Having said that, it has been always tricky when trying to help students, mostly the young and beginner students to adapt to visual learning in relation to motor learning. Children tend to be motor learners, which seems to be a natural tendency up to around 8 or 9; then they can start to think more logically, capable of relying on visual input and its processing to make decision on motor output in "processing loop." So when the students gradually learn and shift their reliance from motor memory to motor execution originated from visual comprehension, the movements usually become rather impulsive and there is no "no-go" but simply "go" until the visual processing relay to motor output is well established (sensory integration in cognitive function?). There are some tricks to regulate such impulsiveness (it is one of my findings besides how to minimize the cognitive load in visual processing) - I shall save it for another time.
Meanwhile, I have come across with a very interesting article on Guardian on self-control (response inhibition and its effect on memory). I couldn't agree more on this - when students, the ones in process of integrating visual processing to execute motor response to it, try to minimize the repeated errors (usually they happen due to erroneous tactile memory), the recollection of what they have just done somehow becomes blurry and vague. In such phase, they are so fixated on "no-go" to suppress the instantaneous motor response, it takes much more time to have the information penetrated to their memory system, whether at the tactile, visual and/or aural level. Though this transition is necessary, especially those who have been taught by another teacher previously and have been very motor oriented with minimal visual processing integrated to their practicing habit, this could be very frustrating time for the students. [So, here is our pitch! Our Ipsilon Method effectively induces the easier transition to vision centered motor learning - it really makes a difference! ] Once "motor habit/behavior" in association with visual processing becomes more regulated and controlled, such impulsiveness magically disappears. Needless to say, students' memory of conscious control over motor output and the actual stimuli they have processed to reach the "output" begin to stabilize and materialize in clear and concrete manner.