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Working memory capacity limits motor learning when implementing multiple instructions

Buszard, Tim, Farrow, Damian, Verswijveren, Simone J. J. M., Reid, Machar, Williams, Jacqueline, Polman, Remco, Chun, Fiona Man Ling and Masters, Rich S. W. 2017, Working memory capacity limits motor learning when implementing multiple instructions, Frontiers in Psychology, vol. 8, doi: 10.3389/fpsyg.2017.01350.

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Title Working memory capacity limits motor learning when implementing multiple instructions
Author(s) Buszard, Tim
Farrow, Damian
Verswijveren, Simone J. J. M.
Reid, Machar
Williams, Jacqueline
Polman, Remco
Chun, Fiona Man Ling
Masters, Rich S. W.
Journal name Frontiers in Psychology
Volume number 8
Article ID 1350
Total pages 12
Publisher Frontiers Research Foundation
Place of publication Lausanne, Switzerland
Publication date 2017-08-22
ISSN 1664-1078
Keyword(s) working memory capacity
motor skill acquisition
instructions
explicit learning
children’s motor learning
Social Sciences
Psychology, Multidisciplinary
Psychology
children's motor learning
LATENT-VARIABLE APPROACH
SHORT-TERM-MEMORY
INDIVIDUAL-DIFFERENCES
DECISION-MAKING
COGNITIVE DEMANDS
VISUAL CONTROL
PERFORMANCE
IMPLICIT
ATTENTION
CHILDREN
Summary Although it is generally accepted that certain practice conditions can place large demands on working memory (WM) when performing and learning a motor skill, the influence that WM capacity has on the acquisition of motor skills remains unsubstantiated. This study examined the role of WM capacity in a motor skill practice context that promoted WM involvement through the provision of explicit instructions. A cohort of 90 children aged 8 to 10 years were assessed on measures of WM capacity and attention. Children who scored in the lowest and highest thirds on the WM tasks were allocated to lower WM capacity (n = 24) and higher WM capacity (n = 24) groups, respectively. The remaining 42 participants did not participate in the motor task. The motor task required children to practice basketball shooting for 240 trials in blocks of 20 shots, with pre- and post-tests occurring before and after the intervention. A retention test was administered 1 week after the post-test. Prior to every practice block, children were provided with five explicit instructions that were specific to the technique of shooting a basketball. Results revealed that the higher WM capacity group displayed consistent improvements from pre- to post-test and through to the retention test, while the opposite effect occurred in the lower WM capacity group. This implies that the explicit instructions had a negative influence on learning by the lower WM capacity children. Results are discussed in relation to strategy selection for dealing with instructions and the role of attention control.
Language eng
DOI 10.3389/fpsyg.2017.01350
Field of Research 1701 Psychology
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2017, The Authors
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30109414

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.