Motor Learning Without External Feedback When Testing Motor Coordination
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Abstract:
The purpose of this study was to find out whether tests appropriate for assessment of motor response and speed of motor learning are those in which items differ in structure or those in which the same movement is repeated several times. A sample of 172 male students (mean age was 19 years ; SD=2.11) performed coordination tasks, each consisting of three different movements. Data were interpreted as showing that motor learning contributed to maintaining consistency and accuracy of performance. This is due to the coordination of the whole body and the speed of motor learning. The results of tests were affected by the speed of motor learning and the development of motor programs that are closely linked to complex motor structures as well as to the familiarization with the test.Keywords:
Motor Learning
Motor coordination
Motor Control
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Eye–hand coordination
Motor coordination
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Slowness
Motor Learning
Fitts's law
Motor Control
Motor coordination
Reciprocal
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Motor Imagery
Motor Learning
Neurocognitive
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A crucial ability for athletes playing sports that involve coincidence timing actions is the motor timing ability. The efficiency of perceptual and motor processes underlying the motor timing ability has been related to the motor experience gained in interceptive sports, such as tennis. In the present study, the motor timing ability in young tennis players (TP) and age-matched control participants (CTRL) was compared by means of a synchronization paradigm. Participants were asked to perform finger-opposition movements in synch to a metronome beating 0.5 and 2 Hz in (1) a bimanual coordination test, which compared the performance of the dominant hand with that of the contralateral hand, and (2) a movement lateralization test, which compared the motor performance of the dominant hand during single-hand and bimanual tasks (BTs). The motor performance was evaluated through movement strategy [defined by touch duration (TD), inter-tapping interval (ITI), and movement frequency] and movement accuracy (temporal accuracy defined by the synchronization error and spatial accuracy defined by the percentage of correct touches—%CORR_SEQ). Results showed that motor expertise significantly influences movement strategy in the bimanual coordination test; TD of TP was significantly higher than those of CTRL, specifically at 0.5 Hz. Furthermore, overall ITI values of TP were lower than those of CTRL. Lastly, in the movement lateralization test, the %CORR_SEQ executed with the right dominant hand by TP in the BT was significantly higher than those of CTRL. A discussion about the role of motor expertise in the timing ability and the related neurophysiological adaptations is provided.
Metronome
Motor Control
Time perception
Tapping
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Motor Learning
Transfer of learning
Motor coordination
Transfer of training
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Citations (31)
The present study investigates whether the acquisition of a rhythmical bimanual coordination pattern is influenced by existing intrinsic coordination tendencies. Participants were required to learn 1 of 5 new coordination patterns, whose relative phase phi was either 36, 60, or 90 degrees away from the 0 degree and 180 degree attractors, respectively. They performed 35 trials, each consisting of 2 conditions: In the augmented feedback condition, continuous visual guidance was provided, while in the normal feedback condition participants were required to rely on normal vision of their arms. We found that all to-be-learned patterns were performed with higher accuracy in the visually guided condition, whereas interference with pre-existing coordination tendencies was more pronounced in the normal vision condition. Comparing the learning progress of the 5 groups, we found for patterns close to anti-phase, a smaller improvement and significantly larger phase errors than for patterns close to in-phase. This indicates that the acquisition of a new phase relationship is influenced by existing attractors and that the 180 degree attractor interfered more strongly with the to-be-learned pattern than the 0 degree attractor.
Degree (music)
Relative phase
Visual feedback
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Motor Imagery
Motor Learning
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Interception
Motor Learning
Anticipation (artificial intelligence)
Transfer of training
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Background: Repetitive task training, delivered either by a therapist or haptic robot is the core of modern rehabilitation of movement. In the current rehabilitation, robotics-based movement training the level of haptic support assisting the movement is rather stationary and may remain the same for periods of days. The aim of this paper was to investigate the influence of haptic support algorithms (HSA) dynamics on the outcome of motor learning.
Methods: Twenty-seven neurologically intact participants, divided into three groups supported by dynamically different HSA, played a rather demanding two degrees of freedom motor task (virtual reality based table football) to learn wrist movements with their inferior arm. The evaluation before training without robotic support was followed by the training session and concluded with evaluation after training without robotic support. Results: The results showed significant improvement in all three groups, but the statistical analysis reveals the difference within groups. The selection of the HSA that is appropriate for the given motor task had a significant influence on the level of acquired motor skills after the training period.
Conclusions: The results of this study suggest that for every motor task or equivalently for every motor ability of a particular subject such a HSA scheme exists and should be implemented that maximizes training effects in a limited number of training attempts.
Dynamics
Motor Learning
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To test mechanisms underpinning action prediction, we directly controlled experience in a dart-throwing training study. A motor-visual group physically practiced throwing darts and a perceptual training group learned to associate dart throw actions (occluded video clips) with landing outcomes. A final control group did not practice. Accuracy was assessed on related prediction tests before and after practice (involving temporally occluded video clips). These tests were performed while additionally performing simple, action-incongruent secondary motor tasks with either the right (observed throwing arm) or left effector, in addition to an attention control task. Motor proficiency tests were also performed. Although both trained groups improved their prediction accuracy after training, only the motor-visual group showed interference associated with the right-arm secondary motor task after practice. No interference was shown for the left-arm motor task. These effects were evidenced regardless of whether predictions were made in response to video stimuli or static clips. Moreover, improvements on the motor proficiency test were only shown for the motor-visual group. These results show evidence in support of motor simulation processes during action prediction among observers with motor experience. Prediction accuracy can be achieved via nonmotor processes (for the perceptual group), but there was no evidence that physically experienced performers could effectively switch processes to maintain prediction accuracy. (PsycINFO Database Record
Motor Learning
CLIPS
Motor Control
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Citations (19)