Effect of three levels of work intensity on performance of a fine motor skill.

The purpose of this study was to investigate the effect of three levels of work intensity on the performance of a fine motor skill during steady-state exercies. Subjects were administered a progressive bicycle ergometer test to exhaustion in order to determine maximum heart rate (HRmax). Following practice sessions on the pursuit rotor, subjects performed 3 different rides on a bicycle ergometer at 60, 75, and 90% of HRmax. The order to test administration was varied randomly in an attempt to control for sequential effects. Analysis of variance with repeated measures was used to determine differences in pursuit rotor performance by days and by levels of work intensity. No confounding of learning was noted. A significant F ratio (p less than .001) between work intensities showed that fine motor performance during steady-state exercise is affected by levels of work intensity.     

Effect of an audience on learning a novel motor skill

The purpose of this study was to assess effects of an audience on learning a novel motor skill. Subjects (N=64) were randomly assigned to one of four experimental conditions and administered 15 30-sec. trials with 30 sec. intertrial periods on a pursuit rotor task on two different days. Comparison of Time-on Target performance between conditions indicated that the No Audience condition had significantly higher performance than the Audience condition in Session 1. Comparison of Absolute Retention and Final Retention scores among the four experimental conditions in Session 2 after 48 hr. yielded no significant differences attributable to the presence of an audience, thus supporting the hypothesis that an audience would have no effect on learning.     

Effect of physical stimulation on motor inhibition in children

The effect of physical stimulation on motor inhibition and cognitive performance of 70 third-grade children was examined. 46 subjects participated in a brief, but strenuous obstacle course. Their performance on two motor inhibition tasks, a short-term memory/attentional task, and a test assessing reflectivity was assessed before the stimulation, immediately afterward, and again after a 30-min. delay. A control group (n = 24) received comparable experience without the physical intervention. Physical stimulation facilitated fine motor inhibition at both the immediate and delayed retest. The intervention interfered with an apparent practice effect on the attentional task. No condition effects were noted for gross motor performance or reflectivity, although girls were significantly more reflective at retest. It is proposed that physical stimulation augments certain aspects of inhibitory control in children.     

Becoming aware of motor skill

Conscious processes have a complex relationship to skilled motor performance. Past work has shown that some types of motor skill can be learned without any contribution from conscious processes. New work indicates that if those unconscious processes are disabled, conscious processes might step in to make up for the deficit.     

Fundamental motor skill,physical activity,and sedentary behavior in socioeconomically disadvantaged kindergarteners

Guided by Stodden et al’s conceptual model, the main purpose of the study was to examine the relation between fundamental motor skills (FMS; locomotor and objective control skills), different intensity levels of physical activity (light PA [LPA], moderate-to-vigorous PA [MVPA], and vigorous PA[VPA]), and sedentary behavior (SB) in socioeconomically disadvantaged kindergarteners. A prospective design was used in this study and the data were collected across the 2013–2014 academic school year. Participants were 256 (129 boys; 127 girls; M_age = 5.37, SD = 0.48) kindergarteners recruited from three public schools in the southern United States. Results found that FMS were significantly related to LPA, MVPA, VPA, and SB. Regression analyses indicate that locomotor skills explained significant variance for LPA (6.4%; p < .01), MVPA (7.9%; p < .001), and VPA (5.3%; p < .01) after controlling for weight status. Mediational analysis supports the significant indirect effect of MVPA on the relation between FMS and SB (95% CI: [?0.019, ?0.006]). Adequate FMS development during early childhood may result in participating in more varied physical activities, thus leading to lower risk of obesity-related behaviors.     

