Case B: a timely cue must enter a coordinated bodily action

A learner can make a familiar correction when prompted but loses rhythm or partner contact while inspecting body parts serially. The teacher supplies appropriate technique and practice conditions. The target is a coordinated action; independent noticing, if required, is a separate target.

B.1.5.EW recovers what must continue together. SOM.1 connects felt change, controllable action and externally observed movement. SOM.2 constructs a contrast for a missing bodily distinction; SOM.4 assembles and recalls the combination; SOM.5 keeps a support transition within the continuing action. RHY.9 places the cue early enough for the learner to use it without stopping the passage.

HCD.7 establishes who can actually observe and respond. When independent recognition is the target, HCD.12 tests a changed situation without supplying the decisive cue. HCD.13 separates delayed retention from withdrawal of support and accounts for intervening practice, fatigue and cueing. RHY.13 supplies the rhythmic transfer/retention question. A useful permanent aid can remain part of the intended arrangement.

A.6.P.RI keeps whose left, sensation and observation explicit. A.12 distinguishes regulator and changed body part only when those participants and relations are established. An LLM assistant can help formulate a question or interpret a report; its account supplies neither sensation nor motor response.

The useful result can be a supported coordinated action, independent performance under tested conditions, or a precise missing observation/response. Removing a needed cue changes the conditions; it does not by itself prove that the learner lost knowledge. Agent-controller repair and human motor learning keep their separate mechanisms.