Configural response learning: the acquisition of a nonpredictive motor skill.
This study examined the representational nature of configural response learning using a task that required simultaneous keypresses with 2 or 3 fingers, similar to the production of chords on the piano. If the benefits of learning are related to the retrieval of individual stimulus-response mappings, performance should depend on the frequencies of the individual responses forming each chord. Alternatively, learning may involve the encoding of configural information concerning the relationship between the chord elements. In Experiment 1, training was restricted to a subset of the 120 possible 3-element chords. Probe blocks included the practiced chords, chords composed of novel configurations of practiced elements (reconfigured), and chords that contained a new element (new). Practiced chords were performed faster than reconfigured chords, indicating learning involves the encoding of configural information. Experiment 2 showed that learning was not restricted to configurations within each hand. Experiments 3 and 4 demonstrated that learning was largely response based.
Hazeltine
Eliot
E
Department of Psychology, University of Iowa, Iowa City 52242-1407, USA. eliot-hazeltine@uiowa.edu
Aparicio
Paul
P
Weinstein
Andrea
A
Ivry
Richard B
RB
D000328:Adult; D001288:Attention; D003210:Concept Formation; D007839:Functional Laterality; D006801:Humans; D008570:Memory, Short-Term; D009048:Motor Skills; D009146:Music; D011214:Practice, Psychological; D011597:Psychomotor Performance; D011930:Reaction Time