Generalization of procedural motor sequence learning after a single practice trial.

IF 3.6 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH
B P Johnson, I Iturrate, R Y Fakhreddine, M Bönstrup, E R Buch, E M Robertson, L G Cohen
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Abstract

When humans begin learning new motor skills, they typically display early rapid performance improvements. It is not well understood how knowledge acquired during this early skill learning period generalizes to new, related skills. Here, we addressed this question by investigating factors influencing generalization of early learning from a skill A to a different, but related skill B. Early skill generalization was tested over four experiments (N = 2095). Subjects successively learned two related motor sequence skills (skills A and B) over different practice schedules. Skill A and B sequences shared ordinal (i.e., matching keypress locations), transitional (i.e., ordered keypress pairs), parsing rule (i.e., distinct sequence events like repeated keypresses that can be used as a breakpoint for segmenting the sequence into smaller units) structures, or possessed no structure similarities. Results showed generalization for shared parsing rule structure between skills A and B after only a single 10-second practice trial of skill A. Manipulating the initial practice exposure to skill A (1 to 12 trials) and inter-practice rest interval (0-30 s) between skills A and B had no impact on parsing rule structure generalization. Furthermore, this generalization was not explained by stronger sensorimotor mapping between individual keypress actions and their symbolic representations. In contrast, learning from skill A did not generalize to skill B during early learning when the sequences shared only ordinal or transitional structure features. These results document sequence structure that can be very rapidly generalized during initial learning to facilitate generalization of skill.

Abstract Image

单一练习试验后程序性运动序列学习的概括。
当人类开始学习新的运动技能时,他们通常会在早期表现出快速的表现改善。目前还不清楚在早期技能学习期间获得的知识是如何概括为新的相关技能的。在这里,我们通过调查影响早期学习从技能a到不同但相关的技能B的泛化的因素来解决这个问题。早期技能泛化在四个实验中进行了测试(N = 2095)。受试者在不同的练习计划中相继学习了两种相关的运动序列技能(技能A和B)。技能A和B序列共享序数(即匹配的按键位置)、过渡(即有序的按键对)、解析规则(即不同的序列事件,如重复的按键,可以用作将序列分割成更小单元的断点)结构,或不具有结构相似性。结果显示,仅在技能A的一次10秒练习试验后,技能A和B之间共享解析规则结构的泛化。操纵技能A的初始练习暴露(1至12次试验)和练习间休息间隔(0-30 s) 技能A和技能B之间的差异对解析规则结构的泛化没有影响。此外,这种概括并不能用单个按键动作与其符号表示之间更强的感觉运动映射来解释。相反,在早期学习过程中,当序列仅共享序数或过渡结构特征时,从技能A学习并没有推广到技能B。这些结果记录了序列结构,在最初的学习过程中可以非常快速地进行泛化,以促进技能的泛化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
5.40
自引率
7.10%
发文量
29
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