Effects of outcome feedback on perception of dispositional and situational control in motor skill performance

This experiment investigated the effects of outcome feedback and the type of situation on perception of dispositional and situational control over motor skill performance. The experimental design was a 2 × 2 × 2 (type of situation × past outcome × present outcome) factorial. The subject competed with an opponent (a confederate) on ten pretest and ten test trials of a motor maze task. The results showed that both past and present success enhanced perception of dispositional control in terms of personal ability whereas failure (past and present) facilitated perception of situational control in terms of the opponent's ability. The type of situation had negligible influence on the subject's control perception of their motor performance. The results were viewed as having important implications for studying the effects of social reinforcement and outcome feedback on motor performance and thus for understanding why outcome feedback sometimes increases and sometimes decreases motor performance.     

On the role of different subdimensions of inhibition for successful motor skill change

Modifying already automatized movement skills often causes proactive interference resulting in initial performance decrements. Dealing with interference is closely linked to inhibitory functions, since inhibition is needed to suppress automatic, but undesired behavior. The aim of this study was to investigate the role of three different inhibition dimensions for interference control in motor skill change. To this end, 42 participants performed three tests each measuring a different dimension of inhibition: resistance to distractor interference (Eriksen-Flanker Task), resistance to proactive interference (Brown-Peterson Variant) and prepotent response inhibition (Stop-Signal Task). To examine the amount of proactive interference in a motor skill change task, participants were then asked to type a short paragraph as fast and accurately as possible on a regular computer keyboard. After this baseline measure, in order to induce proactive interference, they were confronted with a manipulated keyboard on which the letters S and L were switched. This change led to an immediate performance decline, observable in increased typing times and errors. Results also showed that larger performance decrements were significantly associated with better baseline performance, lower scores on prepotent response inhibition and higher scores on resistance to distractor interference. Besides supporting the idea of inhibition as a multidimensional construct, these findings replicate and confirm recent research indicating that the success in motor skill change is predicted by the ability to suppress prepotent response tendencies.     

Children's initial sleep‐associated changes in motor skill are unrelated to long‐term skill levels

Sleep is considered to support the formation of skill memory. In juvenile but not adult song birds learning a tutor's song, a stronger initial deterioration of song performance over night‐sleep predicts better song performance in the long run. This and similar observations have stimulated the view of sleep supporting skill formation during development in an unsupervised off‐line learning process that, in the absence of external feedback, can initially also enhance inaccuracies in skill performance. Here we explored whether in children learning a motor sequence task, as in song‐learning juvenile birds, changes across sleep after initial practice predict performance levels achieved in the long run. The task was a serial reaction time task (SRTT) where subjects had to press buttons which were lighted up in a repeating eight‐element sequence as fast as possible. Twenty‐five children (8–12 years) practised the task in the evening before nocturnal sleep which was recorded polysomnographically. Retrieval was tested on the following morning and again 1 week later after daily training on the SRTT. As expected, changes in response speed over the initial night of sleep were negatively correlated with final performance speed after the 1‐week training. However, unlike in song birds, this correlation was driven by the baseline speed level achieved before sleep. Baseline‐corrected changes in speed or variability over the initial sleep period did not predict final performance on the trained SRTT sequence, or on different sequences introduced to assess generalization of the trained behaviour. The lack of correlation between initial sleep‐dependent changes and long‐term performance might reflect that the children were too experienced for the simple SRTT, possibly also favouring ceiling effects in performance. A consistent association found between sleep spindle activity and explicit sequence knowledge alternatively suggests that the expected correlation was masked by explicit memory systems interacting with skill memory formation.     

Locus of control and perceived alcohol ingestion in performance of a fine motor skill

