Evidence for Processing Stages in Skill Acquisition: A Dual-Task Study

Abstract

We investigated the changes of resource demand during the acquisition of a sensorimotor skill, namely the tracking of a visual target under reversed visual feedback. This acquisition task was performed alone or concurrently with one of four manual reaction-time tasks as loading tasks, designed to tap different computational resources. As expected, we found tracking performance to deteriorate upon vision reversal and then to gradually improve with practice. We further found that acquisition task and loading task interfered little before vision reversal but substantially afterwards. Most importantly, we observed a different time-course of interference for each of our four loading tasks. The particular pattern led us to conclude that resources related to spatial attention and sensory transformations are in highest demand early during skill acquisition and those pertinent to movement preparation somewhat later. Our findings thus provide experimental support for the theory that motor learning progresses in stages characterized by different resource requirements.