Implicit and Explicit Contributions to Motor Skill

对运动技能的内隐和外显贡献

• 批准号: 9905342
• 负责人: Daniel Willingham
• 金额: $ 16.57万
• 依托单位: University of Virginia Main Campus
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-08-01 至 2002-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9905342&HistoricalAwards=false
• 关键词: Implicit; Explicit; Contributions; Motor; Skill

A commonly-appreciated characteristic of motor skill learning is that muchof it occurs outside of awareness. Particularly at high levels of skill,we seem not to be able to articulate the exact movements that make upperformance. On the other hand, conscious strategies are clearly importantin motor skill learning; consciously understood strategies are at theheart of coaching and instruction.A considerable amount of research has been directed at demonstrating that theconscious (or explicit) and unconscious (or implicit) parts of motor skilllearning are supported by different structures in the brain; thus theemphasis has been on the separability of these two components of learning.Less work has been directed at understanding how these two forms ofknowledge work together. The goal of this project is to examine therelationship of implicit and explicit knowledge in motor skill learning.The experiments are motivated by a model of motor skill learning thatproposes specific mechanisms by which both implicit and explicit knowledgecontribute to motor skill learning. There are three aims of the project:Aim 1: What is the representation underlying sequence learning? Many motorskills involve learning a sequence (e.g., the notes of a piano sonata).When one learns a motor sequence, what is it a sequence of? Stimuluspositions? Response locations? Muscle movements? I will utilize transferdesigns to determine the representation underlying implicit and explicitsequence learning. Aim 2: What is the time course of implicit and explicit learning? Someformal models of motor skill learning suggest that implicit knowledge iscompiled from explicit representations. Behavioral experiments suggestthat explicit and implicit knowledge can be acquired in parallel, whereasbrain imaging work suggests that only one type of representation can beacquired at one time. This project will address this question directly. Aim 3: What is the mechanism by which explicit and implicit knowledgeinteract? This project examines the possibility that explicit knowledgecan support performance on an implicit task if three conditions are met:the subject knows that he or she has applicable explicit knowledge,sufficient attentional resources are available, and the explicitrepresentation is specific in terms of the spatial targets for movement.These experiments will further our knowledge about the normal operation ofmotor skill learning, and have particular relevance to athletics, and toskill learning in industrial situations.

运动技能学习的一个普遍认可的特征是它发生在意识之外。特别是在高水平的技能上，我们似乎无法清楚地表达出提高表现的确切动作。另一方面，有意识的策略在运动技能学习中显然是重要的;有意识地理解策略是教练和指导的核心。大量的研究已经表明，有意识的策略在运动技能学习中是重要的。（或明确）和无意识运动技能学习的（或内隐）部分由大脑中的不同结构支持;因此，重点一直放在学习的这两个组成部分的可分离性上。2较少的工作是针对理解这两种形式的知识如何一起工作。本研究的目的是探讨内隐知识和外显知识在运动技能学习中的关系，实验的动机是一个运动技能学习模型，该模型提出了内隐知识和外显知识对运动技能学习的具体作用机制。该项目有三个目标：目标1：序列学习背后的表征是什么？许多运动技能涉及学习序列（例如，钢琴奏鸣曲的音符）。当一个人学习一个运动序列时，它是一个什么序列？刺激体位？响应位置？肌肉运动？我将利用转移设计来确定内隐和外显序列学习背后的表征。目标2：内隐学习和外显学习的时间进程是什么？一些正式的运动技能学习模型认为，内隐知识是由外显表征编译而来的。行为实验表明，外显和内隐知识可以同时获得，而大脑成像工作表明，一次只能获得一种类型的表征。这个项目将直接解决这个问题。目标3：外显知识和内隐知识相互作用的机制是什么？本研究考察了在三个条件满足的情况下外显知识支持内隐任务表现的可能性：被试知道他或她有可应用的外显知识，有足够的注意资源，以及外显表征对运动的空间目标是特定的。这些实验将进一步加深我们对运动技能学习的正常运作的认识，并与体育运动和工业环境中的技能学习特别相关。