To investigate the influence of locus of control on a fine motor corrdination task where subjects had ingested or believed that they had ingested alcohol, 60 men who were enrolled in introductory psychology and scored in the upper or lower thirds of the population on Rotter's I-E Scale (30 external and 30 internal scorers) were randomly assigned to one of three treatment conditions: a control group (no alcohol expected/no alcohol received), an alcohol group (alcohol expected/alcohol received), and a placebo group (alcohol expected/no alcohol received). Pretest and posttest measures of performance on the Purdue Pegboard Test were obtained from all subjects. Subjects in the control groups were given three 6-oz. (177.4-ml) glasses of fruit punch over a 35-min. waiting period between pretest and posttest on the Purdue Pegboard. The alcohol groups drank a sufficient number of similar glasses (usually three) to produce a 0.1% measure on a breathalyzer before completing the posttest on the Purdue. Pegboard. The placebo groups were told that they were drinking an alcohol-based drink but were served three glasses of a nonalcoholic, rum-flavored fruit drink. These groups were also told that they measured 0.1% on a breathalyzer. Control groups, both internal and external scorers, showed essentially no change from pre- to posttest on the Purdue Pegboard. The alcohol groups, on the other hand, both internal and external scorers, showed a significant decrement in performance. The internal-placebo group did not differ from the two control groups and showed no decrement in performance.(ABSTRACT TRUNCATED AT 250 WORDS)     

Relationships among motor skill,perceived self-competence,fitness, and physical activity in young adults

PurposeThis large-scale, exploratory study sought to examine the associations between motor skill proficiency (MSP), perceived self-competence (PC), physical fitness (PF), and self-reported physical activity (PA) to assess the assumption that relationships among these variables found in childhood and adolescence persist into young-adulthood. Specifically, predictors of PF and PA were assessed. Additionally, the contributions body mass index (BMI) and gender made to these relationships, as well as that of process- versus product-oriented motor skills data, were studied. Finally, how these relationships differed by gender was explored.MethodsParticipants’ (n = 448) MSP was assessed using select measures from the TGMD-2 and the BOT-2, while PF was evaluated using the FitnessGram. Participants also completed surveys to assess PC (SPPCS), PA (past-week MAQ), and demographic information. Height and weight were collected to calculate BMI.ResultsModels predicting physical fitness had good fit to the observed data, with perceived athletic competence, locomotor skill, upper-limb coordination, BMI, and gender accounting for about 75% (R² = 0.748) of aerobic PF variance and about 48% (R² = 0.476) of variance in push-up performances. About 18% (R² = 0.178) of variance in curl-up performances was predicted by perceived athletic competence, locomotor skill, upper-limb coordination, and PA. The PA model demonstrated weaker predictive power, with only about 10% (R² = 0.097) of variance explained. When considering male and female models separately, female models demonstrated better fit when predicting all PF and PA outcome variables. BMI and gender operated as significant predictors to differing degrees across the various models.ConclusionsThere is compelling evidence to believe relationships found among MSP, PC, PF, and PA in childhood and adolescence also exist in early adulthood. However, differences in the roles of gender and physical fitness versus physical activity are likely to exist.     

Specific and varied practice of motor skill

To assess the potential effect of specific and varied practice on the development of motor schema, 64 children in two age groups (8 yr. and 12 yr.) were tested on a simple throwing task at the beginning and end of a 12-wk. physical education program. For the throwing test the children were assigned to either a specificity or a schema group (varied practice). The task was performed without visual feedback, but knowledge of results was given after each trial. Prior to both tests at the criterion target, the specific group was given practice throws using the criterion target distance, whereas the schema group practiced on two other targets. No differences were found between the two groups at the beginning of the program but on the posttest those children receiving a variety of practice on the throwing task performed significantly better than the specific-practice group. Thus it was suggested that a varied practice schedule may facilitate the initial formation of motor schema, and this process may be enhanced by participation in a physical education program.     

Neural mechanism underlying self-controlled feedback on motor skill learning

The present study investigated the neural mechanisms of self-controlled (SC) feedback underlying its learning advantages. Forty-two participants, including 24 females (16.43 ± 2.61 years) and 18 males (17.56 ± 0.86 years), were randomly assigned to a SC or yoked (YK) group. The 6-key-pressing task with a goal movement time was adopted as the experimental task. The behavioral results showed that the SC group demonstrated superior performance in transfer; however, the differences in retention did not reach statistical significance. Event-related potential analyses revealed that the SC group exhibited larger post-stimulus and post-feedback P3 amplitudes than the YK group in the frontal regions; these amplitudes were larger in the YK group in the parietal regions. The post-response error positivity amplitude was found to be larger in the YK group than in the SC group. These results suggest that SC feedback may allow the learner to more actively process the task stimuli and feedback information, and contributes to enhancing the learner’s motivation and attachment to the task being practiced. The present study provides a neurophysiological explanation for why SC feedback is effective in learning a new motor skill.     

