Dual Learning Processes in Skill Acquisition

2008 ◽  
Author(s):  
Wai-Tat Fu ◽  
John Anderson
Keyword(s):  
Skill Acquisition ◽  
Learning Processes

scholarly journals Interacting Learning Processes during Skill Acquisition: Learning to control with gradually changing system dynamics

2017 ◽  
Author(s):  
Nicolas Ludolph ◽  
Martin A. Giese ◽  
Winfried Ilg
Keyword(s):  
System Dynamics ◽  
Skill Acquisition ◽  
Real Life ◽  
Motor Adaptation ◽  
Learning Processes ◽  
Gravity Level ◽  
Gradual Group ◽  
In The Beginning ◽  
Adaptation Processes ◽  
Specific Learning

ABSTRACTThere is increasing evidence that sensorimotor learning under real-life conditions relies on a composition of several learning processes. Nevertheless, most studies examine learning behaviour in relation to one specific learning mechanism. In this study, we examined the interaction between reward-based skill acquisition and motor adaptation to changes of object dynamics. Thirty healthy subjects, split into two groups, acquired the skill of balancing a pole on a cart in virtual reality. In one group, we gradually increased the gravity, making the task easier in the beginning and more difficult towards the end. In the second group, subjects had to acquire the skill on the maximum, most difficult gravity level. We hypothesized that the gradual increase in gravity during skill acquisition supports learning despite the necessary adjustments to changes in cart-pole dynamics. We found that the gradual group benefits from the slow increment, although overall improvement was interrupted by the changes in gravity and resulting system dynamics, which caused short-term degradations in performance and timing of actions. In conclusion, our results deliver evidence for an interaction of reward-based skill acquisition and motor adaptation processes, which indicates the importance of both processes for the development of optimized skill acquisition schedules.

scholarly journals Oculomotor anticipation reveals a multitude of learning processes underlying the serial reaction time task

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Amir Tal ◽  
Ayala Bloch ◽  
Haggar Cohen-Dallal ◽  
Or Aviv ◽  
Simone Schwizer Ashkenazi ◽  
...  
Keyword(s):  
Reaction Time ◽  
Skill Acquisition ◽  
Sequence Learning ◽  
Reaction Time Task ◽  
Learning Processes ◽  
Target Sequence ◽  
Serial Reaction Time ◽  
Limited Information ◽  
Indirect Measure ◽  
Serial Reaction

AbstractSequence learning is the cognitive faculty enabling everyday skill acquisition. In the lab, it is typically measured in speed of response to sequential stimuli, whereby faster responses are taken to indicate improved anticipation. However, response speed is an indirect measure of anticipation, that can provide only limited information on underlying processes. As a result, little is known about what is learned during sequence learning, and how that unfolds over time. In this work, eye movements that occurred before targets appeared on screen in an ocular serial reaction time (O-SRT) task provided an online indication of where participants anticipated upcoming targets. When analyzed in the context of the stimuli preceding them, oculomotor anticipations revealed several simultaneous learning processes. These processes influenced each other, as learning the task grammar facilitated acquisition of the target sequence. However, they were dissociable, as the grammar was similarly learned whether a repeating sequence inhabited the task or not. Individual differences were found in how the different learning processes progressed, allowing for similar performance to be produced for different latent reasons. This study provides new insights into the processes subserving sequence learning, and a new method for high-resolution study of it.

The implicit benefit of learning without errors

2001 ◽  
Vol 54 (4) ◽  
pp. 1049-1068 ◽  
Author(s):  
J.P. Maxwell ◽  
R.S.W. Masters ◽  
E. Kerr ◽  
E. Weedon
Keyword(s):  
Hypothesis Testing ◽  
Skill Acquisition ◽  
Secondary Task ◽  
Learning Processes ◽  
Testing Strategy ◽  
Robust Performance ◽  
Task Load ◽  
Golf Putting ◽  
Task Conditions ◽  
Made In

Two studies examined whether the number of errors made in learning a motor skill, golf putting, differentially influences the adoption of a selective (explicit) or unselective (implicit) learning mode. Errorful learners were expected to adopt an explicit, hypothesis-testing strategy to correct errors during learning, thereby accruing a pool of verbalizable rules and exhibiting performance breakdown under dual-task conditions, characteristic of a selective mode of learning. Reducing errors during learning was predicted to minimize the involvement of explicit hypothesis testing leading to the adoption of an unselective mode of learning, distinguished by few verbalizable rules and robust performance under secondary task loading. Both studies supported these predictions. The golf putting performance of errorless learners in both studies was unaffected by the imposition of a secondary task load, whereas the performance of errorful learners deteriorated. Reducing errors during learning limited the number of error-correcting hypotheses tested by the learner, thereby reducing the contribution of explicit processing to skill acquisition. It was concluded that the reduction of errors during learning encourages the use of implicit, unselective learning processes, which confer insusceptibility to performance breakdown under distraction.

A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

2020 ◽  
Vol 43 ◽  
Author(s):  
Thibaud Gruber
Keyword(s):  
Social Learning ◽  
Cognitive Processes ◽  
Learning Processes ◽  
Cognitive Approach ◽  
Technological Culture ◽  
Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

Social epistemic actions

2020 ◽  
Vol 43 ◽  
Author(s):  
Giovanni Pezzulo ◽  
Laura Barca ◽  
Domenico Maisto ◽  
Francesco Donnarumma
Keyword(s):  
Social Interaction ◽  
Joint Action ◽  
Niche Construction ◽  
Cultural Practices ◽  
Learning Processes ◽  
Epistemic Actions ◽  
Target Article ◽  
Online Social Interaction

Abstract We consider the ways humans engage in social epistemic actions, to guide each other's attention, prediction, and learning processes towards salient information, at the timescale of online social interaction and joint action. This parallels the active guidance of other's attention, prediction, and learning processes at the longer timescale of niche construction and cultural practices, as discussed in the target article.

Using questions to facilitate motor skill acquisition

1997 ◽  
Vol 61 (1) ◽  
pp. 56-65 ◽  
Author(s):  
GW Knight ◽  
PJ Guenzel ◽  
P Feil
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Motor Skill Acquisition

Speech Reception in the Presence of Classroom Noise

1979 ◽  
Vol 10 (4) ◽  
pp. 221-230 ◽  
Author(s):  
Veronica Smyth
Keyword(s):  
Signal To Noise Ratio ◽  
Learning Processes ◽  
Speech Discrimination ◽  
Signal To Noise ◽  
Speech Reception ◽  
Monosyllabic Words ◽  
Noise Ratio

Three hundred children from five to 12 years of age were required to discriminate simple, familiar, monosyllabic words under two conditions: 1) quiet, and 2) in the presence of background classroom noise. Of the sample, 45.3% made errors in speech discrimination in the presence of background classroom noise. The effect was most marked in children younger than seven years six months. The results are discussed considering the signal-to-noise ratio and the possible effects of unwanted classroom noise on learning processes.

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