Inducing motor skill improvements with a declarative task

Brown, R. Michael; Robertson, Edwin M.

doi:10.1038/nn1836

Cited by 114 publications

(131 citation statements)

References 13 publications

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“…Thus the SRTT is not exclusively a motor learning task; it includes an important declarative component, demonstrated by our ability to verbally describe some or all of the sequence within the SRTT. Recognizing that declarative learning is also a component of the SRTT provides an explanation for how learning a word list can influence task performance: word-list learning disrupts the declarative component and so allows the off-line enhancement of the procedural component of the SRTT (Brown and Robertson, 2007).…”

Section: Motor Learningmentioning

confidence: 99%

The Serial Reaction Time Task: Implicit Motor Skill Learning?: Figure 1.

Robertson¹

2007

J. Neurosci.

418

377

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Section: Motor Learningmentioning

confidence: 99%

The Serial Reaction Time Task: Implicit Motor Skill Learning?: Figure 1.

Robertson¹

2007

J. Neurosci.

418

377

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“…3). Such a correlation may have resulted from participants' declarative knowledge for the word list influencing the declarative component of the SRTT, and thereby altering the expression of skill (Brown and Robertson, 2007;Robertson, 2007). In such a scenario, the declarative component of the SRTT ought to have been altered by declarative knowledge for the word list but unaffected by vowel counting.…”

Section: Correlation: Procedural Consolidation and Declarative Learningmentioning

confidence: 99%

Off-Line Processing: Reciprocal Interactions between Declarative and Procedural Memories

Brown¹,

Robertson²

2007

J. Neurosci.

191

207

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The acquisition of declarative (i.e., facts) and procedural (i.e., skills) memories may be supported by independent systems. This same organization may exist, after memory acquisition, when memories are processed off-line during consolidation. Alternatively, memory consolidation may be supported by interactive systems. This latter interactive organization predicts interference between declarative and procedural memories. Here, we show that procedural consolidation, expressed as an off-line motor skill improvement, can be blocked by declarative learning over wake, but not over a night of sleep. The extent of the blockade on procedural consolidation was correlated to participants' declarative word recall. Similarly, in another experiment, the reciprocal relationship was found: declarative consolidation was blocked by procedural learning over wake, but not over a night of sleep. The decrease in declarative recall was correlated to participants' procedural learning. These results challenge the concept of fixed independent memory systems; instead, they suggest a dynamic relationship, modulated by when consolidation takes place, allowing at times for a reciprocal interaction between memory systems.

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“…Evidence of a competitive relationship between declarative and procedural memory can be found in the domain of motor skill acquisition. It has been argued that whereas motor skill acquisition is primarily mediated by procedural memory, the declarative memory system may interfere with procedural learning in early stages of learning (Brown & Robertson, 2007). Last, in a compensatory interaction, the system that typically mediates performance is compromised, and the intact system is recruited to support performance (Moody, Bookheimer, Vanek, & Knowlton, 2004).…”

Section: Human Memory Systemsmentioning

confidence: 99%

“…In this interaction, declarative memory competes with procedural memory during early stages of motor skill learning and creates a naturally occurring impediment in learning. Similarly, when the declarative system is disengaged from the process, motor skill learning is enhanced (Brown & Robertson, 2007). Others have argued that declarative memory has a facilitative role in early stages of motor skill learning and that a cooperative interaction of both systems is required (see Penhune & Steele, 2012).…”

Section: Interaction Of Declarative and Procedural Memory And Toolsmentioning

confidence: 99%

Effects of dividing attention on memory for declarative and procedural aspects of tool use

Roy

Park

2016

Mem Cogn

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Tool-related knowledge and skills are supported by a complex set of memory processes that are not well understood. Some aspects of tools are mediated by either declarative or procedural memory, while other aspects may rely on an interaction of both systems. Although motor skill learning is believed to be primarily supported by procedural memory, there is debate in the current literature regarding the role of declarative memory. Growing evidence suggests that declarative memory may be involved during early stages of motor skill learning, although findings have been mixed. In the current experiment, healthy, younger adults were trained to use a set of novel complex tools and were tested on their memory for various aspects of the tools. Declarative memory encoding was interrupted by dividing attention during training. Findings showed that dividing attention during training was detrimental for subsequent memory for tool attributes as well as accurate demonstration of tool use and tool grasping. However, dividing attention did not interfere with motor skill learning, suggesting that declarative memory is not essential for skill learning associated with tools.

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Inducing motor skill improvements with a declarative task

Cited by 114 publications

References 13 publications

The Serial Reaction Time Task: Implicit Motor Skill Learning?: Figure 1.

The Serial Reaction Time Task: Implicit Motor Skill Learning?: Figure 1.

Off-Line Processing: Reciprocal Interactions between Declarative and Procedural Memories

Effects of dividing attention on memory for declarative and procedural aspects of tool use

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