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. 2017 Aug 22:8:1350.
doi: 10.3389/fpsyg.2017.01350. eCollection 2017.

Working Memory Capacity Limits Motor Learning When Implementing Multiple Instructions

Tim Buszard  1   2 , Damian Farrow  1   3 , Simone J J M Verswijveren  1   4 , Machar Reid  1   2 , Jacqueline Williams  1 , Remco Polman  1   5 , Fiona Chun Man Ling  1   6 , Rich S W Masters  7   8
Affiliations

Working Memory Capacity Limits Motor Learning When Implementing Multiple Instructions

Tim Buszard et al. Front Psychol. .

Abstract

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.

Keywords: children’s motor learning; explicit learning; instructions; motor skill acquisition; working memory capacity.

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Figures

FIGURE 1
FIGURE 1
The sequence of events for the probe reaction time (PRT) conditions. Previous studies have differentiated between movement preparation and movement execution (Gray, 2004; Lam et al., 2010a,b). Our study specifically assessed PRT’s during the movement execution phase, which began when children initiated movement to shoot the ball (occurred after bouncing the ball). The beep was 80 ms in duration.
FIGURE 2
FIGURE 2
Mean shooting performance score for the two groups during the three stages of testing. Error bars represent standard error of the mean.
FIGURE 3
FIGURE 3
Mean PRT’s for each group throughout the study. Error bars represent standard error of the mean.
See this image and copyright information in PMC

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