implicit learning Flashcards
implicit learning theory
learning how to perform a skill without conscious awareness (masters and Maxwell 2008)- prevents reinvestment under pressure and difficult to achieve
form of implicit learning is dual task learning
practicing a skill while distracted
dual task method (Masters 1992)
learned to put gold with instructions (explicitly) and other group learned while doing random letter generation (implicitly)- results showed implicit group developed less skill-based rules than explicit group and test phase increased anxiety for both groups and anxiety = reinvestment for explicit group but not implicit group
limitations of the dual task method on implicit learning
not very practical and participants don’t learn as fast
analogy learning method (liao and masters 2001)
learned special drive in table tennis (explicitly, implicitly and analogy)- results showed implicit and analogy learners generated less skill based rules and implicit and analogy learners performance remained robust in test phase however analogy and explicit learners did not outperform implicit learners
errorless learning method (Zhu et al. 2011)
idea was that errorless learning will prevent hypothesis testing - errorless vs errorful at golf putting- measured EEG (coherence indicate conscious ctrl of mvt)- results showed errorless learning group generate less skill-based rules and exhibit less T3-Fz EEg coherence and outperform errorful group in test phase
external focus of attention (Wulf et al.2010)
vertical jump test- internal focus (explicit) group vs external focus (implicit) group - measured performance and leg muscle activity - results showed less muscle activity in external focused and better performance (slightly)
methods that help encourage implicit learning
analogy learning, errorless learning, and adopting external focus
implicit learning characterised by
reduced coherence btw verbal and motor planning brain regions & reduced muscle activity
implicit learning reduces the risk of choking due to
reinvestment and deautomization under pressure
limitations of previous implicit learning
type of skill and lack of real-life competition manipulations
new implicit study
explicit vs analogy learning for agility ladder running- results showed that analogy learners generated less skill-based rules and learned at same rate as explicit learners, and their performance remained robust in test phase (as well as explicit leaners though)
reinvestment theory may not apply to
fast paced tasks- proposed advantages of implicit learning may not hold up in fast paced tasks (however self paced tasks like golf putting can prevent choking under pressure with implicit learning)
