Abstract
The learning advantages associated with a learner controlled practice context has extended our understanding of the cognitive processes underlying skill acquisition. Recently, learners controlling the availability of task-related information either before (proactive) or after (retroactive) a motor trial demonstrated equivalent learning (Patterson & Lee, 2010). Yet, recent motor learning theory suggests learning is expedited in practice contexts where the cognitive processes of the learner are continually challenged. Thus, we examined whether allowing learners the choice to either receive task information proactively or retroactively for a particular trial (termed the "hybrid" condition) would facilitate superior learning compared to those participants controlling task information only proactively or only retroactively during skill acquisition. Participants practiced 18 key-pressing sequences, ranging between 2 and 4 key presses in response to a motor prime. The dependent variable of interest was motor recall success (RS) of the key pressing patterns. The hybrid condition requested task information on 92% of the acquisition trials compared to the retroactive (67%) and proactive (66%) conditions. The results of the retention test showed the proactive (M=0.58) and retroactive (M=0.65) conditions demonstrated greater proportion RS compared to the hybrid condition (M=0.31). The RS of the hybrid condition in the retention test were opposite to our prediction, suggesting the amount of choice provided to these participants undermined the advantages of a learner defined practice context. The theoretical and practical implications of these findings in reference to motor skill acquisition will be discussed.
