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

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.