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The Effects of Declarative Learning on Early and Late Motor Skill Learning

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Title: The Effects of Declarative Learning on Early and Late Motor Skill Learning
Language: English
Authors: Mohan W. Gupta (ORCID 0000-0001-8632-592X), Timothy C. Rickard (ORCID 0000-0003-3449-956X)
Source: npj Science of Learning. 2026 11.
Availability: Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/
Peer Reviewed: Y
Page Count: 8
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Psychomotor Skills, Motor Development, Performance, Learning Processes, Memory, Cues, Recall (Psychology), Task Analysis
DOI: 10.1038/s41539-025-00386-3
ISSN: 2056-7936
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 motor impairment. We discuss the ramifications of these findings with regard to other motor skill tasks and intervening declarative tasks.
Abstractor: As Provided
Notes: https://osf.io/yfreh
Entry Date: 2026
Accession Number: EJ1502323
Database: ERIC
FullText Text:
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  Data: The Effects of Declarative Learning on Early and Late Motor Skill Learning
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  Data: <searchLink fieldCode="AR" term="%22Mohan+W%2E+Gupta%22">Mohan W. Gupta</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8632-592X">0000-0001-8632-592X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Timothy+C%2E+Rickard%22">Timothy C. Rickard</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3449-956X">0000-0003-3449-956X</externalLink>)
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  Data: Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/
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  Data: 10.1038/s41539-025-00386-3
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  Data: 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 motor impairment. We discuss the ramifications of these findings with regard to other motor skill tasks and intervening declarative tasks.
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  Data: https://osf.io/yfreh
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  Data: 2026
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