The role of augmented information prior to learning a bimanual visual‐motor coordination task: Do instructions of the movement pattern facilitate learning relative to discovery learning?

Investigators have recently begun to examine the role of information prior to learning a motor skill and surprisingly have found that not providing instruction about how to learn often results in better learning and transfer than explicit instruction. To examine more specifically how these instructional manipulations influence learning, a temporal, bimanual coordination study was conducted that allowed an examination of the process of …