Learning different task spaces: how explored density aligns the Quiet Eye

Abstract

In the current study, predictions of a theoretical account to the explanation of the Quiet Eye (QE) were investigated. To this end, by manipulating the learning environment, participants (n = 52) learned an underhand throwing task which required to explore task-solution spaces of low vs. high density over a 4-week training phase (640 training trials). Although throwing performance was improved, surprisingly, in posttest and retention test shorter QE durations were found. It is speculated that on a short-time learning scale this effect might be explained by more efficient information processing. Moreover, a trend was observed which suggests that—in line with the inhibition hypothesis—when exploring high-density task-solution spaces longer QE durations are required. However, the rather small effect sizes necessitate further research, which will allow to manipulate the response–effect mappings more directly as, for example, in virtual environments.