1. Implicit an Explicit Motor Learning Two equal routes, or is one better than the other?

2. Knowledge & Learning Learning  The process of acquiring knowledge Knowledge  The end state; that which is demonstrably possessed by someone about something

3. Implicit and Explicit Knowledge Explicit knowledge: knowledge that can be stated – you know you know. Implicit knowledge: Knowledge that you can’t state. You don’t know it, but you know!  Can you have such a thing as implicit knowledge? Is it an oxymoron?  Think of movement skill examples. Are there things you know that you don’t know you know???

4. Implicit and Explicit Learning Explicit learning: deliberate learning that one is consciously aware of Implicit learning: learning that is acquired without awareness  Can we learn without awareness?

5. Research into implicit learning Sequence Learning (e.g. Nissen & Bullemer, 1987, Curren & Keele, 1993, and a hundred others)  Serial reaction time task X Computer screen Response key pad The task was to hit the key (corresponding to where the “X” appeared) as fast as possible. Unknown to participants, the appearance was based on an underlying sequence (8-12 items long) Over time, people might get faster due to anticipation of this sequence The question is, would the improvement be accompanied by explicit knowledge of the sequence? https://www.youtube.com/watch?v=4Vl9QVEUzJQ

6. Research into implicit learning Sequence Learning  Serial reaction time task – approx. findings In many cases, the sequence group were unable to report the sequence, despite vast improvements in RT Seemed to have something to do with the complexity of the sequence, and the length of practice

7. Research into implicit learning Tracking tasks (Pew, 1974, Magill, 1990, but see also Chamberon et al., 2006) One repeating segment among two that do not repeat (random layered sine waves)

8. Research into implicit learning Tracking tasks (Pew, 1974, Magill, 1990, but see also Chamberon et al., 2006) Repeated segment – absolute error (inverted accuracy)

9. Research into implicit learning Green & Flowers (1991) – “catching” 300 ms Do you tell people the rule, or not? Non-Instructed group out performed other instructed groups

10. Research into implicit learning Golf putting (Masters, 1992, Hardy et al., 1996 and others)  Procedure:  400 practice putts (100 p/day for 4 days)  100 test putts on 5 th day  Groups  Implicit learning: perform random letter generation while putting  Explicit learning: specific instruction on putting cues given prior to each 50-trial block.

11. Research into implicit learning Golf putting (Masters, 1992, Hardy et al., 1996 and others) Masters, 1992 Test phase (secondary task)

12. Research into implicit learning Golf putting (Masters, 1992, Hardy et al., 1996 and your readings) Hardy, Mullen, & Jones, 1996 Test phase (secondary task)

13. “Errorless” learning Maxwell, Masters, Kerr, Weedon, 2001  Manipulate errors by altering order of practice of short to long putts  Long putts first – errorful  Short putts first – “errorless”  Expt 1: 13

14. “Errorless” learning Maxwell, Masters, Kerr, Weedon, 2001  Manipulate errors by altering order of practice of short to long putts  Long putts first – errorful  Short putts first – “errorless”  Expt. 1 14

15. “Errorless” learning Maxwell, Masters, Kerr, Weedon, 2001  Manipulate errors by altering order of practice of short to long putts  Expt. 2  Long putts only– errorful  Short putts only– “errorless” 15

16. “Errorless” learning Maxwell, Masters, Kerr, Weedon, 2001  Manipulate errors by altering order of practice of short to long putts  Expt. 2  Long putts only– errorful  Short putts only– “errorless” 16 Experimental groups have a secondary task – tone counting

17. “Errorless” learning Maxwell, Masters, Kerr, Weedon, 2001  Manipulate errors by altering order of practice of short to long putts  Expt. 2  Long putts only– errorful  Short putts only– “errorless” 17 Verbal protocols – rules and hypotheses reported by partcipants

18. “Errorless” learning Maxwell, Masters, Kerr, Weedon, 2001  Manipulate errors by altering order of practice of short to long putts  Expt. 2  Long putts only– errorful  Short putts only– “errorless” 18 Visible adjustments made in putting technique by each group

19. Errorless learning early in practice Poolton Masters Maxwell 2005  Manipulated whether instructions given prior to practice or only after a number of practice trials have been completed 19

20. Errorless learning early in practice Poolton Masters Maxwell 2005  Manipulated whether instructions given prior to practice or only after a number of practice trials have been completed 20 Cognitively demanding transfer test

21. Errorless learning early in practice Poolton Masters Maxwell 2005  Manipulated whether instructions given prior to practice or only after a number of practice trials have been completed 21 Number of technique adjustments

22. Errorless learning early in practice Poolton Masters Maxwell 2005  Manipulated whether instructions given prior to practice or only after a number of practice trials have been completed 22 Rules reported after block 3 and after practice

23. Analogy learning Poolton Masters Maxwell 2006 23

24. Analogy learning Poolton Masters Maxwell 2006 24

25. Analogy learning Poolton Masters Maxwell 2006 25