Many motor skills are learned with the help of instructions. In the context of complex motor sequences, instructions often break down the movement into chunks which can then be practiced in isolation. Thus, instructions shape an initial cognitive representation of the skill, which in turn guides practice. Are there ways of breaking up a motor sequence that are better than others? If participants are instructed in a way that hinders performance, how much practice does it take to overcome the influence of the instruction? To answer these questions, we used a paradigm in which participants were asked to perform finger sequences as fast and accurately as possible on a keyboard-like device. In the initial phases of training, participants had to explicitly remember and practice 2-or 3-digit chunks. These chunks were then combined to form seven 11-digit sequences that participants practiced for the remainder of the study. Each sequence was broken up into chunks in a way that was either aligned or misaligned with the basic execution-level constraints. We found that misaligned chunk instruction led to an initial performance deficit compared to aligned instruction. Overall, instructions still influenced the temporal pattern of performance after 10 days of subsequent training, with shorter inter-press-intervals within a chunk compared to between chunks. However, for the misaligned instructed sequences, this temporal pattern was altered more rapidly, such that participants could overcome the induced performance deficit in the last week. In the end of training, participants found idiosyncratic, but inter-individually stable ways of performing each sequence.

中文翻译：

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教学对运动技能学习的影响

许多运动技能是在指令的帮助下学习的。在复杂运动序列的背景下，指令通常将运动分解成块，然后可以单独练习。因此，指令塑造了技能的初始认知表征，进而指导练习。有没有比其他方法更好的分解运动序列的方法？如果参与者的指导方式有碍他们的表现，那么需要多少练习才能克服指导的影响？为了回答这些问题，我们使用了一种范例，其中要求参与者在类似键盘的设备上尽可能快速准确地执行手指序列。在培训的初始阶段，参与者必须明确记住和练习 2 或 3 位数的块。然后将这些块组合成七个 11 位序列，参与者在研究的其余部分练习。每个序列都以与基本执行级别约束对齐或不对齐的方式分解成块。我们发现与对齐指令相比，未对齐的块指令导致初始性能缺陷。总体而言，在经过 10 天的后续训练后，指令仍然影响性能的时间模式，与块之间相比，块内的印刷间隔更短。然而，对于未对齐的指令序列，这种时间模式改变得更快，因此参与者可以克服上周引起的表现缺陷。在培训结束时，参与者发现自己与众不同，