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Dyadic Practice and Explicit Motor Learning
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DOI：10.1123/jmld.2025-0101.png)
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Abstract
En 中文
Cooperative dyadic practice may promote higher motivation, leading to better learning. However, it may also foster the elaboration of explicit rules about motor tasks, impairing performance in dual-task or social pressure tests. In the current study, we aimed to investigate whether cooperative dyadic practice benefits or impairs motor learning. Sixty-one participants were assigned to one of two groups: dyadic practice group (DG) or individual practice group. They performed a golf putt on a flat, artificial turf indoor green. The acquisition phase consisted of three sessions, each with four blocks of 15 trials. The learning tests consisted of retention and transfer tests (dual-task and social pressure). We assessed individuals' working memory capacity, motivation, and explicit knowledge. DG and individual practice group did not differ in their number span or rules reported. In contrast, DG presented higher perceived competence but higher perceived pressure/tension. There were no differences in performance in the learning tests, although the DG took longer to finish the dual-task transfer test. Therefore, dyadic practice does not facilitate explicit learning but promotes a higher perception of competence and pressure/tension. Relatedly, dyadic practice does not drop performance under dual-task or social pressure conditions, although it reduces efficiency in a dual task.
Keywords:
motivation
natural language processing
social interactions
working memory
Journal
J
IF:
1.4
Papers:
51
Citations:
498