The acquisition of skills, such as learning to play a musical instrument, involves various phases that make specific demands on the learner. Knowledge of the cognitive and motor contributions during learning phases can be helpful in developing effective and targeted interventions for healthy aging. Eighty-six healthy older participants underwent an extensive cognitive, motoric, and musical test battery. Within one session, one piano-related and one music-independent movement sequence were both learned. We tested the associations between skill performance and cognito-motor abilities with Bayesian mixed models accounting for individual learning rates. Results showed that performance was positively associated with all cognito-motor abilities. Learning a piano-related task was characterized by relatively strong initial associations between performance and abilities. These associations then weakened considerably before increasing exponentially from the second trial onwards, approaching a plateau. Similar performance–ability relationships were detected in the course of learning a music-unrelated motor task. Positive performance–ability associations emphasize the potential of learning new skills to produce positive cognitive and motor transfer effects. Consistent high-performance tasks that demand maximum effort from the participants could be very effective. However, interventions should be sufficiently long so that the transfer potential can be fully exploited.

中文翻译：

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弹钢琴需要什么？老年人运动学习的认知运动功能

技能的获得，例如学习演奏乐器，涉及到对学习者提出特定要求的各个阶段。了解学习阶段认知和运动贡献有助于制定有效且有针对性的健康老龄化干预措施。八十六名健康的老年参与者接受了广泛的认知、运动和音乐测试。在一次课程中，学习了一种与钢琴相关的动作序列和一种与音乐无关的动作序列。我们使用考虑个人学习率的贝叶斯混合模型测试了技能表现和认知运动能力之间的关联。结果表明，表现与所有认知运动能力呈正相关。学习钢琴相关任务的特点是演奏和能力之间的初始关联相对较强。然后，这些关联性显着减弱，然后从第二次试验开始呈指数级增长，接近稳定状态。在学习与音乐无关的运动任务的过程中也发现了类似的表现-能力关系。积极的表现-能力关联强调学习新技能产生积极的认知和运动转移效果的潜力。要求参与者付出最大努力的持续高性能任务可能非常有效。然而，干预时间应足够长，以便充分发挥转移潜力。