Higher processes in motor learning.

ABSTRACT

A linear displacement task was used to study the effects of post-KR verbal activity and the time of its introduction in the learning process on the acquisition of a simple discrete motor task. The temporal occurrence of the interpolated act was systematically varied (3 and 10 sec. immediately following KR). Reading polysyllables during the post-KR delay interval interfered with the learning process. Interference occurred whether the post-KR delay interval lasted 3 or 10 sec.