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

TitleFrom novice to no know-how: A longitudinal study of implicit motor learning
Authors
Issue Date2000
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, 2000, v. 18 n. 2, p. 111-120 How to Cite?
AbstractThe 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.
Persistent Identifierhttp://hdl.handle.net/10722/176013
ISSN
2015 Impact Factor: 2.142
2015 SCImago Journal Rankings: 1.204
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorMaxwell, JPen_US
dc.contributor.authorMasters, RSWen_US
dc.contributor.authorEves, FFen_US
dc.date.accessioned2012-11-26T09:04:32Z-
dc.date.available2012-11-26T09:04:32Z-
dc.date.issued2000en_US
dc.identifier.citationJournal Of Sports Sciences, 2000, v. 18 n. 2, p. 111-120en_US
dc.identifier.issn0264-0414en_US
dc.identifier.urihttp://hdl.handle.net/10722/176013-
dc.description.abstractThe 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.en_US
dc.languageengen_US
dc.publisherTaylor & Francis Ltd. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02640414.aspen_US
dc.relation.ispartofJournal of Sports Sciencesen_US
dc.subject.meshAdulten_US
dc.subject.meshAnalysis Of Varianceen_US
dc.subject.meshGolf - Educationen_US
dc.subject.meshHumansen_US
dc.subject.meshLongitudinal Studiesen_US
dc.subject.meshMaleen_US
dc.subject.meshMotor Skillsen_US
dc.subject.meshPerception - Physiologyen_US
dc.subject.meshPsychomotor Performance - Physiologyen_US
dc.subject.meshReaction Timeen_US
dc.subject.meshReference Valuesen_US
dc.subject.meshSerial Learning - Physiologyen_US
dc.titleFrom novice to no know-how: A longitudinal study of implicit motor learningen_US
dc.typeArticleen_US
dc.identifier.emailMasters, RSW: mastersr@hku.hken_US
dc.identifier.authorityMasters, RSW=rp00935en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/026404100365180-
dc.identifier.pmid10718567-
dc.identifier.scopuseid_2-s2.0-0033966577en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0033966577&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume18en_US
dc.identifier.issue2en_US
dc.identifier.spage111en_US
dc.identifier.epage120en_US
dc.identifier.isiWOS:000085356200007-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridMaxwell, JP=7201610565en_US
dc.identifier.scopusauthoridMasters, RSW=7102880488en_US
dc.identifier.scopusauthoridEves, FF=6701797804en_US

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