Fluid intelligence and working memory support dissociable aspects of learning by physical but not observational practice.
Fluid intelligence
Individual differences
Observational learning
Working memory
Journal
Cognition
ISSN: 1873-7838
Titre abrégé: Cognition
Pays: Netherlands
ID NLM: 0367541
Informations de publication
Date de publication:
09 2019
09 2019
Historique:
received:
01
09
2018
revised:
15
04
2019
accepted:
17
04
2019
pubmed:
18
5
2019
medline:
17
9
2020
entrez:
18
5
2019
Statut:
ppublish
Résumé
Humans have a remarkable ability to learn by watching others, whether learning to tie an elaborate knot or play the piano. However, the mechanisms that translate visual input into motor skill execution remain unclear. It has been proposed that common cognitive and neural mechanisms underpin learning motor skills by physical and observational practice. Here we provide a novel test of the common mechanism hypothesis by testing the extent to which certain individual differences predict observational as well as physical learning. Participants (N = 92 per group) either physically practiced a five-element key-press sequence or watched videos of similar sequences before physically performing trained and untrained sequences in a test phase. We also measured cognitive abilities across participants that have previously been associated with rates of learning, including working memory and fluid intelligence. Our findings show that individual differences in working memory and fluid intelligence predict improvements in dissociable aspects of motor learning following physical practice, but not observational practice. Working memory predicts general learning gains from pre- to post-test that generalise to untrained sequences, whereas fluid intelligence predicts sequence-specific gains that are tied to trained sequences. However, neither working memory nor fluid intelligence predict training gains following observational learning. Therefore, these results suggest limits to the shared mechanism hypothesis of physical and observational learning. Indeed, models of observational learning need updating to reflect the extent to which such learning is based on shared as well as distinct processes compared to physical learning. We suggest that such differences could reflect the more intentional nature of learning during physical compared to observational practice, which relies to a greater extent on higher-order cognitive resources such as working memory and fluid intelligence.
Identifiants
pubmed: 31100547
pii: S0010-0277(19)30100-3
doi: 10.1016/j.cognition.2019.04.015
pmc: PMC6711769
mid: EMS84118
pii:
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
170-183Subventions
Organisme : Medical Research Council
ID : MC_U105597121
Pays : United Kingdom
Organisme : Medical Research Council
ID : MC_UU_00005/1
Pays : United Kingdom
Informations de copyright
Copyright © 2019 The Authors. Published by Elsevier B.V. All rights reserved.
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