![]() ![]() Extracting such information could be viewed as a form of algebraic pattern learning 21, and is potentially useful for identifying break-points where complete action sequences can be segmented into a series of smaller subunits – facilitating a process commonly referred to as “chunking” 22 (e.g., when repeatedly typing the keyboard sequence 4-1-3-2-4 without interruption, the sequence can be divided into 4-4 and 1-3-2 based on the rule that the sequence starts and ends with the same keypress). In some cases, skills share more abstract features, beyond ordinal or transitional structures, like sequence regularity or a common parsing rule. Other features influencing generalization of sequential skills include the location of a given action in the sequence (e.g., the third action is the same in both sequences, shared ordinal location structure) 19, 20, or the repetition of pairs of consecutive actions (shared transition structure) 21. For example, the overall amount of training performed on a first skill prior to exposure of a second one may impact how learning generalizes 18. Over these longer time scales, both training schedule and similarity of skill sequences may dictate how generalizable prior knowledge is, and how rapidly new skills can be learned 16, 17, 18. ![]() The observed skill learning facilitation is dependent, in part, upon the history of previous experience 12, 13, 14, 15. ![]() The property associated with this phenomena-generalization-has been previously identified across different dimensions of skill learning, including inter-manual or oculo-manual transfer (i.e., transfer of skill learning from one hand to the other or between eye and hand effectors) 6, 7, 8, or transfer between different memory or skill domains (e.g., - transfer of learning from a word list to a motor skill or vice versa) 9, 10, 11. Previous work over longer time scales (e.g., several minutes or hours) that extend beyond early learning showed that acquiring one skill can facilitate the learning of subsequent new ones 5. These findings extended the concept of consolidation to faster timescales than the hours or days previously reported 3, 4. These accumulating micro-offline gains account for most of total early motor learning, identifying a rapid form of consolidation of skill 2. Marked stepwise performance improvements are evident over short, seconds-long rest periods interspersed with practice 1, 2. These results document sequence structure that can be very rapidly generalized during initial learning to facilitate generalization of skill.Įarly learning of a new sequential motor skill develops rapidly during the initial training session 1. In contrast, learning from skill A did not generalize to skill B during early learning when the sequences shared only ordinal or transitional structure features. Furthermore, this generalization was not explained by stronger sensorimotor mapping between individual keypress actions and their symbolic representations. Manipulating the initial practice exposure to skill A (1 to 12 trials) and inter-practice rest interval (0–30 s) between skills A and B had no impact on parsing rule structure generalization. Results showed generalization for shared parsing rule structure between skills A and B after only a single 10-second practice trial of skill A. Skill A and B sequences shared ordinal (i.e., matching keypress locations), transitional (i.e., ordered keypress pairs), parsing rule (i.e., distinct sequence events like repeated keypresses that can be used as a breakpoint for segmenting the sequence into smaller units) structures, or possessed no structure similarities. Subjects successively learned two related motor sequence skills (skills A and B) over different practice schedules. Early skill generalization was tested over four experiments ( N = 2095). Here, we addressed this question by investigating factors influencing generalization of early learning from a skill A to a different, but related skill B. It is not well understood how knowledge acquired during this early skill learning period generalizes to new, related skills. When humans begin learning new motor skills, they typically display early rapid performance improvements. ![]()
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