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Do cognitive factors in motor performance become nonfunctional with practice?

J A Adams1

  • 1Department of Psychology, University of Illinois at Urbana-Champaign, IL 61820, USA.

Journal of Motor Behavior
|December 1, 1981
PubMed
Summary

Cognitive factors like verbalization and imagery in motor skill learning showed minimal impact even with interference training. These cognitive mediators did not become nonfunctional with extended practice, contrary to expectations.

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Area of Science:

  • Cognitive Psychology
  • Motor Learning
  • Human Performance

Background:

  • Cognitive factors, specifically verbal and imagery mediators, are thought to influence motor behavior.
  • The role of these cognitive mediators in discrete, sequential motor tasks requires further investigation, particularly concerning their persistence with practice.

Purpose of the Study:

  • To determine if cognitive mediators (verbal and imagery) become nonfunctional with extended practice in a motor task.
  • To assess the impact of non-motor interference training on motor performance at different stages of learning.

Main Methods:

  • Participants engaged in a discrete, sequential motor task.
  • Non-motor interference training was administered, focusing on inappropriate verbal and imagery mediation.
  • Motor performance was evaluated early and late in the learning process to observe transfer effects.

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Main Results:

  • Contrary to the hypothesis, small negative transfer effects were observed both early and late in motor skill acquisition.
  • The interference training did not produce significant differences in performance degradation between early and late learning stages.

Conclusions:

  • The study's findings suggest that cognitive factors, such as verbal and imagery mediation, may not be as dominant in this specific motor task as initially hypothesized.
  • Alternative explanations include the task being primarily driven by visual and proprioceptive feedback, or the knowledge of results delivery minimizing cognitive involvement.