Abstract
Discovering how to move accurately and consistently is a fundamental feature of motor learning. Our goal in the present study was to evaluate the complementary roles of amount of choice vs guidance in a serial, discovery motor-learning task. Participants in each of four separate groups practiced four, 7-sequence keypress patterns in which each correct arrow keypress moved a colour-coded cursor through a computer monitor grid. For each sequence step in the "1-choice" group, the computer illustrated which arrow key to press next. In the "4-choice" group, no sequence steps were illustrated, thus forcing participants to discover each step without guidance. The remaining groups had either two or three key choices on each sequence step. The results revealed that amount of choice had opposite effects on acquisition performance and learning. The 4-choice group produced more errors and longer MTs than the 1-choice group during practice, but fewer errors and shorter MTs in retention. The 2- and 3-choice groups performed with intermediate amounts of error and MT in both acquisition and retention. All groups performed well in the 1-choice transfer test; however, the 1-choice group experienced considerable difficulty in the 4-choice transfer test. Contrary to expectations, the 4-choice group expressed greater learning confidence than the other groups. Together, these findings suggest that increased amounts of choice degrade motor performance, but enhance learning and metamemory processes.Acknowledgments: This study was funded by NSERC.