No impact of instructions and feedback on task integration in motor learning.
Mem Cognit
; 49(2): 340-349, 2021 02.
Article
em En
| MEDLINE
| ID: mdl-33033948
ABSTRACT
This study examined the effect of instructions and feedback on the integration of two tasks. Task-integration of covarying tasks are thought to help dual-task performance. With complete task integration of covarying dual tasks, a dual task becomes more like a single task and dual-task costs should be reduced as it is no longer conceptualized as a dual task. In the current study we tried to manipulate the extent to which tasks are integrated. We covaried a tracking task with an auditory go/no-go task and tried to manipulate the extent of task-integration by using two different sets of instructions and feedback. A group receiving task-integration promoting instructions and feedback (N = 18) and a group receiving task-separation instructions and feedback (N = 20) trained on a continuous tracking task. The tracking task covaried with the auditory go/no-go reaction time task because high-pitch sounds always occurred 250 ms before turns, which has been demonstrated to foster task integration. The tracking task further contained a repeating segment to investigate implicit learning. Results showed that instructions, feedback, or participants' conceptualization of performing a single task versus a dual task did not significantly affect task integration. However, the covariation manipulation improved performance in both the tracking and the go/no-go task, exceeding performance in non-covarying and single tasks. We concluded that task integration between covarying motor tasks is a robust phenomenon that is not influenced by instructions or feedback.
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Texto completo:
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Base de dados:
MEDLINE
Assunto principal:
Desempenho Psicomotor
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Retroalimentação
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Aprendizagem
Limite:
Adult
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Female
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Humans
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Male
Idioma:
En
Ano de publicação:
2021
Tipo de documento:
Article