Effect of different external attention of focus instruction on learning of golf putting skill

The effect of different sources of external attentional focus on learning a motor skill was assessed in the present study. 30 students (12 men, 18 women) participated voluntarily and were divided, according to type of external focus, into target, club swing, and target-club swing groups. The task was a golf putting skill. The target focus group attended to the target (hole), the club swing focus group attended to the execution of the club's swing, and the target-club swing focus group attended to both. All participants performed 50 trials of the putting skill in the acquisition phase and 10 trials in the 24-hr. delayed retention phase. The dependent variable was the error in the putting skill measured as the distance from the hole to the ball after each strike. Results showed the target-club swing focus group had better scores in the acquisition and retention phases than the other groups. It was concluded that external focus instruction helped the learners to integrate target cue with action cue and is more effective in skill learning than other external-focus instructions. These results support the claims of ecological psychology theorists concerning the effects of external focus of attention.     

Examining punishment at different explanatory levels

Experimental studies on punishment have sometimes been over-interpreted not only for the reasons Guala lists, but also because of a frequent conflation of proximate and ultimate explanatory levels that Guala's review perpetuates. Moreover, for future analyses we may need a clearer classification of different kinds of punishment.     

Learning the invariants of a perceptual motor skill

The concept of invariant relative timing has typically been associated with the concept of a generalized motor programme. The present study approaches the phenomenon of invariant relative timing from the perspective of learning. The underlying question of concern for this study was, "What is learned." The specific question was whether relative timing is one of the essential properties of movement that is learned during skill acquisition. In the present experiment, subjects were given extensive practice in learning to track and reproduce a criterion waveform using a joystick control for their response. In order to test whether subjects learn the relative timing of a movement, they were transferred to tracking waveforms that were identical to the criterion in terms of relative timing, but different in terms of absolute timing. Measurements were taken on all waveforms in two conditions: (a) in a pursuit tracking condition where subjects were temporally constrained by the stimulus, and (b) in a reproduction condition where subjects' timing was not constrained. The outcome from both conditions gives support to the idea that humans learn invariant relative timing during the acquisition of a motor skill.     

Context-dependent motor skill and the role of practice

Research has shown that retrieval of learned information is better when the original learning context is reinstated during testing than when this context is changed. Recently, such contextual dependencies have also been found for perceptual-motor behavior. The current study investigated the nature of context-dependent learning in the discrete sequence production task, and in addition examined whether the amount of practice affects the extent to which sequences are sensitive to contextual alterations. It was found that changing contextual cues-but not the removal of such cues-had a detrimental effect on performance. Moreover, this effect was observed only after limited practice, but not after extensive practice. Our findings support the notion of a novel type of context-dependent learning during initial motor skill acquisition and demonstrate that this context-dependence reduces with practice. It is proposed that a gradual development with practice from stimulus-driven to representation-driven sequence execution underlies this practice effect.     

Attribute coding at different levels of processing

Schoolchildren, aged 16 years showed poorer incidental learning for nouns if the orienting task was one of finding rhymes for the items compared to assigning each word to a semantic category. On a recognition task including homophone and synonym foils, rhyming subjects made significantly more phonemic errors, whereas categorizing subjects produced a significantly greater number of semantic confusions. Subjects instructed to construct images for each of the nouns showed a performance pattern similar to the categorizing group. The results are interpreted in terms of Herriot's (1974) view that different levels of processing are associated with the coding of different clusters of stimulus attributes.