Precision Knowledge of Results and Motor Performance: Relationship to Age

Thomas, Jerry R.; Mitchell, Brian; Solmon, Melinda A.

doi:10.1080/00345377.1979.10615664

Cited by 7 publications

(7 citation statements)

References 9 publications

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“…If on-line learning occurs, skill improvements can be observed during the practice phase and can be captured in immediate or delayed retention or transfer tests. Over the last few decades, substantial evidence has shown that on-line learning benefits children and younger adults (Thomas et al, 1979 ; Newell, 1991 ; Deutsch and Newell, 2001 , 2005 ; Schmidt and Lee, 2005 ; Magill, 2011 ). Despite having cognitive-motor deficits (Yan, 2000 ; Schaie, 2004 ; Dennis and Cabeza, 2008 ), older learners are able to use skill feedback ( e.g.…”

Section: Motor Learningmentioning

confidence: 99%

Brain plasticity and motor practice in cognitive aging

Cai

Chan

Jin

et al. 2014

Front. Aging Neurosci.

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For more than two decades, there have been extensive studies of experience-based neural plasticity exploring effective applications of brain plasticity for cognitive and motor development. Research suggests that human brains continuously undergo structural reorganization and functional changes in response to stimulations or training. From a developmental point of view, the assumption of lifespan brain plasticity has been extended to older adults in terms of the benefits of cognitive training and physical therapy. To summarize recent developments, first, we introduce the concept of neural plasticity from a developmental perspective. Secondly, we note that motor learning often refers to deliberate practice and the resulting performance enhancement and adaptability. We discuss the close interplay between neural plasticity, motor learning and cognitive aging. Thirdly, we review research on motor skill acquisition in older adults with, and without, impairments relative to aging-related cognitive decline. Finally, to enhance future research and application, we highlight the implications of neural plasticity in skills learning and cognitive rehabilitation for the aging population.

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Section: Motor Learningmentioning

confidence: 99%

Brain plasticity and motor practice in cognitive aging

Cai

Chan

Jin

et al. 2014

Front. Aging Neurosci.

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“…[6][7][8][9][10] Although studies have shown consistent KR benefits for learners at different ages, the role of attention or working memory in the use of KR for skill learning remains unclear, unless both cognitive and motor abilities are measured. [11][12][13][14] Older adults might use KR in skill acquisition at a level comparable with younger adults, the underlying processes of KR for motor learning are not fully understood. 11,13,[15][16][17] Therefore, examining how functional declines mediate the KR effects on skill learning offers a valuable opportunity to address key issues in learning mechanisms of older adults.…”

Section: Introductionmentioning

confidence: 99%

Functional aging impairs the role of feedback in motor learning

Liu

Cao

Jin

2013

Geriatrics Gerontology Int

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The findings support the hypothesis about the effects of cognitive and motor deficits on KR in motor skill learning of older adults. The dynamics of cognitive and motor aging, external feedback and internal control mechanisms collectively explain the deterioration in the sensory-motor learning of older adults. The theoretical implications and practical relevance of functional aging for motor skill learning are discussed.

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“…Other experimenters studied age-related changes in perceptual processes (Ridenour, 1974;Williams & DeOreo, 1980), factors affecting decision-making, such as response selection and programming processes (Fairweather & Hutt, 1978;Hay, 1979), memory (Thomas, 1980) or schema formation (Kelso & Norman, 1978). Still, others addressed what are typically motor learning mechanisms such as the ability to process feedback across ages (e.g., Newell & Kennedy, 1978;Thomas, Mitchell, & Solomon, 1979). In this period, researchers studied how children's perceptual-cognitive processes, that were assumed to control movement, changed as a function of age during childhood.…”

Section: Process-oriented Period (1970-1982)mentioning

confidence: 99%

Motor Development Research: I. The Lessons of History Revisited (the 18th to the 20th Century)

Whitall

Schott

Robinson

et al. 2020

Journal of Motor Learning and Development

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In 1989, Clark and Whitall asked the question, “What is motor development?” They were referring to the study of motor development as an academic research enterprise and answered their question primarily by describing four relatively distinct time periods characterized by changes in focus, theories or concepts, and methodology. Their last period was named the process-oriented period (1970–1989). In hindsight, it seems clear that their last period could be divided into two separate historical time periods: the information-processing period (1970–1982) and the dynamical systems period (1982–2000). In the present paper, we briefly revisit the first three periods defined by Clark and Whitall, and expand and elaborate on the two periods from 1970 to the turn of the century. Each period is delineated by key papers and the major changes in focus, theories or concepts, and methodology. Major findings about motor development are also described from some papers as a means of showing the progression of knowledge.

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Precision Knowledge of Results and Motor Performance: Relationship to Age

Cited by 7 publications

References 9 publications

Brain plasticity and motor practice in cognitive aging

Brain plasticity and motor practice in cognitive aging

Functional aging impairs the role of feedback in motor learning

Motor Development Research: I. The Lessons of History Revisited (the 18th to the 20th Century)

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