Explicitness of Task Instructions Supports Motor Learning and Modulates Engagement of Attentional Brain Networks
Joaquin A. Penalver-Andres (University of Bern)
Karin A. Buetler (University of Bern)
Thomas Koenig (University of Bern)
R. M. Müri (University of Bern)
L. Marchal (University of Bern, TU Delft - Human-Robot Interaction)
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Abstract
Motor learning is a complex cognitive and motor process underlying neurorehabilitation. Cognitive (e.g., attentional) engagement is important for motor learning, especially early in the learning process. In this study, we investigated if task instructions enforcing the underlying task rule of a virtual sailing task modulate attentional engagement and motor learning. Our results suggest that enforcing the rule of a motor task using explicit knowledge or visual cues enhances motor learning compared with no enforcement of task rules. Further, training with visual cues may support early visuo-attentional engagement.