The role of working memory in motor learning and performance

Maxwell, Jonathan P.; Masters, Rich S. W.; Eves, Frank F.

doi:10.1016/s1053-8100(03)00005-9

Cited by 215 publications

(187 citation statements)

References 17 publications

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“…This finding is consistent with prior studies of implicit motor learning (e.g., Masters, 1992;Masters, Poolton, Maxwell, & Raab, 2008;Maxwell et al, 2003) and also with studies showing that the addition of a secondary task can be beneficial to primary task performance because it reduces online attentional control (Beilock, Carr, MacMahon, & Starkes, 2002). Implicit and explicit processes occur on a continuum rather than being two distinct categories of learning.…”

Section: Discussionsupporting

confidence: 91%

“…According to Masters and Maxwell's (2004) model of motor skill acquisition (see also Liao & Masters, 2001;Masters, 1992;Maxwell, Masters, & Eves, 2003;Maxwell, Masters, Kerr, & Weedon, 2001), practice that makes few demands on working memory can result in specific learning benefits. Furthermore, according to this model, when learners do engage working memory resources during practice, they become susceptible to disruptions in movement control.…”

mentioning

confidence: 99%

“…This model suggests that explicit learning, which is characterized by the working memory-dependent process of generating movement strategies and evaluating their effectiveness, is likely to result in knowledge that is more susceptible to forgetting over time. Implicitly acquired knowledge on the other hand, is less dependent on working memory (Masters, MacMahon, & Pall, 2004;Maxwell, Masters, & Eves, 2000;Maxwell et al, 2003) and results in relatively less degradation over time (Reber, 1993).…”

mentioning

confidence: 99%

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An Implicit Basis for the Retention Benefits of Random Practice

Rendell

Masters

Farrow

et al. 2010

Journal of Motor Behavior

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Section: Discussionsupporting

confidence: 91%

mentioning

confidence: 99%

mentioning

confidence: 99%

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An Implicit Basis for the Retention Benefits of Random Practice

Rendell

Masters

Farrow

et al. 2010

Journal of Motor Behavior

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“…Foi verificado incremento entre o pré e pós-tratamento durante o experimento. Este aumento da Potência Absoluta (banda alfa) entre a linha de base (pré-tratamento) e a segunda medida sugere uma consolidação do aprendizado e da memória de longo prazo 1 . A presença de ritmos alfa reflete atenuação da atividade neuronal cortical.…”

Section: Discussionunclassified

Alterações na distribuição de potência cortical em função da consolidação da memória no aprendizado de datilografia

Cunha¹,

Bastos

Veiga

et al. 2004

Arq. Neuro-Psiquiatr.

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RESUMO -O objetivo do presente estudo foi investigar alterações nos padrões eletroencefalográficos de sujeitos normais e destros durante o aprendizado de uma tarefa motora (datilografia). Estudos têm demonstrado que o córtex cerebral é susceptível a modificações durante a aprendizagem e que alterações nos padrões elétricos corticais ocorrem em função da aquisição de uma habilidade motora e da consolidação da memória. Assim, a atividade elétrica cortical dos sujeitos foi analisada antes e depois da prática motora. Os dados foram captados pelo "Braintech" 3000 e analisados pelo programa "Neurometrics". Para a aná-lise estatística, variáveis comportamentais tais como tempo e erro, foram analisadas através do teste ANOVA "one-way" (diferenças entre blocos). Em seguida, foi utilizado um Teste-t pareado para os pares de eletrodos CZ-C3/CZ-C4, nas bandas de freqüência teta e alfa. Os resultados principais demonstraram mudança na performance através das variáveis comportamentais "tempo" e "número de erros". Concomitantemente, não foram observadas alterações na variável neurofisiológica "Potência Absoluta" na banda teta. Em contrapartida, houve um aumento significativo na banda alfa em áreas centrais (CZ-C3/CZ-C4). Tais resultados sugerem uma adaptação do córtex sensório-motor em função do treinamento de datilografia.PALAVRAS-CHAVE: integração sensório-motora, memória de procedimento, EEG. Changes in cortical power distribution produced by memory consolidation as a function of a typewriting skillABSTRACT -The present study aimed to investigate alterations in EEG patterns in normal, right-handed individuals, during the process of learning a specific motor skill (typewriting). Recent studies have shown that the cerebral cortex is susceptible to several changes during a learning process and that alterations in the brain's electrical patterns take place as a result of the acquisition of a motor skill and memory consolidation. In this context, subjects' brain electrical activity was analyzed before and after the motor task. EEG data were collected by a Braintech 3000 and analyzed by Neurometrics. For the statistical analysis, the behavioral variables "time" and "number of errors" were assessed by a one-way ANOVA. For the neurophysiological variable "Absolute Power", a paired t-Test was performed for each pair of electrodes CZ-C3/CZ-C4, in the theta and alpha frequency bands. The main results demonstrated a change in performance, through both behavioral variables ("time" and "number of errors"). At the same time, no changes were observed for the neurophysiological variable ("Absolute Power") in the theta band. On the other hand, a significant increase was observed in the alpha band in central areas (CZ-C3/CZ-C4). These results suggest an adaptation of the sensory-motor cortex, as a consequence of the typewriting training.

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“…Furthermore, learning with limited dependence on working memory has been shown to improve the ability to maintain consistent performance when facing stress situations (Jackson, Farrow, 2005;Masters, 1992Masters, , 2000Masters, Maxwell, 2004;Maxwell et al, 2003;Poolton, Zachry, 2007). Under pressure, performers that learned with implicit strategies do not seek to recover declarative knowledge (since they did not build up on it) when attempting to improve performance.…”

Section: Implicit Learningmentioning

confidence: 99%

Efeitos de estresse e treino na latência e acurácia de respostas motoras a estímulos visuais.

Navarro¹

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The role of working memory in motor learning and performance

Cited by 215 publications

References 17 publications

An Implicit Basis for the Retention Benefits of Random Practice

An Implicit Basis for the Retention Benefits of Random Practice

Alterações na distribuição de potência cortical em função da consolidação da memória no aprendizado de datilografia

Efeitos de estresse e treino na latência e acurácia de respostas motoras a estímulos visuais.

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