Decision uncertainty as a context for motor memory.

The current view of perceptual decision-making suggests that once a decision is made, only a single motor programme associated with the decision is carried out, irrespective of the uncertainty involved in decision making. In contrast, we show that multiple motor programmes can be acquired on the basis of the preceding uncertainty of the decision, indicating that decision uncertainty functions as a contextual cue for motor memory. The actions learned after making certain (uncertain) decisions are only partially transferred to uncertain (certain) decisions. Participants were able to form distinct motor memories for the same movement on the basis of the preceding decision uncertainty. Crucially, this contextual effect generalizes to novel stimuli with matched uncertainty levels, demonstrating that decision uncertainty is itself a contextual cue. These findings broaden the understanding of contextual inference in motor memory, emphasizing that it extends beyond direct motor control cues to encompass the decision-making process.

The Effect of Choice on Motor Learning for Learners With Different Levels of Intrinsic Motivation.

This study examines whether the positive effect of choice on motor learning in a dart-throwing task varies by intrinsic motivation. Participants were allocated to a highly motivated or less-motivated group based on measured task motivation and randomly to a Choice or No Choice group. In Experiment 1, participants in the Choice group chose their dart color. In Experiment 2, they chose when to observe a model demonstration. Results showed that the effect of choice on motor learning differed between highly and less-motivated participants in Experiment 1 (i.e., interaction between motivation and choice) but not Experiment 2 (i.e., main effects of motivation and choice). Specifically, motor learning was enhanced in less-motivated but not highly motivated participants when choosing dart color, while it was enhanced regardless of initial intrinsic motivation when choosing model-demonstration time. Therefore, external provision of choice in a motor-learning situation may not be equally effective across learners.

Why does the Quiet Eye improve aiming accuracy? Testing a motor preparation hypothesis with brain potential.

The purpose of the present study was to determine whether the Quiet Eye (QE) acquired over time is associated with motor preparation processes by using movement-related cortical potentials (MRCPs). Eighteen male, right-handed college students voluntarily participated in this study. Participants performed a dart throw while wearing an eye-tracking system and electrode cap to measure electroencephalogram waveforms (EEG). After performing the dart task, participants were randomly assigned to a Quiet Eye training group (QET) or control training group (CT). Six subjects were excluded due to incomplete electroencephalography (EEG) data. MRCPs were analysed separately within 4 QE categories: High performance score and Long fixation time (HL), High performance score and Short fixation time (HS), Low performance score and Long fixation time (LL), and Low performance score and Short fixation time (LS). Results revealed that although the QET group acquired QE characteristics, MRCPs did not differ between the two groups. Thus, a longer-term experimental design may be necessary to observe EEG changes. Furthermore, QE durations may relate to not only motor programming but also online control.