Learning and production of movement sequences: Behavioral, neurophysiological, and modeling perspectives

Rhodes, Bradley J.; Bullock, Daniel; Verwey, Willem B.; Averbeck, Bruno B.; Page, Mike

doi:10.1016/j.humov.2004.10.008

Cited by 190 publications

(198 citation statements)

References 139 publications

(113 reference statements)

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“…RT increases with the number of motor chunks (Henry & Rogers, 1960;Klapp et al, 1979;Rhodes et al, 2004;Sternberg, Monsell, Knoll, & Wright, 1978;van Mier & Hulstjin, 1993), so we expected longer RT with more motor chunks. If words are typed as single chunks, there should be no string length effect in RT to words.…”

Section: Methodsmentioning

confidence: 87%

“…To implement multiple components in a rapid succession, skilled performance requires hierarchically organized control processes (Lashley, 1951). Although the notion of hierarchical control has appeared in psychological literature many times (e.g., Abrahamse, Ruitenberg, de Kleine, & Verwey, 2013;Bryan & Harter, 1899;Cooper & Shallice, 2000;Leonard & Newell, 1964;MacKay, 1982;Miller, Galanter, & Pribram, 1960;Rhodes, Bullock, Verwey, Averbeck, & Page, 2004;Verwey, 2001), it remains controversial (e.g., Botvinick & Plaut, 2004;Cooper & Shallice, 2006;Elman, 1990). Studies of typewriting are particularly suited to address the hierarchical nature of skilled performance (Fendrick, 1937;Logan & Crump, 2011;Salthouse, 1986;Shaffer, 1975a;Yamaguchi, Crump, & Logan, 2013).…”

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confidence: 99%

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Pushing typists back on the learning curve: Revealing chunking in skilled typewriting.

Yamaguchi¹,

Logan²

2014

Journal of Experimental Psychology: Human Perception and Perfor

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Theories of skilled performance propose that highly trained skills involve hierarchically structured control processes. The present study examined and demonstrated hierarchical control at several levels of processing in skilled typewriting. In the first two experiments, we scrambled the order of letters in words to prevent skilled typists from chunking letters, and compared typing words and scrambled words. Experiment 1 manipulated stimulus quality to reveal chunking in perception, and Experiment 2 manipulated concurrent memory load to reveal chunking in short-term memory (STM). Both experiments manipulated the number of letters in words and nonwords to reveal chunking in motor planning. In the next two experiments, we degraded typing skill by altering the usual haptic feedback by using a laser-projection keyboard, so that typists had to monitor keystrokes. Neither the number of motor chunks (Experiment 3) nor the number of STM items (Experiment 4) was influenced by the manipulation. The results indicate that the utilization of hierarchical control depends on whether the input allows chunking but not on whether the output is generated automatically. We consider the role of automaticity in hierarchical control of skilled performance.

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Section: Methodsmentioning

confidence: 87%

mentioning

confidence: 99%

Pushing typists back on the learning curve: Revealing chunking in skilled typewriting.

Yamaguchi¹,

Logan²

2014

Journal of Experimental Psychology: Human Perception and Perfor

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“…Nevertheless, both hierarchical control models and recurrent network models are capable of predicting complex behaviors that involve a sequence of actions (Botvinick & Plaut, 2004;Cooper & Shallice, 2006; also see Rhodes, Bullock, Verwey, Averbeck, & Page, 2004), and these two views of skill control have been difficult to distinguish empirically. A purpose of the present study is to make a step toward resolving this issue.…”

Section: What Is Involved In Acquisition Of Typing Skill?mentioning

confidence: 99%

Pushing typists back on the learning curve: Contributions of multiple linguistic units in the acquisition of typing skill.

