Year: 2025
Type: article
Abstract: Motor skill learning and performance is driven by the interplay between declarative and nondeclarative systems, which can complement or interfere with one another depending on task demands. In this study, we investigated whether an intervening declarative cued-recall task impairs motor skill performance in a finger-tapping-task and assessed three hypotheses: the consolidation disruption hypothesis, the shared resource hypothesis, and the breakdown of inhibition hypothesis. Intervening declarative tasks placed late in training failed to affect motor performance. In contrast, when introduced early in training (Experiment 3), motor performance appears to have been transiently impaired. Despite this impairment, there was no association between the intervening declarative task performance and motor impairment. We discuss the ramifications of these findings with regard to other motor skill tasks and intervening declarative tasks.
Source: npj Science of Learning
Authors: Mohan W. Gupta, Timothy C. Rickard
Institutions: Princeton University, University of California San Diego
Language: English
Topic: Motor Control and Adaptation
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
Open Access status: gold
Estimated APC paid: $2,690
OpenAlex ID: W7117357287