The effects of declarative learning on early and late motor skill learning.

ABSTRACT: Motor skill learning and performance is driven by the interplay between declarative and nondeclarative systems, which can complement or interfere with one another depending on task demands. In this study, we investigated whether an intervening declarative cued-recall task impairs motor skill performance in a finger-tapping-task and assessed three hypotheses: the consolidation disruption hypothesis, the shared resource hypothesis, and the breakdown of inhibition hypothesis. Intervening declarative tasks placed late in training failed to affect motor performance. In contrast, when introduced early in training (Experiment 3), motor performance appears to have been transiently impaired. Despite this impairment, there was no association between the intervening declarative task performance and m

SUBMITTER: Gupta MW 

PROVIDER: S-EPMC12789694 | biostudies-literature | 2025 Dec

REPOSITORIES: biostudies-literature