Explicit instruction of rules interferes with visuomotor skill transfer

Kanji Tanaka, Katsumi Watanabe

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

In the present study, we examined the effects of explicit knowledge, obtained through instruction or spontaneous detection, on the transfer of visuomotor sequence learning. In the learning session, participants learned a visuomotor sequence, via trial and error. In the transfer session, the order of the sequence was reversed from that of the learning session. Before the commencement of the transfer session, some participants received explicit instruction regarding the reversal rule (i.e., Instruction group), while the others did not receive any information and were sorted into either an Aware or Unaware group, as assessed by interview conducted after the transfer session. Participants in the Instruction and Aware groups performed with fewer errors than the Unaware group in the transfer session. The participants in the Instruction group showed slower speed than the Aware and Unaware groups in the transfer session, and the sluggishness likely persisted even in late learning. These results suggest that explicit knowledge reduces errors in visuomotor skill transfer, but may interfere with performance speed, particularly when explicit knowledge is provided, as opposed to being spontaneously discovered.

Original languageEnglish
Pages (from-to)1-12
Number of pages12
JournalExperimental Brain Research
DOIs
Publication statusAccepted/In press - 2017 Mar 8

Fingerprint

Learning
Interviews

Keywords

  • Explicit
  • Implicit
  • Instruction
  • Sequential learning
  • Transfer

ASJC Scopus subject areas

  • Neuroscience(all)

Cite this

Explicit instruction of rules interferes with visuomotor skill transfer. / Tanaka, Kanji; Watanabe, Katsumi.

In: Experimental Brain Research, 08.03.2017, p. 1-12.

Research output: Contribution to journalArticle

@article{b0bc3027d7aa41dcb2ab2fb8ddf35240,
title = "Explicit instruction of rules interferes with visuomotor skill transfer",
abstract = "In the present study, we examined the effects of explicit knowledge, obtained through instruction or spontaneous detection, on the transfer of visuomotor sequence learning. In the learning session, participants learned a visuomotor sequence, via trial and error. In the transfer session, the order of the sequence was reversed from that of the learning session. Before the commencement of the transfer session, some participants received explicit instruction regarding the reversal rule (i.e., Instruction group), while the others did not receive any information and were sorted into either an Aware or Unaware group, as assessed by interview conducted after the transfer session. Participants in the Instruction and Aware groups performed with fewer errors than the Unaware group in the transfer session. The participants in the Instruction group showed slower speed than the Aware and Unaware groups in the transfer session, and the sluggishness likely persisted even in late learning. These results suggest that explicit knowledge reduces errors in visuomotor skill transfer, but may interfere with performance speed, particularly when explicit knowledge is provided, as opposed to being spontaneously discovered.",
keywords = "Explicit, Implicit, Instruction, Sequential learning, Transfer",
author = "Kanji Tanaka and Katsumi Watanabe",
year = "2017",
month = "3",
day = "8",
doi = "10.1007/s00221-017-4933-4",
language = "English",
pages = "1--12",
journal = "Experimental Brain Research",
issn = "0014-4819",
publisher = "Springer Verlag",

}

TY - JOUR

T1 - Explicit instruction of rules interferes with visuomotor skill transfer

AU - Tanaka, Kanji

AU - Watanabe, Katsumi

PY - 2017/3/8

Y1 - 2017/3/8

N2 - In the present study, we examined the effects of explicit knowledge, obtained through instruction or spontaneous detection, on the transfer of visuomotor sequence learning. In the learning session, participants learned a visuomotor sequence, via trial and error. In the transfer session, the order of the sequence was reversed from that of the learning session. Before the commencement of the transfer session, some participants received explicit instruction regarding the reversal rule (i.e., Instruction group), while the others did not receive any information and were sorted into either an Aware or Unaware group, as assessed by interview conducted after the transfer session. Participants in the Instruction and Aware groups performed with fewer errors than the Unaware group in the transfer session. The participants in the Instruction group showed slower speed than the Aware and Unaware groups in the transfer session, and the sluggishness likely persisted even in late learning. These results suggest that explicit knowledge reduces errors in visuomotor skill transfer, but may interfere with performance speed, particularly when explicit knowledge is provided, as opposed to being spontaneously discovered.

AB - In the present study, we examined the effects of explicit knowledge, obtained through instruction or spontaneous detection, on the transfer of visuomotor sequence learning. In the learning session, participants learned a visuomotor sequence, via trial and error. In the transfer session, the order of the sequence was reversed from that of the learning session. Before the commencement of the transfer session, some participants received explicit instruction regarding the reversal rule (i.e., Instruction group), while the others did not receive any information and were sorted into either an Aware or Unaware group, as assessed by interview conducted after the transfer session. Participants in the Instruction and Aware groups performed with fewer errors than the Unaware group in the transfer session. The participants in the Instruction group showed slower speed than the Aware and Unaware groups in the transfer session, and the sluggishness likely persisted even in late learning. These results suggest that explicit knowledge reduces errors in visuomotor skill transfer, but may interfere with performance speed, particularly when explicit knowledge is provided, as opposed to being spontaneously discovered.

KW - Explicit

KW - Implicit

KW - Instruction

KW - Sequential learning

KW - Transfer

UR - http://www.scopus.com/inward/record.url?scp=85014675249&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85014675249&partnerID=8YFLogxK

U2 - 10.1007/s00221-017-4933-4

DO - 10.1007/s00221-017-4933-4

M3 - Article

C2 - 28275820

AN - SCOPUS:85014675249

SP - 1

EP - 12

JO - Experimental Brain Research

JF - Experimental Brain Research

SN - 0014-4819

ER -