Mental processing in physical skill

Valerie Jo Ludwick, Purdue University

Abstract

Declarative and procedural processing elements of cognitive skill were examined in the physical skill of baton twirling. Traditional theories of skill acquisition suggest a switch from declarative to procedural knowledge as expertise is acquired. A hypothesis is introduced by this thesis suggesting that declarative and procedural knowledge are both acquired as expertise is acquired. Motor skill in baton twirling was assessed through a performance test on twirling tricks. Mastery levels, including beginning, intermediate and advanced, were determined for each twirling subject. Five cognitive tasks were administered to test subjects in counting, technique judgment, matching, recognition, and recall skills. Differences in performance on these tasks were compared between subjects in each level of twirling skill mastery. Scores and confidence ratings were determined for each of the five tasks. On each experimental task, advanced twirling subjects performed at the highest level and rated their confidence the highest. The cognitive tasks of counting and technique judgment contained elements of declarative knowledge. In both the counting and technique judgment tasks, advanced and intermediate twirling subjects performed more accurately and confidently than beginner subjects. For the matching and recognition tasks, described as utilizing predominately procedural knowledge, performance was close to chance for all subject groups. Advanced and intermediate subjects performed better than beginner subjects on the recognition task. Advanced and intermediate subjects were significantly more confident in their decisions than beginner subjects. It was suggested that this confidence is based on the declaratively oriented knowledge organization that experienced baton twirlers have acquired. The recall task required declarative knowledge. Advanced twirlers outperformed all other groups. Intermediate subjects scored significantly higher than beginners. Confidence ratings for advanced subjects were highest. Beginner and intermediate subject confidence ratings were statistically similar. From the results of the counting, technique judgment, and recall cognitive skill tasks, it was concluded that evidence of declarative processing can be seen in expert twirlers. The hypothesis describing skill acquisition as a switch from declarative to procedural knowledge as expertise is acquired was not supported. Evidence was provided suggesting that as skill is acquired, declarative and procedural knowledge is also acquired.

Degree

Ph.D.

Advisors

Logan, Purdue University.

Subject Area

Psychology|Experiments

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