The contribution of verbalization to motor performance

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Publication Type thesis
School or College College of Social & Behavioral Science
Department Psychology
Author Larson, Jennifer C. Gidley
Title The contribution of verbalization to motor performance
Date 2010-08
Description Previous studies have shown that verbalization, in the form of self-guided instruction, is an effective cognitive strategy used to enhance motor skill acquisition and motor performance. However, past research has not explicitly examined which aspects of motor output are affected (whether beneficially or deleteriously) by verbalization. In the current study, we conducted two separate experiments in which a total of 80 healthy participants, ages 18-27, completed a novel motor sequence learning task. Half of the participants in each Experiment were pretrained in the sequence using verbalization, while the other half was either trained motorically, or not trained at all. Rote memorization of verbal labels facilitated motor learning, motor control, performance speed, and set maintenance, but not motor planning. Potential underlying mechanisms as well as clinical implications are discussed.
Type Text
Publisher University of Utah
Subject Cognitive strategy; Motor learning; Motor performance; Verbalization; Working memory
Dissertation Institution University of Utah
Dissertation Name MS
Language eng
Rights Management ©Jennifer C. Gidley Larson
Format Medium application/pdf
Format Extent 487,398 bytes
Source original in Marriott Library Special Collections ; BF21.5 2010 .L37
ARK ark:/87278/s6q24dqm
Setname ir_etd
Date Created 2012-04-23
Date Modified 2021-05-06
ID 192180
Reference URL https://collections.lib.utah.edu/ark:/87278/s6q24dqm
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