Speed and accuracy instructions affect two aspects of skill learning differently

Abstract

Procedural learning is key to optimal skill learning and is essential for functioning in everyday life. The findings of previous studies are contradictory regarding whether procedural learning can be modified by prioritizing speed or accuracy during learning. The conflicting results may be due to the fact that procedural learning is a multifaceted cognitive function. The purpose of our study is to determine whether and how speed and accuracy instructions affect two aspects of procedural learning: the learning of probability-based and serial-order-based regularities. Two groups of healthy individuals were instructed to practice on a cued probabilistic sequence learning task: one group focused on being fast and the other on being accurate during the learning phase. The speed instruction resulted in enhanced expression of probability-based but not serial-order-based knowledge. After a retention period, we instructed the participants to focus on speed and accuracy equally, and we tested their acquired knowledge. The acquired knowledge was comparable between groups in both types of learning. These findings suggest that different aspects of procedural learning can be affected differently by instructions. However, only momentary performance might be boosted by speed instruction; the acquired knowledge remains intact. In addition, as the accuracy instruction resulted in accuracy near ceiling level, the results illustrate that response errors are not needed for humans to learn in the procedural domain and draw attention to the fact that different instructions can separate competence from performance.

Fig. 1. Learning of probability-based regularities.

a The dynamics of learning of probability-based regularities with accuracy or speed instructions. The y-axis represents the standardized learning scores [(random low-probability trials − random high-probability trials in the given epoch)/median RT of the given epoch], and the x-axis of the five epochs (the first four are of the Different Instruction Phase, and the fifth one is of the Same Instruction Phase). The Accuracy Group is presented with yellow, while the Speed Group with blue color. Error bars represent the standard error of the mean. In the Different Instruction Phase, the Speed Group shows an advantage of learning, but it disappears in the Same Instruction Phase. b Individual data of the significant main effect of Group of probability-based learning in the Different Instruction Phase. Triangles and dots represent the individual data points. c Individual data of the lack of significant main effect of Group of probability-based learning in the Same Instruction Phase. Triangles and dots represent the individual data points.

Fig. 2. Learning of serial-order-based regularities.

a The dynamics of learning of serial-order-based regularities with accuracy or speed instructions. The y-axis represents the standardized learning scores [(random high-probability trials − pattern high-probability trials in the given epoch)/median RT of the given epoch], and the x-axis of the five epochs (the first four are of the Different Instruction Phase, and the fifth one is of the Same Instruction Phase). The Accuracy Group is presented with yellow, while the Speed Group with blue color. Error bars represent standard error of the mean. Both groups show equal learning in both phases. b Individual data of the lack of significant main effect of Group of serial-order-based learning in the Different Instruction Phase. Triangles and dots represent the individual data points. c Individual data of the lack of significant main effect of Group of serial-order-based learning in the Same Instruction Phase. Triangles and dots represent the individual data points.

Fig. 3. Post-block sequence report performance.

a Dynamics of post-block sequence report performance. The y-axis indicates the mean sequence report performance in percentage. The x-axis shows the epochs (Epoch 1–4: Different Instruction Phase, Epoch 5: Same Instruction Phase). The yellow line indicates the Accuracy Group, and the blue line the Speed Group. Both groups were able to report on the sequence. No significant group difference was found in either phase; however, on a trend-level, the Accuracy Group performed better in the first epoch. The error bars represent standard error of the mean. b Individual data of the lack of significant main effect of Group of the main post-block sequence report performance in the Different Instruction Phase. Triangles and dots represent the individual data points. c Individual data of the lack of significant main effect of Group of the main post-block sequence report performance in the Same Instruction Phase. Triangles and dots represent the individual data points.

Fig. 4. The Alternating Serial Reaction Time (ASRT) task.

a Visualization of the Alternating Serial Reaction Time task. A drawing of a dog head or a penguin appeared as a target stimulus in one of the four locations. Every other trial (dog) followed a predetermined order of appearance, while the remaining trials (penguin) appeared at randomly selected positions (r). b The formulation of triplets in the task. Each trial was categorized as a pattern high-probability trial, a random high-probability trial, or a random low-probability trial based on the positions of the two preceding trials. c An example of the different triplet types. Two main cases can occur: the triplet is ending in a pattern trial (50%), or a random trial (50%). If the triplet is ending in a pattern trial, then the n-2 trial is necessarily a pattern trial due to the alternating sequence; therefore, the last element can be at only one particular position, which is defined by the four-element sequence of predetermined elements. If the triplet is ending with a random trial, four cases are possible: after the first two elements, the third element can be in any position. However, one out of these four cases will match the formation that occurs when a triplet ends in a pattern trial. Therefore, it will also be a high-probability triplet. d The calculation of the serial-order-based and probability-based learning scores.

Fig. 5. Study design.

Participants completed three blocks of practice to familiarize themselves with the task. After that, participants received instructions to either be accurate (Accuracy Group) or fast (Speed Group) during the next phase of the experiment (Different Instruction Phase). Moreover, they were told that specific stimuli (the dogs) followed a predetermined sequence, and they should use this information to improve their performance. Participants completed 20 blocks of the ASRT task. After each block ASRT task, participants had to perform the sequence report task (SR). After the Different Instruction Phase, participants rested for 10 min. Next, during the Same Instruction Phase, the participants’ tasks remained the same, but this time, they were instructed to be equally fast and accurate.