- Oxford Library of Psychology
- Oxford Library of Psychology
- About the Editors
- Introduction to The Oxford Handbook of Cognitive Neuroscience: Cognitive Neuroscience—Where Are We Now?
- Representation of Objects
- Representation of Spatial Relations
- Top-Down Effects in Visual Perception
- Neural Underpinning of Object Mental Imagery, Spatial Imagery, and Motor Imagery
- Looking at the Nose Through Human Behavior, and at Human Behavior Through the Nose
- Cognitive Neuroscience of Music
- Neural Correlates of the Development of Speech Perception and Comprehension
- Perceptual Disorders
- Varieties of Auditory Attention
- Spatial Attention
- Attention and Action
- Visual Control of Action
- Development of Attention
- Attentional Disorders
- Semantic Memory
- Cognitive Neuroscience of Episodic Memory
- Working Memory
- Motor Skill Learning
- Memory Consolidation
- Age-Related Decline in Working Memory and Episodic Memory Contributions of the Prefrontal Cortex and Medial Temporal Lobes
- Memory Disorders
- Cognitive Neuroscience of Written Language: Neural Substrates of Reading and Writing
- Neural Systems Underlying Speech Perception
- Multimodal Speech Perception
- Organization of Conceptual Knowledge of Objects in the Human Brain
- A Parallel Architecture Model of Language Processing
- Epilogue to The Oxford Handbook of Cognitive Neuroscience—Cognitive Neuroscience: Where Are We Going?
Abstract and Keywords
Early neuroscience experiments of skill learning focused predominantly on motor cortical plasticity. More recently, experiments have shown that cognitive processes such as working memory and error detection are engaged in the service of motor skill learning, particularly early in the learning process. This engagement early in learning maps onto prefrontal and striatal brain regions. As learning progresses, skill performance becomes automated and is no longer associated with prefrontal cortical recruitment. “Choking under pressure” may involve a return to early learning cognitive control mechanisms, resulting in disruption of highly learned skills. Conversely, analogy learning may speed skill acquisition by allowing learners to bypass the more cognitively demanding early stages. Questions for the future include the relative involvement of and interaction between implicit and explicit memory systems for different types of skill learning, and the impact of experiential and genetic individual differences on learning success.
Rachael D. Seidler, Dept. of Psychology, School of Kinesiology, Neuroscience Program, University of Michigan, Ann Arbor, MI
Bryan L. Benson, Department of Psychology, School of Kinesiology, University of Michigan, Ann Arbor, MI
Nathaniel B. Boyden, Department of Psychology, University of Michigan, Ann Arbor, MI
Youngbin Kwak, Neuroscience Program, University of Michigan, Ann Arbor, MI
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.