Difficulty is a Real Challenge: A Perspective on the Role of Cognitive Effort in Motor Skill Learning

MSL research field: 
Skill acquisition
TitleDifficulty is a Real Challenge: A Perspective on the Role of Cognitive Effort in Motor Skill Learning
Publication TypeJournal Article
Year of Publication2020
AuthorsHodges, NJ, Lohse, KR
JournalJournal of Applied Research in Memory and Cognition
Volume9
Start Page455
Issue4
Pagination455 - 460
Date PublishedJan-12-2020
Type of Articleinvited topical
ISSN22113681
KeywordsMotor learning Contextual interference Challenge Implicit learning Dyad practice
Abstract


One of the first things you are told when studying motor learning is the distinction between learning (in the long-term) and performance (in the short-term). Performance in practice reflects temporary factors and only a delayed “retention” or transfer test, usually at least 24 h later, allows conclusions about learning (Schmidt & Lee, 2019). This distinction is critical because conditions that benefit performance during practice can have detrimental effects on learning (Kantak & Winstein, 2012). This performance–learning separation has also been captured in a motor learning framework, called the challenge point hypothesis (Guadagnoli & Lee, 2004), which is heavily based on concepts of desirable difficulties (Bjork and Bjork, 2011, Bjork, 1994), and focuses on individual differences in optimal challenge in practice needed to facilitate learning (termed functional task difficulty).

URLhttps://www.sciencedirect.com/science/article/pii/S221136812030067X?dgcid=author
DOI10.1016/j.jarmac.2020.08.006
Short TitleJournal of Applied Research in Memory and Cognition