Distribution of attentional resources as a function of learning technique: Evidence from probe reaction times.

Abstract

Maxwell et al., (2001) argued that the commission of errors during learning increases the amount of attention dedicated to task performance because the learner develops and tests hypotheses about how to perform correctly. The reduction of errors decreases attentional load. To test this attentional hypothesis, two groups were subjected to either errorless or errorful learning protocols followed by retention and two transfer tests. The learning phase consisted of eight blocks of 50 putting trial performed from eight distances. The errorless group began putting from the shortest distance to the hole and moved back after each successive block until they reached the furthest distance. The errorful group began putting from the furthest distance and moved progressively closer. The retention and transfer tests were performed by both groups at a distance of 200cm from the hole. During the Transfer tests, the putter was modified to increase task difficulty. Throughout the learning and test phases, attention allocation was measured using verbal probe reaction times (PRT) in response to an auditory tone. Errorless learners had significantly shorter PRTs during movement execution, but not prior to movement initiation. The PRT of errorful learners increased during both novel task transfer tests, but remained constant for the errorless group. Putting performance did not differ between groups during the retention and transfer tests. These results suggest that errorless learners pay less attention to online movement control than do errorful learners; however, attention during movement planning is similar for both groups.