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Origami folding: Taxing resources necessary for the acquisition of sequential skills
Sequential skill learning with practice is fundamental to human activity (e.g., tying shoes). Given the lack of prior knowledge in most participants, Origami folding is a promising task to study the acquisition of a sequential skill. While previous Origami folding studies mainly dealt with the quest...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7535859/ https://www.ncbi.nlm.nih.gov/pubmed/33017450 http://dx.doi.org/10.1371/journal.pone.0240226 |
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author | Zhao, Fang Gaschler, Robert Kneschke, Anneli Radler, Simon Gausmann, Melanie Duttine, Christina Haider, Hilde |
author_facet | Zhao, Fang Gaschler, Robert Kneschke, Anneli Radler, Simon Gausmann, Melanie Duttine, Christina Haider, Hilde |
author_sort | Zhao, Fang |
collection | PubMed |
description | Sequential skill learning with practice is fundamental to human activity (e.g., tying shoes). Given the lack of prior knowledge in most participants, Origami folding is a promising task to study the acquisition of a sequential skill. While previous Origami folding studies mainly dealt with the question, which forms of instruction can lead to better learning outcomes, we employ a dual-task approach to test which resources are necessary for folding and for improvement with practice. Participants (N = 53) folded five Origami figures for four times each, which were randomly paired with five types of secondary tasks to cause either cognitive (verbal vs. visuospatial) or motoric (isochronous vs. non-isochronous tapping) memory load or none (control condition). Origami performance showed a typical learning curve from Trial 1 (first run of folding the figure) to Trial 4 (fourth run of folding the same figure). We tested for a dissociation between variants of memory load influencing Origami folding performance vs. the variants influencing learning (i.e. change in performance across practice). In line with theories suggesting that learning operates on the level that (at a given point in practice) demands the most control, we did not observe cases where a dual-task variant influenced performance while it did not affect learning. Memory load from the cognitive visuospatial secondary task as well as the isochronous tapping secondary task interfered with improvement in Origami folding with practice. This might be due to the use of visuospatial sketchpad and absolute timing mechanism during the acquisition of Origami folding. |
format | Online Article Text |
id | pubmed-7535859 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-75358592020-10-15 Origami folding: Taxing resources necessary for the acquisition of sequential skills Zhao, Fang Gaschler, Robert Kneschke, Anneli Radler, Simon Gausmann, Melanie Duttine, Christina Haider, Hilde PLoS One Research Article Sequential skill learning with practice is fundamental to human activity (e.g., tying shoes). Given the lack of prior knowledge in most participants, Origami folding is a promising task to study the acquisition of a sequential skill. While previous Origami folding studies mainly dealt with the question, which forms of instruction can lead to better learning outcomes, we employ a dual-task approach to test which resources are necessary for folding and for improvement with practice. Participants (N = 53) folded five Origami figures for four times each, which were randomly paired with five types of secondary tasks to cause either cognitive (verbal vs. visuospatial) or motoric (isochronous vs. non-isochronous tapping) memory load or none (control condition). Origami performance showed a typical learning curve from Trial 1 (first run of folding the figure) to Trial 4 (fourth run of folding the same figure). We tested for a dissociation between variants of memory load influencing Origami folding performance vs. the variants influencing learning (i.e. change in performance across practice). In line with theories suggesting that learning operates on the level that (at a given point in practice) demands the most control, we did not observe cases where a dual-task variant influenced performance while it did not affect learning. Memory load from the cognitive visuospatial secondary task as well as the isochronous tapping secondary task interfered with improvement in Origami folding with practice. This might be due to the use of visuospatial sketchpad and absolute timing mechanism during the acquisition of Origami folding. Public Library of Science 2020-10-05 /pmc/articles/PMC7535859/ /pubmed/33017450 http://dx.doi.org/10.1371/journal.pone.0240226 Text en © 2020 Zhao et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Zhao, Fang Gaschler, Robert Kneschke, Anneli Radler, Simon Gausmann, Melanie Duttine, Christina Haider, Hilde Origami folding: Taxing resources necessary for the acquisition of sequential skills |
title | Origami folding: Taxing resources necessary for the acquisition of sequential skills |
title_full | Origami folding: Taxing resources necessary for the acquisition of sequential skills |
title_fullStr | Origami folding: Taxing resources necessary for the acquisition of sequential skills |
title_full_unstemmed | Origami folding: Taxing resources necessary for the acquisition of sequential skills |
title_short | Origami folding: Taxing resources necessary for the acquisition of sequential skills |
title_sort | origami folding: taxing resources necessary for the acquisition of sequential skills |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7535859/ https://www.ncbi.nlm.nih.gov/pubmed/33017450 http://dx.doi.org/10.1371/journal.pone.0240226 |
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