Cognitive Effort and Skill Acquisition

Introduction

            The study of motor skill acquisition and the role of the brain has been theorized since the founding of philosophy and psychology. Increased cognitive effort or focus while learning a new skill leads to improved skill acquisition in rate of acquisition and level of mastery (Schmidt et al., 2018). In turn cognitive effort in the form of distraction while learning a new skill leads to decreased rate and level of mastery of skill acquisition (Kumar, & Mandal, 2005).

Empirical Data

            While cognitive effort is not required for skill acquisition it is important for motor skill acquisition (Schmidt et al., 2018; Schmidt, & Walter, 1984). Research shows when a subject is cognitively engaged in learning a new motor skill the subject is more likely to be successful (Salmoni et al., 1984). Motor skills can be developed without cognitive focus as many motor skills are mapped locally within the local nervous system. However, as the brain is engaged there is an added focus on the mapping and retention of new motor skills. It is unknown exactly how this process occurs; it is possible the cognitive focus allows the brain to function as an added processing unit to the nervous system or cognitive focus could cause a focus of all resources directed towards the practice of the motor skill.

With increased cognitive effort or cognitive challenge there is an increase in skill acquisition and skill mastery (Lee, M. 2004; Salmoni et al., 1984). As Haith and Krakauer (2018) discuss it can take time, energy and focus to acquire and master a new motor skill. As the subject increases cognitive focus on learning a new motor skill the increased focus allows for an increased rate of acquisition. For example, if a person learning to kick a soccer ball were to flippantly kick the ball while playing a game on a smart phone it is unlikely the person will develop the skills needed to kick a soccer ball in a meaningful manner. In contrast, if a person learning to kick a soccer ball for the first time focuses on the task, purposefully moves towards the kick, plans and organizes continued practice and pays attention to performance the person will likely master the skill of kicking a soccer ball at a greater rate. Cognitive focus could be effective due to the focus not only bringing all bodily resources to bear on the motion being learned, possibly the focus also brings energy to observing the motion and outcome.

Cognitive effort is important and beneficial for motor skill acquisition, but it is not necessary. Specifically, as a person learns to kick a soccer ball for the first time while playing a game on a smart phone the person will most likely eventually kick the ball correctly. It may take longer and result in less mastery of the movement but depending on what is being learned it is typically possible for the subject to learn a new motor skill without providing mental focus instead demonstrating automation (Sweller, 1994). Beilock et al. (2002) considered at what point cognitive effort has a negative impact. The study suggested there are times it is beneficial for a subject not to exhibit a high level of cognitive effort. For example, when kicking a soccer ball in the rain on a muddy field. In this type of situation, Beilock et al. (2002) found a subject’s performance was better with less cognitive effort.

Learning Environment

            The learning environment plays a significant role in the rate of motor skill acquisition and the impact of cognitive effort (Kwan, & Wong, 2015). A learning environment with motivation and an expectation of success can improve the rate of skill acquisition and mastery. A beneficial learning environment provides direction for cognitive effort to be utilized. While a non-beneficial learning environment may not provide a means to focus one’s energy on learning the motor skill. As such, the learning environment may have an effect if cognitive effort supports or hinders skill acquisition. The learning environment also provides a usable or unusable environment in specific relation to the new skill being learned.

Conclusion

            In conclusion, cognitive effort is important to learning and mastering a new motor skill. However, cognitive effort is not required to learn a new motor skill. Typically, with cognitive effort the acquisition of new motor skills will be quicker and a more productive process leading to ability and mastery in a shorter time frame. Of course, the benefits of cognitive effort vary depending on what the movement is and what parts of the body, nervous system, muscles and so on are used. The learning environment plays a significant role in the benefits of cognitive focus and in the acquisition of new motor skills. A learning environment with expectation and which stimulates motivation can increase the acquisition process and increased the benefits of cognitive effort.

            Although cognitive effort is not required for acquiring a new motor skill it is beneficial for a subject to apply the mind. This cognitive effort could affect improved skill acquisition by utilizing the brain’s resources and or it could cause a focus of all other bodily resources and energy to be focused on the process of acquisition. Finally, it is possible for cognitive effort to have negative affect such on skill acquisition and performance in certain circumstances. For example, while preforming a typical movement with an unusual variable.

References

Beilock, S. L., Carr, T. H., MacMahon, C., & Starkes, J. L. (2002). When paying attention becomes counterproductive: impact of divided versus skill-focused attention on novice and experienced performance of sensorimotor skills. Journal of Experimental Psychology: Applied8(1), 6.

Haith, A. M., & Krakauer, J. W. (2018). The multiple effects of practice: skill, habit and reduced cognitive load. Current opinion in behavioral sciences20, 196-201.

Kumar, S., & Mandal, M. K. (2005). Bilateral transfer of skill in left- and right-handers. Laterality: Asymmetries of Body, Brain and Cognition10(4), 337-344.

Kwan, Y. W., & Wong, A. F. (2015). Effects of the constructivist learning environment on students’ critical thinking ability: Cognitive and motivational variables as mediators. International Journal of Educational Research70, 68-79.

Lee, M. (2004). An Investigation of the Relationship between Motivation and Language Learning Strategies. Pan-Pacific Association of Applied Linguistics (PAAL)8(1), 45-57.

Magill, R. A. (2014). Motor Learning and Control: Concepts and Applications (10th ed.). New York, NY: McGraw-Hill. ISBN-13: 9780078022678

Salmoni, A. W., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of results and motor learning: a review and critical reappraisal. Psychological bulletin95(3), 355.

Schmidt, R. A., Lee, T., Winstein, C., Wulf, G., & Zelaznik, H. (2018). Motor Control and Learning, 6E. Human kinetics.

Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and instruction4(4), 295-312.