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Article: Probing the allocation of attention in implicit (motor) learning

TitleProbing the allocation of attention in implicit (motor) learning
Authors
KeywordsAttention demand
Automaticity
Errorless learning
Explicit
Working memory
Issue Date2010
PublisherTaylor & Francis Ltd. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02640414.asp
Citation
Journal Of Sports Sciences, 2010, v. 28 n. 14, p. 1543-1554 How to Cite?
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. © 2010 Taylor & Francis.
Persistent Identifierhttp://hdl.handle.net/10722/142600
ISSN
2013 Impact Factor: 2.095
ISI Accession Number ID
Funding AgencyGrant Number
Hong Kong Research Grants CouncilHKU 7231/04H
Funding Information:

This research was supported by a Competitive Earmarked Research Grant (HKU 7231/04H) awarded to the second and third authors by the Hong Kong Research Grants Council. The second author, Dr. Jon Maxwell, passed away on Sunday 25 January 2009, during the writing of this paper. Jon Max inspired us and challenged our thinking always. We were privileged to work with him.

References
Grants

 

Author Affiliations
  1. The University of Hong Kong
DC FieldValueLanguage
dc.contributor.authorLam, WKen_HK
dc.contributor.authorMaxwell, JPen_HK
dc.contributor.authorMasters, RSWen_HK
dc.date.accessioned2011-10-28T02:52:34Z-
dc.date.available2011-10-28T02:52:34Z-
dc.date.issued2010en_HK
dc.identifier.citationJournal Of Sports Sciences, 2010, v. 28 n. 14, p. 1543-1554en_HK
dc.identifier.issn0264-0414en_HK
dc.identifier.urihttp://hdl.handle.net/10722/142600-
dc.description.abstractWe 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. © 2010 Taylor & Francis.en_HK
dc.languageengen_US
dc.publisherTaylor & Francis Ltd. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02640414.aspen_HK
dc.relation.ispartofJournal of Sports Sciencesen_HK
dc.subjectAttention demanden_HK
dc.subjectAutomaticityen_HK
dc.subjectErrorless learningen_HK
dc.subjectExpliciten_HK
dc.subjectWorking memoryen_HK
dc.subject.meshAttention-
dc.subject.meshGolf - psychology-
dc.subject.meshLearning-
dc.subject.meshMotor Skills-
dc.subject.meshPhysical Education and Training-
dc.titleProbing the allocation of attention in implicit (motor) learningen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0264-0414&volume=28&issue=14&spage=1543&epage=1554&date=2010&atitle=Probing+the+allocation+of+attention+in+implicit+(motor)+learningen_US
dc.identifier.emailMasters, RSW: mastersr@hku.hken_HK
dc.identifier.authorityMasters, RSW=rp00935en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/02640414.2010.517543en_HK
dc.identifier.pmid21049315-
dc.identifier.scopuseid_2-s2.0-78649757614en_HK
dc.identifier.hkuros184174en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-78649757614&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume28en_HK
dc.identifier.issue14en_HK
dc.identifier.spage1543en_HK
dc.identifier.epage1554en_HK
dc.identifier.isiWOS:000284891700007-
dc.publisher.placeUnited Kingdomen_HK
dc.relation.projectInstruction, errorless learning and rehabilitation: Taking the spanner out of the works?-
dc.identifier.scopusauthoridLam, WK=35237823600en_HK
dc.identifier.scopusauthoridMaxwell, JP=7201610565en_HK
dc.identifier.scopusauthoridMasters, RSW=7102880488en_HK
dc.identifier.citeulike8402262-

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