent performance under secondary task loading. Participants in Experiment 1 learnt a golf putting task (300 practice trials) with a single instruction to either focus on their hands (internal focus) or the movement of the putter (external focus). No group differences were evident during learning or retention. Differences between the groups were only apparent under secondary task load; the external group's performance remained robust, while the internal group suffered a drop in performance. Verbal protocols demonstrated that the internal group accumulated significantly more internal knowledge and more task-relevant knowledge in general than the external group. Experiment 2 was designed to establish whether greater internal focus knowledge or greater explicit rule build up in general was responsible for performance breakdown. Two groups were presented with a set of six internal or external rules. Again, no performance differences were found during learning or retention. During the secondary task, both groups experienced performance deterioration. It was concluded that accumulation of explicit rules to guide performance was responsible for the internal group's breakdown in performance under secondary task loading and may be responsible for some of the performance differences reported previously.     

Analogy learning: A means to implicit motor learning

Two experiments were conducted to examine the hypothesis that learning by analogy will invoke characteristics of an implicit mode of motor learning. In the first experiment, table tennis novices learned to hit forehand topspin implicitly, explicitly or by analogy. The results showed that the analogy and implicit learning groups accumulated equivalently fewer explicit rules than the explicit learning group during the learning phase. When a concurrent secondary task was added, the explicit learning group suffered from a significantly more serious performance impairment than the analogy and implicit learning groups; no significant differences were seen between the latter two groups. Self-perceived performance was correlated to actual performance in the explicit learning group but not in the analogy or the implicit learning groups. In the second experiment, the performance of an explicit learning group was found to be impaired by both a stress intervention and a thought suppression intervention, whereas the performance of an analogy learning group was not. These characteristics of analogy learning parallel those reported in the implicit learning literature, suggesting that analogy learning may be an effective method for teaching skills implicitly in sport.     

Analogy learning: a means to implicit motor learning

Two experiments were conducted to examine the hypothesis that learning by analogy will invoke characteristics of an implicit mode of motor learning. In the first experiment, table tennis novices learned to hit forehand topspin implicitly, explicitly or by analogy. The results showed that the analogy and implicit learning groups accumulated equivalently fewer explicit rules than the explicit learning group during the learning phase. When a concurrent secondary task was added, the explicit learning group suffered from a significantly more serious performance impairment than the analogy and implicit learning groups; no significant differences were seen between the latter two groups. Self-perceived performance was correlated to actual performance in the explicit learning group but not in the analogy or the implicit learning groups. In the second experiment, the performance of an explicit learning group was found to be impaired by both a stress intervention and a thought suppression intervention, whereas the performance of an analogy learning group was not. These characteristics of analogy learning parallel those reported in the implicit learning literature, suggesting that analogy learning may be an effective method for teaching skills implicitly in sport.     

Movement Pattern and Parameter Learning in Children

Reduced feedback during practice has been shown to be detrimental to movement accuracy in children but not in young adults. We hypothesized that the reduced accuracy is attributable to reduced movement parameter learning, but not pattern learning, in children. A rapid arm movement task that required the acquisition of a motor pattern scaled to specific spatial and temporal parameters was used to investigate the effects of feedback (FB) frequency (100% vs. 62% faded) on motor learning differences between 19 school-age children and 19 young adults. Adults and children practiced the task for 200 trials under the 100% or faded FB condition on Day 1 and returned on Day 2 for a no-FB retention test. On the retention test, children who practiced with reduced feedback performed with greater temporal parameter errors, but not pattern error, than children who received frequent feedback. Motor skill learning in children is influenced by feedback frequency during practice that affects parameter learning but not pattern learning.     

运动技能获得中内隐认知与外显认知的相互作用研究进展

5外显认知与内隐认知是运动技能认知的两种模式.外显认知是指一种是有日的、受意识控制的、需要付出意志努力并采取一定策略来获取知识的过程,是人们学习运动技能的主要认知模式.内隐认知是指无意识认知.它包括内隐记忆、内隐学习及内隐知觉等认知范式.在运动技能的外显认知中,当指导者提供的外显指导具体且准确,与学习者所要探寻的规则一致时,将促进运动技能的形成,否则将起到阻碍作用.复杂运动技能的学习更适合于两种认知模式的协同化,即先内隐认知后冉外显认知可以使技能学习效果达到最好.     

