Working memory capacity limits motor learning when implementing multiple instructions.

Buszard, T., Farrow, D., Verswijveren, S., Reid, M., Williams, J., Polman, R. C.J., Ling, F. C.M. and Masters, R.S.W., 2017. Working memory capacity limits motor learning when implementing multiple instructions. Frontiers in Psychology, 8, 1350.

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DOI: 10.3389/fpsyg.2017.01350

Abstract

Although it is generally accepted that certain practice conditions can place large demands on working memory (WM) when performing and learning a motor skill, the influence that WM capacity has on the acquisition of motor skills remains unsubstantiated. This study examined the role of WM capacity in a motor skill practice context that promoted WM involvement through the provision of explicit instructions. A cohort of 90 children aged 8 to 10 years were assessed on measures of WM capacity and attention. Children who scored in the lowest and highest thirds on the WM tasks were allocated to lower WM capacity (n D 24) and higher WM capacity (n D 24) groups, respectively. The remaining 42 participants did not participate in the motor task. The motor task required children to practice basketball shooting for 240 trials in blocks of 20 shots, with pre- and post-tests occurring before and after the intervention. A retention test was administered 1 week after the post-test. Prior to every practice block, children were provided with five explicit instructions that were specific to the technique of shooting a basketball. Results revealed that the higher WM capacity group displayed consistent improvements from pre- to post-test and through to the retention test, while the opposite effect occurred in the lower WM capacity group. This implies that the explicit instructions had a negative influence on learning by the lower WM capacity children. Results are discussed in relation to strategy selection for dealing with instructions and the role of attention control.

Item Type:Article
ISSN:1664-1078
Uncontrolled Keywords:working memory capacity; motor skill acquisition; instructions; explicit learning; children’s motor learning
Group:Faculty of Science & Technology
ID Code:29613
Deposited By: Unnamed user with email symplectic@symplectic
Deposited On:25 Aug 2017 10:14
Last Modified:25 Aug 2017 10:17

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