Multiple time scales and subsystem embedding in the learning of juggling

Abstract

To gain insight into the multiform dynamics and integration of remote yet pertinent subsystems into the performance of complex perceptual–motor skills, we recently conducted a series of longitudinal and cross-sectional experiments on the acquisition of 3-ball cascade juggling in which we measured, next to the ball trajectories, postural sway, eye and head movements and respiration. The aim of the present paper is to review the main results and theoretical implications of these experimental studies for understanding skill acquisition. As regards the evolution of the quality of the juggling itself, we found that only certain aspects of throwing and catching were adjusted, while the goal behavior of sustained juggling (operationalized as the number of consecutive throws) and the degree of frequency and phase locking between the ball trajectories, indexing pattern stability, increased monotonically. The latter three aspects evolved at different rates, reflecting the existence of a temporal hierarchy in learning. Postural sway exhibited initial manifestations of task-specific, possibly mechanically induced, modes of 3:1 and 3:2 frequency locking with the ball trajectories and only few transitions between those modes. Functional stability appeared to be enhanced during practice by minimizing the sway amplitudes rather than by adjusting the sway dynamics itself. Eye and point-of-gaze movements also showed instances of 3:1 and 3:2 frequency locking with the ball trajectories; especially establishing a 3:1 locking (horizontal eye movements) appeared to be important. Expert behavior suggested that extended practice promotes reliance on multiple sources of information, allowing the proficient juggler to switch adaptively between functional organizations involving distinct perceptual systems. No consistent coordination between breathing and juggling was found. It was concluded that multiform dynamics, involving hierarchically ordered time scales, underlie the acquisition of complex skills and that the subsystems subserving realization of the task goal become assembled and embedded in a task- and subsystem-specific manner.