Instruction in Learning a Temporal Pattern on an Anticipation-Coincidence Task

Abstract

Using a computer-simulated anticipation-coincidence task, the main aim of the study was to examine the effect of the type of instruction on learning a temporal pattern. For this task, participants must learn to anticipate the appropriate time to launch a projectile to hit a moving target. The experiment involved three instructional conditions. In the Explicit-rule Discover Instruction Condition participants were informed that target speed could change from trial to trial and that change is controlled by a regular pattern. Their task was then to search, to identify, and to use such pattern to enhance their anticipation. In the Explicit-Informative Instruction Condition, participants were, however, allowed before practice to examine attentively the regular pattern. Participants were also explicitly urged to use the pattern they observed to ensure a better interception of the target. Finally, in the Implicit Instruction Condition, participants were only informed that their task was to hit, or at least, to place the projectile as near as possible to the target. No additional information was provied about the target's behaviour. Analysis indicated that learning the temporal pattern was more important in Implicit than in Explicit-rule Discover Instruction Condion. However, the Explicit-Informative Instruction Condition produced unambiguouslly the highest learning. Overall, the study highlights the role of information over guidance in the understanding of the effect of the instructions on learning. Finally, we discussed the implications of these results on the comprehension of the variability of the effects of the instruction on learning.

Providing Task Instructions During Motor Training Enhances Performance and Modulates Attentional Brain Networks

“…The enhanced performance observed in the E and E-IMP groups after training is consistent with previous literature showing that visual cues and explicit commands support motor learning ( Hardy et al, 2001 ; Albinet and Fezzani, 2003 ; Janelle et al, 2003 ; Wolpert et al, 2011 ; D’Innocenzo et al, 2016 ). The pre-post training motor performance improvement observed in the E and E-IMP groups in the free surfing task may result from enforced top-down processes that draw participants’ attention toward task-relevant stimuli.…”

“…Small motor variability has been consistently associated with the expert stage of motor learning, while more variable movements are characteristic of the early stages of motor learning ( Cohen and Sternad, 2009 ; Dhawale et al, 2019 ). Thus, the higher joystick variability observed in participants in the IMP group, compared to other groups, could reflect that they were still in the relatively early stages of the learning process during Retention, probably still embarked on the search for an underlying task rule to skilfully achieve the task ( Albinet and Fezzani, 2003 ).…”

“…This cognitive advantage generally results in an enhanced motor performance—e.g., during tennis practice ( Del Villar et al, 2007 ) or golf putting ( Masters, 1992 ). Providing task-related explicit knowledge about the task rules to trainees during motor training seems to accelerate motor learning in ecological—e.g., in golf-putting ( Hardy et al, 1996 )—and computer-simulated motor tasks—e.g., in an anticipation-coincidence task ( Albinet and Fezzani, 2003 ). For instance, using explicit written instructions about the correct movement patterns required to master golf putting swing enhances motor performance during the first stages of learning ( Hardy et al, 1996 ).…”

“…Further, trainees with tactical knowledge before the task training starts—e.g., attack and defence tactics in soccer ( Cardoso et al, 2019 )—show reduced cognitive effort when taking game-related decisions, compared to trainees without prior tactical knowledge. Therefore, providing explicit knowledge of the task rules may help participants to draw their limited attentional resources towards task-relevant stimuli and boost their motor performance ( Albinet and Fezzani, 2003 ).…”

Activité physique et fonctionnementcognitif chez les personnes âgées Physical Activity and Cognitive Functioning in the Elderly

“…Parmi ces études: -L'étude de Spirduso (1975) a été la première à mettre en évidence une plus grande rapidité des personnes âgées pratiquant régulièrement un sport de balle sur leurs homologues inactifs dans des mesures de Temps de Réaction (TR) simples, de TR de choix ou de Temps de Mouvement (TM) . ( Albinet, Fezzani, & Thon, 2008) L'auteur concluait que la vitesse des réponses des âgés actifs était plus comparable à celle des sujets jeunes actifs qu'à celle des sujets âgés inactifs et que la pratique physique plus que l'âge était responsable des différences observées. Depuis, de nombreuses études se sont attachées à reproduire et à étendre ces résultats à d'autres types d'activité physique comme la marche, le golf, le jogging ou encore la natation et ont montré un effet significatif de l'activité physique ou de l'aptitude physique sur la performance cognitive des personnes âgées, exprimé notamment en terme de vitesse de la réponse.…”