Movement pattern and parameter learning in children: effects of feedback frequency

Reduced feedback during practice has been shown to be detrimental to movement accuracy in children but not in young adults. We hypothesized that the reduced accuracy is attributable to reduced movement parameter learning but not pattern learning in children. A rapid arm movement task that required the acquisition of a motorpattern scaled to specific spatial and temporal parameters was used to investigate the effects of feedback (FB) frequency (100% vs. 62% faded) on motor learning differences between 19 school-age children and 19 young adults. Adults and children practiced the task for 200 trials under the 100% or faded FB condition on day 1 and returned on day 2 for a no-FB retention test. On the retention test, children who practiced with reduced feedback performed with greater temporal parameter errors, but not pattern error than children who received frequent feedback. Motor skill learning in children is influenced byfeedback frequency during practice that affects parameter learning but not pattern learning.     

Effect of Learner Strategies With Modular Versus Traditional Instruction on Motor Skill Learning and Retention

Abstract

This study investigated the effectiveness of learner strategies on learning and remembering a series of juggling skills, using modular versus traditional modes of instruction. The 48 subjects (M age = 16.6 years) were randomly assigned to one of four groups: (a) a group taught by a live instructor (traditional) using learner strategies; (b) a traditionally taught no-strategies group; (c) a self-instructed group that used strategies with a modular instructional approach; and (d) a control group exposed to a similar module without the use of strategies. Two juggling experts rated subjects on their ability to perform five juggling skills immediately following eight learning sessions (acquisition) and 7 days after the first test (retention). The use of ANOVA revealed that the groups which used modular instruction, as opposed to traditional instruction, and strategies in comparison to no strategies, performed significantly better when scores on the acquisition and retention tests were combined. Performance on the retention test was similar for all groups. The results provided partial support for the use of modular instruction and learner strategies in the learning and remembering of complex gross motor skills. However, contrary to expectations, the combination of these factors did not elicit performance superior to that elicited by the other conditions.     

Task complexity and sources of task-related information during the observational learning process

Although research has examined the influence of various sources of task information for skill acquisition during observational learning, the results have been ambiguous. The purpose of this study was to examine sources of information in relation to the type of task. One hundred and twenty participants were randomly assigned to one of two sets of six treatment strategies: (1) all model demonstrations; (2) model demonstrations with physical practice with knowledge of performance; (3) model demonstrations with physical practice without knowledge of performance; (4) physical practice without knowledge of performance; (5) physical practice with knowledge of performance; or (6) verbal instructions only. One set learned a simple version of the task while the other set learned a more complex version. Cognitive representation and performance accuracy (spatial and temporal) were assessed. Results indicate that task type does influence the source of information to facilitate skill acquisition. The simple task benefited from model demonstrations, physical practice with knowledge of performance, or a combination of model demonstrations and practice both with and without knowledge of performance, while the complex version benefited more from a combination of model demonstrations and knowledge of performance practice. The results of this study provide an insight into the ambiguity that exists within the observational learning and motor learning literature regarding the effectiveness of information sources for motor skill acquisition.     

Task complexity and sources of task-related information during the observational learning process

Abstract

Although research has examined the influence of various sources of task information for skill acquisition during observational learning, the results have been ambiguous. The purpose of this study was to examine sources of information in relation to the type of task. One hundred and twenty participants were randomly assigned to one of two sets of six treatment strategies: (1) all model demonstrations; (2) model demonstrations with physical practice with knowledge of performance; (3) model demonstrations with physical practice without knowledge of performance; (4) physical practice without knowledge of performance; (5) physical practice with knowledge of performance; or (6) verbal instructions only. One set learned a simple version of the task while the other set learned a more complex version. Cognitive representation and performance accuracy (spatial and temporal) were assessed. Results indicate that task type does influence the source of information to facilitate skill acquisition. The simple task benefited from model demonstrations, physical practice with knowledge of performance, or a combination of model demonstrations and practice both with and without knowledge of performance, while the complex version benefited more from a combination of model demonstrations and knowledge of performance practice. The results of this study provide an insight into the ambiguity that exists within the observational learning and motor learning literature regarding the effectiveness of information sources for motor skill acquisition.     

The Effects of Three Styles of Teaching on the Psychomotor Performance And Social Skill Development of Fifth Grade Children

Abstract

The effects of Mosston's teaching styles B, C and E were examined in terms of motor skill acquisition and social skill development of fifth grade children. Ninety-six children, randomly selected and randomly assigned to one of three treatment groups, were taught a hockey accuracy task. Motor performance data were collected prior to, midway through, and following training; they were analyzed within groups, to determine if learning was evident, and across groups, to examine the relative effectiveness of these three styles of teaching. Social behavior patterns observed during learner-to-learner interaction were also examined during a second task in which pairs of learners were asked to “help” each other learn the task. A 3 × 3 analysis of variance with repeated measures revealed that (1) all three groups learned the task and (2) they learned comparably well. It was concluded that these three styles of teaching are all effective in facilitating learning of this type of motor task. Style C, an arrangement in whcih learners work in pairs, one performing the task while being provided with formative feedback by the other, was found not only to produce comparable learning, but to significantly enhance social skill development on those behaviors associated with giving feedback and receiving it from a peer.     