Yamaguchi¹,

Logan²

2014

Journal of Experimental Psychology: Learning, Memory, and Cogni

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The present study investigated the way people acquire and control skilled performance in the context of typewriting. Typing skill was degraded by changing the location of a key (target key) while retaining the locations of other keys to disable an association between the letter and the key. We conducted 4 experiments: Experiment 1 demonstrated that disabling a letter-key association affected not only the execution of the target keystroke but also the planning of other keystrokes for words involving the target key. In Experiments 2-4, typists practiced with a new target location and then transferred to a condition in which they typed the practiced words with the original key location (Experiment 2) or typed new words with the practiced key location (Experiments 3 and 4). Experiment 2 showed that the newly acquired letter-key association interfered with the execution of the original keystroke but not planning. Experiments 3 and 4 demonstrated that acquisition of the new letter-key association depended on multiple levels of linguistic units. Experiment 4 demonstrated that acquisition of the new association depended on sequences both before and after the target keystroke. We discuss implications of the results for 2 prominent approaches to modeling sequential behavior: hierarchical control and recurrent network models.

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“…Skilled performance involves hierarchically organized units of behaviour, where the higher levels are controlled by longer-term consequences, and lower levels are controlled by short-term consequences of individual movements [12]. The hierarchical organization of behavioural units seems to combine autonomous functions at low levels with the possibility of learning new operations at higher control levels: "If the 'vital' centers of the lowest levels were not strongly organized at birth, life would not be possible; if the centers on the highest levels ('mental centers') were not little organized and therefore very modifiable we could only with difficulty and imperfectly adjust ourselves to the circumstances and should make few acquirements" (Taylor, 1932 [13], p 437, cited in [12], p. 701).…”

Section: Introductionmentioning

confidence: 99%

“…The hierarchical organization of behavioural units seems to combine autonomous functions at low levels with the possibility of learning new operations at higher control levels: "If the 'vital' centers of the lowest levels were not strongly organized at birth, life would not be possible; if the centers on the highest levels ('mental centers') were not little organized and therefore very modifiable we could only with difficulty and imperfectly adjust ourselves to the circumstances and should make few acquirements" (Taylor, 1932 [13], p 437, cited in [12], p. 701). Hypothetically, a narrow time window for associating actions with its consequences may, throughout ontogenesis, detain the natural evolution of hierarchically controlled behavioural units of increasing complexity.…”

Section: Introductionmentioning

confidence: 99%

Moment-to-moment dynamics of ADHD behaviour

Aase

Sagvolden

2005

Behav Brain Funct

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BackgroundThe behaviour of children with Attention-Deficit / Hyperactivity Disorder is often described as highly variable, in addition to being hyperactive, impulsive and inattentive. One reason might be that they do not acquire complete and functional sequences of behaviour. The dynamic developmental theory of ADHD proposes that reinforcement and extinction processes are inefficient because of hypofunctioning dopamine systems, resulting in a narrower time window for associating antecedent stimuli and behaviour with its consequences. One effect of this may be that the learning of behavioural sequences is delayed, and that only short behavioural sequences are acquired in ADHD. The present study investigated acquisition of response sequences in the behaviour of children with ADHD.MethodsFifteen boys with ADHD and thirteen boys without, all aged between 6–9 yr, completed a computerized task presented as a game with two squares on the screen. One square was associated with reinforcement. The task required responses by the computer mouse under reinforcement contingencies of variable interval schedules. Reinforcers were cartoon pictures and small trinkets. Measures related to response location (spatial dimension) and to response timing (temporal dimension) were analyzed by autocorrelations of consecutive responses across five lags. Acquired response sequences were defined as predictable responding shown by high explained variance.ResultsChildren with ADHD acquired shorter response sequences than comparison children on the measures related to response location. None of the groups showed any predictability in response timing. Response sequencing on the measure related to the discriminative stimulus was highly related to parent scores on a rating scale for ADHD symptoms.ConclusionThe findings suggest that children with ADHD have problems with learning long sequences of behaviour, particularly related to response location. Problems with learning long behavioural sequences may ultimately lead to deficient development of verbally governed behaviour and self control. The study represents a new approach to analyzing the moment-to-moment dynamics of behaviour, and provides support for the theory that reinforcement processes are altered in ADHD.

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Learning and production of movement sequences: Behavioral, neurophysiological, and modeling perspectives

Cited by 190 publications

References 139 publications

Pushing typists back on the learning curve: Revealing chunking in skilled typewriting.

Pushing typists back on the learning curve: Revealing chunking in skilled typewriting.

Pushing typists back on the learning curve: Contributions of multiple linguistic units in the acquisition of typing skill.

Moment-to-moment dynamics of ADHD behaviour

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