Citation

Lam WK, Masters RS, Maxwell JP. Conscious. Cogn. 2010; 19(4): 1058-1061.

Affiliation

The University of Hong Kong, Institute of Human Performance, 7 Sassoon Road, Pokfulam, Hong Kong, Hong Kong.

Copyright

(Copyright © 2010, Elsevier Publishing)

DOI

10.1016/j.concog.2008.11.005

PMID

21074112

Abstract

Maxwell et al. [Maxwell, J. P., Masters, R. S. W., Kerr, E., & Weedon, E. (2001). The implicit benefit of learning without errors. The Quarterly Journal of Experimental Psychology, 54A, 1049-1068. The implicit benefit of learning without errors. The Quarterly Journal of Experimental Psychology, 54A, 1049-1068] suggested that, following unsuccessful movements, the learner forms hypotheses about the probable causes of the error and the required movement adjustments necessary for its elimination. Hypothesis testing is an explicit process that places demands on cognitive resources. Demands on cognitive resources can be identified by measuring probe reaction times (PRT) and movement times. Lengthened PRT and movement times reflects increased cognitive demands. Thus, PRT and movement times should be longer following errors, relative to successful, movements. This hypothesis was tested using a motor skill (golf putting). Furthermore, the association between error processing and the preparation and execution phases of movement was examined. The data confirmed that cognitive demand is greater for trials following an error, relative to trials without an error. This effect was apparent throughout learning and in both the preparatory and execution phases of the movement. Cognitive effort also appeared to be higher during movement preparation, relative to movement execution.

Language: en