Core executive functions are selectively related to different facets of motor competence in preadolescent children

Background: Although accumulating evidence suggests that motor and cognitive development is interrelated, only a few studies have investigated links between executive function and motor control. Therefore, the present cross-sectional study examined the relationship between motor competences and core components of executive functioning, including inhibitory control, working memory and cognitive flexibility. Methods: In 89 preadolescent children, motor competences were assessed using the MOBAK-5 test battery. Additionally, all participants completed computer-based versions of the Flanker task, which included standard and switch blocks, and the 2-Back task. Results: Partial correlations (correcting for age, gender and body mass index) revealed that locomotor skills were associated with the adjusted hit-rate on the 2-Back task (r?=?0.34) whereas object control was linked with conflict score on the Flanker task (r?=??0.39). In contrast, there was no correlation between switch costs and motor competences. Conclusion: In preadolescent children, high competences in locomotor skills and object control skills are associated with high performance on specific executive function tasks. This finding supports the current view that motor competences and cognitive control share some common underlying processes.     

Probing the allocation of attention in implicit (motor) learning

Abstract

We investigated the attention demands associated with implicit and explicit (motor) learning and performance using a probe reaction time paradigm. Two groups of participants learned a golf putting task over eight blocks of 50 trials performed from different distances. One group (errorless learning) began putting from the shortest distance (25 cm) and moved progressively back to the furthest distance (200 cm). A second group (errorful learning) began putting from the furthest distance (200 cm) and moved progressively closer (25 cm). Retention tests were used to assess learning in the two conditions, followed by transfer tests in which participants used either an unusual putter or a very unusual putter. Transfer to the unusual putters had an equivalent effect on the performance of both errorless and errorful learners, but probe reaction times were unaffected in the errorless learners, suggesting that execution of their movements was associated with reduced attention demands. Reducing errors during initial learning trials may encourage an implicit mode of learning and lower the demand for cognitive resources in subsequent performance.     

Probing the allocation of attention in implicit (motor) learning

We investigated the attention demands associated with implicit and explicit (motor) learning and performance using a probe reaction time paradigm. Two groups of participants learned a golf putting task over eight blocks of 50 trials performed from different distances. One group (errorless learning) began putting from the shortest distance (25 cm) and moved progressively back to the furthest distance (200 cm). A second group (errorful learning) began putting from the furthest distance (200 cm) and moved progressively closer (25 cm). Retention tests were used to assess learning in the two conditions, followed by transfer tests in which participants used either an unusual putter or a very unusual putter. Transfer to the unusual putters had an equivalent effect on the performance of both errorless and errorful learners, but probe reaction times were unaffected in the errorless learners, suggesting that execution of their movements was associated with reduced attention demands. Reducing errors during initial learning trials may encourage an implicit mode of learning and lower the demand for cognitive resources in subsequent performance.     

Individual Differences Influencing Immediate Effects of Internal and External Focus Instructions on Children’s Motor Performance

Purpose: A large pool of evidence supports the beneficial effect of an external focus of attention on motor skill performance in adults. In children, this effect has been studied less and results are inconclusive. Importantly, individual differences are often not taken into account. We investigated the role of working memory, conscious motor control, and task-specific focus preferences on performance with an internal and external focus of attention in children. Methods: Twenty-five children practiced a golf putting task in both an internal focus condition and external focus condition. Performance was defined as the average distance toward the hole in 3 blocks of 10 trials. Task-specific focus preference was determined by asking how much effort it took to apply the instruction in each condition. In addition, working memory capacity and conscious motor control were assessed. Results: Children improved performance in both the internal focus condition and external focus condition (?_p² = .47), with no difference between conditions (?_p² = .01). Task-specific focus preference was the only factor moderately related to the difference between performance with an internal focus and performance with an external focus (r = .56), indicating better performance for the preferred instruction in Block 3. Conclusion: Children can benefit from instruction with both an internal and external focus of attention to improve short-term motor performance. Individual, task-specific focus preference influenced the effect of the instructions, with children performing better with their preferred focus. The results highlight that individual differences are a key factor in the effectiveness in children’s motor performance. The precise mechanisms underpinning this effect warrant further research.