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01-07-2015 | Original Article

The contribution of verbalization to action

Auteurs: Jennifer C. Gidley Larson, Yana Suchy

Gepubliceerd in: Psychological Research | Uitgave 4/2015

Abstract

Previous studies have shown that verbalization, in the form of self-guided instruction, is an effective cognitive strategy used to enhance motor skill acquisition and performance. However, past research has not explicitly examined which aspects of motor output are affected (whether beneficially or deleteriously) by verbalization. In the current study, we conducted two separate experiments in which a total of 80 healthy participants, aged 18–27, completed a novel motor sequence learning task. Half of the participants in each experiment were pre-trained in the sequence using verbalization, while the other half was either trained motorically, or not trained at all. Rote memorization of verbal labels facilitated motor sequence learning, motor control, and action maintenance, but not action planning of the motor sequence. Potential underlying mechanisms as well as clinical implications are discussed.

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One participant had elevated levels of depression, one participant had elevated levels of ADHD symptoms, and one participant exhibited both depressive and ADHD symptomatology. Analyses were conducted both with and without these three participants and no differences were found in the results. Thus, all participants remained in the study and were included in the reported analyses.

Importantly, we acknowledge that the Articulatory Suppression + Action condition contains, out of necessity, the added burden of a second task (i.e., verbalizing “bababa”). Unfortunately, in humans, the urge to verbalize is very strong and tends to emerge unless actively suppressed (Malt, Sloman, & Gennari, 2003; Saito, 1997). For this reason, active suppression similar to ours has been routinely used in prior research on the role of self-talk or verbal mediation during task performance (Baddeley, 2001; Emerson & Miyake, 2003).

Learning curve data are not available for the learning phase.

One participant had elevated levels of depression and one participant had elevated levels of ADHD symptomatology. Analyses were conducted both with and without the two participants and no differences were found in the results. Thus, all participants remained in the study and were included in the reported analyses.

The term “over-learning” the sequence refers to the participants having learned the sequence well enough that it no longer needs to be held in working or short-term memory. Our learning criterion requires that participant’s perform the correct sequence five times consecutively following two consecutive brief distraction periods.

It should be noted that for the Motor Sequence Learning supplementary analyses, one participant was removed from the Verbalization Only condition due to being an extreme outlier, taking significantly more trials to learn the sequence than the rest of the condition. This participant was included in all other analyses.

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Titel: The contribution of verbalization to action
Auteurs: Jennifer C. Gidley Larson
Yana Suchy
Publicatiedatum: 01-07-2015
Uitgeverij: Springer Berlin Heidelberg
Gepubliceerd in: Psychological Research / Uitgave 4/2015
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI: https://doi.org/10.1007/s00426-014-0586-0

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