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Related Experiment Video

Updated: Jun 7, 2026

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

Probing the allocation of attention in implicit (motor) learning.

W K Lam1, J P Maxwell, R S W Masters

  • 1Institute of Human Performance, The University of Hong Kong, Hong Kong. wkgilbert@hotmail.com

Journal of Sports Sciences
|November 5, 2010
PubMed
Summary

Reducing errors during initial motor learning may promote implicit learning, leading to lower attention demands and reduced cognitive resource use during golf putting performance.

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Area of Science:

  • Motor learning
  • Cognitive psychology
  • Sports science

Background:

  • Implicit and explicit learning differ in their attention demands.
  • Understanding these differences is crucial for optimizing skill acquisition.

Purpose of the Study:

  • To investigate the attention demands of implicit versus explicit motor learning in a golf putting task.
  • To determine if reducing errors during initial learning influences cognitive resource allocation.

Main Methods:

  • A probe reaction time paradigm was used to assess attention demands.
  • Participants learned a golf putting task under either errorless or errorful conditions.
  • Retention and transfer tests with unusual putters were administered.

Main Results:

  • Both learning conditions showed similar performance decrements with unusual putters.
  • Errorless learners exhibited unaffected probe reaction times, indicating reduced attention demands.
  • Errorful learners showed increased attention demands during transfer tests.

Conclusions:

  • Minimizing errors in early motor learning may foster implicit learning.
  • Implicit learning is associated with lower cognitive resource demands during skill execution.
  • This has implications for designing effective motor skill training programs.