Abstract
Previous research has demonstrated that participants presented with augmented information after (e.g., retroactively) versus prior to (e.g., proactively) a motor response, learning is enhanced (Patterson & Lee, 2008; 2010). Theoretical explanations of these findings are related to the cognitive effort invested by participants during motor skill acquisition. The present study extended previous research by utilizing the physiological index of heart rate variability (HRV), previously shown to be sensitive to the degree of cognitive effort invested during the performance of a motor task (e.g., increase cognitive effort results in decreased HRV). The present study examined changes to HRV during motor skill acquisition in participants practicing in either a proactive or retroactive condition. All participants were required to learn 18 different key-pressing sequences, ranging between 2 and 4 key presses in response to a motor prime. The dependent variables of interest were motor recall success (RS) and HRV. As expected, the proactive condition demonstrated superior proportional RS during acquisition, with the retroactive condition (M=.68) demonstrating superior proportional RS compared to the proactive condition (M=0.32) during retention. Measures of HRV indicated higher HRV values for the proactive condition in the in the retention period compared to the retroactive condition (p<.05). Thus, the cognitive effort invested by participants as a function of their practice condition differentially impacted both their motor and physiological response, evidenced during tests of learning. The theoretical and practical implications of these findings for motor skill acquisition will be discussed.
