The Effects of Augmented Information on Motor Learning: A Multidimensional Assessment

Abstract

Subjects performed trials of a two-hand coordination task involving the manipulation of a small, steel ball through a maze. During the acquisition phase, control subjects received no augmented information while subjects in two experimental groups were provided with visual aids or a cognitive strategy. One day later, subjects performed under control conditions on familiar (relearning phase) and unfamiliar (transfer phase) sections of the maze. A3 × 3 (Group x Phase) repeated measures multivariate analysis of variance revealed significant phase differences for all dependent measures but no significant group effects. Chi-square analysis of ratings of cue usage as well as postexperimental interviews suggested, however, that practice conditions differentially influenced the search strategies of subjects. Implications of the findings for contemporary theories of motor learning are discussed.

Key Words:

• attention
• augmented information
• cognitive strategies
• motor learning