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Motor skill depends on knowledge of facts
Jason Stanley1, John W Krakauer
1Department of Philosophy, Yale University New Haven, CT, USA.
Frontiers in Human Neuroscience
|September 7, 2013
Summary
This study challenges the idea that motor skill is separate from factual knowledge. It argues that skilled action, like playing tennis, requires both precision and knowledge, which develop together with practice.
Area of Science:
- Cognitive Neuroscience
- Philosophy of Mind
- Psychology
Background:
- Traditionally, skilled action in philosophy, psychology, and neuroscience is viewed as independent of factual knowledge.
- The case of H.M. is often cited as evidence for the dissociation between memory, knowledge, and skill acquisition.
Purpose of the Study:
- To question the prevailing view of motor skill independence from knowledge.
- To propose that motor skill acquisition is dependent on knowledge of facts.
- To explore the relationship between practical and theoretical activities.
Main Methods:
- Historical and philosophical contextualization of the notion of skill.
- Analysis of seminal cases in cognitive neuroscience, such as H.M.
- Examination of research on the nature of skill and motor acuity.
Main Results:
- Motor skill acquisition is argued to depend on knowledge-based selection of actions, not solely on motor acuity.
- Skilled activity requires the integration of both motor acuity and propositional knowledge.
- Both components of skill (acuity and knowledge) improve with practice.
Conclusions:
- The independence of skill and knowledge is rejected, suggesting a more integrated relationship.
- The findings challenge the strict distinction between practical and theoretical activities.
- Further research is needed to clarify the precise nature of the relationship between knowledge and skill.
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