EEG activity during the verbal-cognitive stage of motor skill acquisition

This study examined changes in EEG activity associated with motor performance during the verbal-cognitive stage of skill learning. Participants (n = 14) were required to practice a sequential finger tapping task. EEG activity was recorded both before and after short-term practice, during finger tapping and during two control conditions. EEG power (Fz, Cz, Pz, T3, T4) and coherence (T3–Fz, T4–Fz, Fz–Cz, Fz–Pz) were computed for the theta (4–8 Hz), slow alpha (8–10 Hz), fast alpha (10–12 Hz), slow beta (12–20 Hz), and fast beta (20–28 Hz) bandwidths. Changes in motor performance were rapid during the very early stages of practice and then slowed in accord with the law of practice. These changes were accompanied by increases of theta power at Fz and beta coherence at T4–Fz, suggesting that progression through the verbal-cognitive stage of a sequential finger tapping task is accompanied by more narrowed attention and improved mapping between the stimuli and the finger movements.