The effect of a five-step cognitive learning strategy on the acquisition of a complex motor task

Abstract

Investigated was the effectiveness of the Five-Step Learning Strategy in facilitating the learning of a complex self-paced motor task. Thirty undergraduate students were randomly assigned to one of three conditions, after being stratified as to number and sex: (1) a strategy group, that was administered the Strategy, (2) a preview group, that previewed the location of the targets, and (3) a control group. All subjects performed 48 trials in an attempt to learn a task that required speed and accuracy in mastering a sequence of responses. ANOVA analyses indicated that the Strategy group performed significantly faster than the other two groups, and not at the expense of a greater number of errors. These findings indicate that cognitive processes involved in learning a complex skill are likely to benefit from the utilization of the Five-Step Strategy.