Motor Skill Learning and the Development of Visual Perception Processes Supporting Action Identification

This study examined physical training and observational training influences on motor learning and the development of visual discrimination processes. Participants were trained on a bimanual task (relative phase of +90°) defined by a visual training stimulus. There were 2 observational contexts: 1) model-only, watch a learning model, and 2) stimulus-only, watch the visual training stimulus. After 2 d of training, the learning models performed the +90° pattern with reduced error in 2 retention tests. Each observer group showed improvement in performance of the +90° pattern, with the stimulus-only group characterized by a more significant improvement. The learning models and observer groups were characterized by an improvement in visually discriminating 2 features of the trained pattern, relative phase and hand-lead. Overall, physical practice (learning models) established a stronger link between the action and visual discrimination processes compared with the observational contexts. The results show that the processes supporting action production and the visual discrimination of actions are modified in ways specific to the trained action following both physical and observational training.