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Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
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Working Memory Capacity Limits Motor Learning When Implementing Multiple Instructions.

Tim Buszard1,2, Damian Farrow1,3, Simone J J M Verswijveren1,4

  • 1Institute of Sport, Exercise and Active Living, Victoria University, MelbourneVIC, Australia.

Frontiers in Psychology
|September 8, 2017
PubMed
Summary
This summary is machine-generated.

Children with higher working memory (WM) capacity learned basketball skills better with explicit instructions, while those with lower WM capacity struggled, suggesting instructions can hinder learning for some. This highlights the importance of considering WM in motor skill acquisition.

Keywords:
children’s motor learningexplicit learninginstructionsmotor skill acquisitionworking memory capacity

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Area of Science:

  • * Motor Learning and Cognitive Psychology
  • * Developmental Psychology
  • * Sports Science

Background:

  • * Working memory (WM) is crucial for motor skill learning, but its specific role remains unclear.
  • * Explicit instructions in motor skill practice can increase demands on WM.
  • * Understanding WM's influence is key to optimizing motor skill acquisition strategies.

Purpose of the Study:

  • * To investigate the impact of working memory capacity on motor skill acquisition.
  • * To examine how explicit instructions affect learning in individuals with varying WM capacities.
  • * To determine if WM capacity moderates the effectiveness of explicit instructions in motor learning.

Main Methods:

  • * 90 children (8-10 years) were assessed for WM capacity and attention.
  • * Participants were grouped into lower and higher WM capacity based on performance.
  • * A basketball shooting task with explicit instructions was used, including pre-, post-, and retention tests.

Main Results:

  • * Higher WM capacity group showed consistent skill improvement across all testing phases.
  • * Lower WM capacity group demonstrated poorer performance, indicating learning was hindered.
  • * Explicit instructions appeared to negatively impact motor skill learning in the lower WM group.

Conclusions:

  • * Working memory capacity significantly influences motor skill acquisition, particularly under explicit instruction.
  • * Explicit instructions may be detrimental to learning for individuals with lower WM capacity.
  • * Attention control and strategy selection are critical factors in how individuals process instructions during motor learning.