Interaction between motor ability and skill learning in children: Application of implicit and explicit approaches.

The benefits of implicit and explicit motor learning approaches in young adults have been studied extensively, but much less in children. This study investigated the relationship between fundamental motor ability and implicit/explicit learning in children using the errorless learning paradigm. First, the motor ability of 261 children (142 boys, 119 girls) aged 9-12 years (M = 9.74, SD = 0.67) was measured. Second, children with motor ability scores in the upper and lower quartile learned a golf-putting skill in either an errorless (implicit) or errorful (explicit) learning condition. Four groups were formed: Errorless High-Ability (n = 13), Errorless Low-Ability (n = 11), Errorful High-Ability (n = 10), and Errorful Low-Ability (n = 11). Learning consisted of 300 practice trials, while testing included a 50-trial retention test, followed by a 50-trial secondary task transfer test, and another 50-trial retention test. The results showed that for high- and low-ability errorless learners, motor performance was unaffected by the secondary task, as was the case for high-ability errorful learners. Low-ability errorful learners performed worse with a secondary task and were significantly poorer than the corresponding high-ability group. These results suggest that implicit motor learning (errorless) may be beneficial for children with low motor ability. The findings also show a trend that children of high motor ability might benefit from learning explicitly (errorful). Further research is recommended to examine the compatibility of implicit and explicit approaches for children of different abilities.

Implicit motor learning promotes neural efficiency during laparoscopy.

BACKGROUND: An understanding of differences in expert and novice neural behavior can inform surgical skills training. Outside the surgical domain, electroencephalographic (EEG) coherence analyses have shown that during motor performance, experts display less coactivation between the verbal-analytic and motor planning regions than their less skilled counterparts. Reduced involvement of verbal-analytic processes suggests greater neural efficiency. The authors tested the utility of an implicit motor learning intervention specifically devised to promote neural efficiency by reducing verbal-analytic involvement in laparoscopic performance. METHODS: In this study, 18 novices practiced a movement pattern on a laparoscopic trainer with either conscious awareness of the movement pattern (explicit motor learning) or suppressed awareness of the movement pattern (implicit motor learning). In a retention test, movement accuracy was compared between the conditions, and coactivation (EEG coherence) was assessed between the motor planning (Fz) region and both the verbal-analytic (T3) and the visuospatial (T4) cortical regions (T3-Fz and T4-Fz, respectively). RESULTS: Movement accuracy in the conditions was not different in a retention test (P = 0.231). Findings showed that the EEG coherence scores for the T3-Fz regions were lower for the implicit learners than for the explicit learners (P = 0.027), but no differences were apparent for the T4-Fz regions (P = 0.882). CONCLUSIONS: Implicit motor learning reduced EEG coactivation between verbal-analytic and motor planning regions, suggesting that verbal-analytic processes were less involved in laparoscopic performance. The findings imply that training techniques that discourage nonessential coactivation during motor performance may provide surgeons with more neural resources with which to manage other aspects of surgery.

Analogy learning and the performance of motor skills under pressure.

The efficacy of analogical instruction, relative to explicit instruction, for the acquisition of a complex motor skill and subsequent performance under pressure was investigated using a modified (seated) basketball shooting task. Differences in attentional resource allocation associated with analogy and explicit learning were also examined using probe reaction times (PRT). Access to task-relevant explicit (declarative) knowledge was assessed. The analogy and explicit learning groups performed equally well during learning and delayed retention tests. The explicit group experienced a drop in performance during a pressured transfer test, relative to their performance during a preceding retention test. However, the analogy group's performance was unaffected by the pressure manipulation. Results from PRTs suggested that both groups allocated equal amounts of attentional resources to the task throughout learning and test trials. Analogy learners had significantly less access to rules about the mechanics of their movements, relative to explicit learners. The results are interpreted in the context of Eysenck and Calvo's (1992) processing efficiency theory and Masters's (1992) theory of reinvestment.

Marginally perceptible outcome feedback, motor learning and implicit processes.

Participants struck 500 golf balls to a concealed target. Outcome feedback was presented at the subjective or objective threshold of awareness of each participant or at a supraliminal threshold. Participants who received fully perceptible (supraliminal) feedback learned to strike the ball onto the target, as did participants who received feedback that was only marginally perceptible (subjective threshold). Participants who received feedback that was not perceptible (objective threshold) showed no learning. Upon transfer to a condition in which the target was unconcealed, performance increased in both the subjective and the objective threshold condition, but decreased in the supraliminal condition. In all three conditions, participants reported minimal declarative knowledge of their movements, suggesting that deliberate hypothesis testing about how best to move in order to perform the motor task successfully was disrupted by the impoverished disposition of the visual outcome feedback. It was concluded that sub-optimally perceptible visual feedback evokes implicit processes.

Fetal protection against bovine viral diarrhea virus types 1 and 2 after the use of a modified-live virus vaccine.

The objective of this study was to demonstrate the efficacy of a modified-live virus (MLV) vaccine in protecting fetuses from infection with type 1 or type 2 Bovine viral diarrhea virus (BVDV) when pregnant heifers were challenged at approximately 170 d of gestation with noncytopathic field isolates. The 83 pregnant heifers had been bred naturally 4 wk after vaccination. Fetuses were collected 60 d after BVDV type 2 challenge, and newborn calves were collected before colostrum intake after BVDV type 1 challenge. Protection was determined by measuring the serum neutralizing (SN) antibody response in the fetus or calf and by virus isolation from thymus, lung, spleen, and kidney tissue samples. There was a measurable SN antibody response to BVDV in all the fetuses and calves of the control heifers, which had received a placebo vaccine. However, only 4 of 22 calves and 7 of the 28 fetuses of the MLV-vaccinated heifers demonstrated SN antibody after BVDV challenge. Type 1 BVDV was isolated from tissue samples of 5 of the 12 calves of control heifers and none of 22 calves of the MLV-vaccinated heifers challenged with type 1 BVDV. Type 2 BVDV was isolated from tissue samples of 17 of the 18 fetuses of the control heifers and 2 of the 28 fetuses of the MLV-vaccinated heifers challenged with type 2 BVDV. The results of this study demonstrate that the MLV vaccine reduces the fetal infection rate by at least 82% for BVDV type 1 and by 75% for BVDV type 2 when heifers are exposed to highly fetotrophic BVDV at 170 d of gestation.

Rules for reinvestment.

In response to further validation of the Reinvestment Scale by Chell, Graydon, Crowley, and Child, a structural equation model was formulated to clarify the relationship between the predisposition for conscious control of an otherwise automatic motor skill (reinvestment), verbal knowledge, and performance degradation under pressure. The model implies that the more task-relevant movement knowledge the performer holds, the stronger the propensity to reinvest.