The why? and how? of IML - 4.2 - research

Question 1

Kal et al. (2018)

Answer 1

systematic review

most comparisons didn’t show differences in groups

some did show implicit learning to be more beneficial

however some of the evidence was not very strong

Question 2

Schucker et al. (2013)

Answer 2

screenshot

Question 3

Schmitz et al. (2014)

Answer 3

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Question 4

Fish et al. (2015)

Answer 4

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Question 5

Lam et al. (2009)

Answer 5

screenshot

Question 6

Komar et al.

Answer 6

screenshot

Question 7

Maxwell et al. (2003)

Answer 7

withhold feedback –> inhibits the use of WM –> prevents formation of declarative knowledge without affecting procedural

Question 8

Zhu et al. (2015)

Answer 8

BACKGROUND:
Implicit motor learning is characterized by low dependence on working memory and stable performance despite stress, fatigue, or multi-tasking. However, current paradigms for implicit motor learning are based on behavioral interventions that are often task-specific and limited when applied in practice.
OBJECTIVE:
To investigate whether cathodal transcranial direct current stimulation (tDCS) over the left dorsolateral prefrontal cortex (DLPFC) area during motor learning suppressed working memory activity and reduced explicit verbal-analytical involvement in movement control, thereby promoting implicit motor learning.
METHODS:
Twenty-seven healthy individuals practiced a golf putting task during a Training Phase while receiving either real cathodal tDCS stimulation over the left DLPFC area or sham stimulation. Their performance was assessed during a Test phase on another day. Verbal working memory capacity was assessed before and after the Training Phase, and before the Test Phase.
RESULTS:
Compared to sham stimulation, real stimulation suppressed verbal working memory activity after the Training Phase, but enhanced golf putting performance during the Training Phase and the Test Phase, especially when participants were required to multi-task.
CONCLUSION:
Cathodal tDCS over the left DLPFC may foster implicit motor learning and performance in complex real-life motor tasks that occur during sports, surgery or motor rehabilitation.

Question 9

Mullen and Hardy (2010)

Answer 9

those that use holistic goals outperform those that use part-process goals

part-process goals don’t impair test performance compared to baseline

holistic goals provide a more focused, efficient performance

Question 10

Maxwell et al. (2001)

Answer 10

those with errors learned explicitly –> hypothesis testing and verbalisable rules

implicit learners’ performance was not affected by interference from another task

less chance of breakdown of performance

Question 11

Capio et al. (2011)

Answer 11

errorless learners showed greater gains in movement form and accuracy and performed more effectively

Question 12

Chauvel et al. (2012)

Answer 12

infrequent error = non declarative, automatic memory processes and vice versa

infrequent = verbalised fewer strategies

infrequent unaffected by a secondary task

same in young and old

frequent error required more attention with age

Question 13

Liao and Masters (2001)

Answer 13

learn table tennis shot

analogy and implicit had fewer rules

and less affected by secondary task

analogy group less affected by stress

analogies effective way of teaching skills implicitly

Question 14

Kleynen et al. (2014)

Answer 14

improve long term walking performance in stroke survivors using analogies

2/3 had meaningful improvement

3rd didn’t improve because of medication

only 3 people

Question 15

Goodwin et al. (2015)

Answer 15

following the footprints in the sand

analogies are feasible to facilitate walking in PD

Question 16

Capio et al. (2019)

Answer 16

softball batting

analogy instruction

novices showed improvements after training

novices and analogy performed better in a dual-task test

therefore analogy learning only useful for novice players