Cognitive load causes kinematic changes in both elite and non-elite rowers

Herrebrøden, Henrik; Jensenius, Alexander Refsum; Espeseth, Thomas; Bishop, Laura; Vuoskoski, Jonna K.

doi:10.1016/j.humov.2023.103113

Cited by 1 publication

(2 citation statements)

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“…Our results suggest the exact opposite: in the course of learning, the importance of cognitive processes for performing actually increases. This refutes traditional automaticity frameworks [8,22] and confirms more recent findings from movement sciences [26,27]. Since the learning time was very On the other hand, the time-variant associations between response pad performance and cognito-motor skills, which plateaued around trial 15, were probably fully captured.…”

Section: Discussionsupporting

confidence: 87%

“…For example, manual gear shifting appears to be a controlled process well beyond the first year of driving a car [25]. Similar results were found for rowing, which requires cognitive monitoring not only for beginners but also for top athletes with more than 10 years of training [26,27]. Further, the execution of simple discrete finger sequences practiced several hundred times cannot be regarded as automatic [15].…”

Section: Cognitive Contributions Of Motor Sequence Learningmentioning

confidence: 58%

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What Does It Take to Play the Piano? Cognito-Motor Functions Underlying Motor Learning in Older Adults

Worschech,

Passarotto,

Losch

et al. 2024

Brain Sciences

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The acquisition of skills, such as learning to play a musical instrument, involves various phases that make specific demands on the learner. Knowledge of the cognitive and motor contributions during learning phases can be helpful in developing effective and targeted interventions for healthy aging. Eighty-six healthy older participants underwent an extensive cognitive, motoric, and musical test battery. Within one session, one piano-related and one music-independent movement sequence were both learned. We tested the associations between skill performance and cognito-motor abilities with Bayesian mixed models accounting for individual learning rates. Results showed that performance was positively associated with all cognito-motor abilities. Learning a piano-related task was characterized by relatively strong initial associations between performance and abilities. These associations then weakened considerably before increasing exponentially from the second trial onwards, approaching a plateau. Similar performance–ability relationships were detected in the course of learning a music-unrelated motor task. Positive performance–ability associations emphasize the potential of learning new skills to produce positive cognitive and motor transfer effects. Consistent high-performance tasks that demand maximum effort from the participants could be very effective. However, interventions should be sufficiently long so that the transfer potential can be fully exploited.

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Section: Discussionsupporting

confidence: 87%