scholarly journals Multiform Adaptive Robot Skill Learning From Humans

2017 ◽  
Author(s):  
Leidi Zhao ◽  
Raheem Lawhorn ◽  
Siddharth Patil ◽  
Steve Susanibar ◽  
Lu Lu ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Adaptive Learning ◽  
Basic Element ◽  
Skill Learning ◽  
Human Robot Interaction ◽  
Robotic Manipulation ◽  
Learning From Demonstration ◽  
Critical Skills ◽  
Soft Objects ◽  
Time Critical

Object manipulation is a basic element in everyday human lives. Robotic manipulation has progressed from maneuvering single-rigid-body objects with firm grasping to maneuvering soft objects and handling contact-rich actions. Meanwhile, technologies such as robot learning from demonstration have enabled humans to intuitively train robots. This paper discusses a new level of robotic learning-based manipulation. In contrast to the single form of learning from demonstration, we propose a multiform learning approach that integrates additional forms of skill acquisition, including adaptive learning from definition and evaluation. Moreover, going beyond state-of-the-art technologies of handling purely rigid or soft objects in a pseudo-static manner, our work allows robots to learn to handle partly rigid partly soft objects with time-critical skills and sophisticated contact control. Such capability of robotic manipulation offers a variety of new possibilities in human-robot interaction.

The Effect of Aimed Movements in Sequenced Motor Skill Learning Motor Skill Acquisition Using Aiming and the SRTT

2008 ◽  
Author(s):  
Michelle V. Thompson ◽  
Janet L. Utschig ◽  
Mikaela K. Vaughan ◽  
Marc V. Richard ◽  
Benjamin A. Clegg
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Motor Skill Acquisition

Learning, Forgetting, and Relearning: Skill Learning in Children With Language Impairment

2014 ◽  
Vol 23 (4) ◽  
pp. 696-707 ◽  
Author(s):  
Esther Adi-Japha ◽  
Haia Abu-Asba
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Skill Learning ◽  
Group Differences ◽  
Fine Motor ◽  
Specific Language ◽  
Retention Testing ◽  
Over Time

Purpose The current study tested whether the difficulties of children with specific language impairment (SLI) in skill acquisition are related to learning processes that occur while practicing a new skill or to the passage of time between practice and later performance. Method The acquisition and retention of a new complex grapho-motor symbol were studied in 5-year-old children with SLI and peers matched for age and nonverbal IQ. The children practiced the production of the symbol for 4 consecutive days. Retention testing took place 10 days later. Results Children with SLI began each practice day slower than their peers but attained similar levels of performance by its end. Although they increased their performance speed within sessions more than their peers, they did not retain their learning as well between sessions. The loss in speed was largest in the 10-day retention interval. They were also less accurate, but accuracy differences decreased over time. Between-session group differences in speed could not fully be accounted for based on fine motor skills. Conclusions In spite of effective within-session learning, children with SLI did not retain the new skill well. The deficit may be attributed to task forgetting in the presence of delayed consolidation processes.

New roles for dopamine in motor skill acquisition: Lessons from primates, rodents, and songbirds

2021 ◽  
Author(s):  
Alynda N Wood
Keyword(s):  
Basal Ganglia ◽  
Motor Learning ◽  
Associative Learning ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Human Life ◽  
Skill Learning ◽  
Motor Skill Acquisition ◽  
Model Free ◽  
Species Comparisons

Motor learning is a core aspect of human life, and appears to be ubiquitous throughout the animal kingdom. Dopamine, a neuromodulator with a multifaceted role in synaptic plasticity, may be a key signaling molecule for motor skill learning. Though typically studied in the context of reward-based associative learning, dopamine appears to be necessary for some types of motor learning. Mesencephalic dopamine structures are highly conserved among vertebrates, as are some of their primary targets within the basal ganglia, a subcortical circuit important for motor learning and motor control. With a focus on the benefits of cross-species comparisons, this review examines how "model-free" and "model-based" computational frameworks for understanding dopamine's role in associative learning may be applied to motor learning. The hypotheses that dopamine could drive motor learning either by functioning as a reward prediction error, through passive facilitating of normal basal ganglia activity, or through other mechanisms are examined in light of new studies using humans, rodents, and songbirds. Additionally, new paradigms that could enhance our understanding of dopamine's role in motor learning by bridging the gap between the theoretical literature on motor learning in humans and other species are discussed.

scholarly journals Long-term motor skill training with individually adjusted progressive difficulty enhances learning and promotes corticospinal plasticity

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Lasse Christiansen ◽  
Malte Nejst Larsen ◽  
Mads Just Madsen ◽  
Michael James Grey ◽  
Jens Bo Nielsen ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Neural Plasticity ◽  
Motor Skill ◽  
Task Difficulty ◽  
Skill Training ◽  
Skill Learning ◽  
Precise Control ◽  
Visuomotor Task ◽  
Motor Skill Training

Abstract Motor skill acquisition depends on central nervous plasticity. However, behavioural determinants leading to long lasting corticospinal plasticity and motor expertise remain unexplored. Here we investigate behavioural and electrophysiological effects of individually tailored progressive practice during long-term motor skill training. Two groups of participants practiced a visuomotor task requiring precise control of the right digiti minimi for 6 weeks. One group trained with constant task difficulty, while the other group trained with progressively increasing task difficulty, i.e. continuously adjusted to their individual skill level. Compared to constant practice, progressive practice resulted in a two-fold greater performance at an advanced task level and associated increases in corticospinal excitability. Differences were maintained 8 days later, whereas both groups demonstrated equal retention 14 months later. We demonstrate that progressive practice enhances motor skill learning and promotes corticospinal plasticity. These findings underline the importance of continuously challenging patients and athletes to promote neural plasticity, skilled performance, and recovery.

scholarly journals Skill acquisition is enhanced by reducing trial-to-trial repetition

2020 ◽  
Vol 123 (4) ◽  
pp. 1460-1471 ◽  
Author(s):  
Lore W. E. Vleugels ◽  
Stephan P. Swinnen ◽  
Robert M. Hardwick
Keyword(s):  
Data Analysis ◽  
Skill Acquisition ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Short Term ◽  
Beneficial Effects ◽  
Learning Tasks ◽  
Block Level ◽  
Term Performance ◽  
Learning Data

Developing approaches to improve motor skill learning is of considerable interest across multiple disciplines. Previous research has typically shown that repeating the same action on consecutive trials enhances short-term performance but has detrimental effects on longer term skill acquisition. However, most prior research has contrasted the effects of repetition only at the block level; in the current study we examined the effects of repeating individual trials embedded in a larger randomized block, a feature that is often overlooked when random trial orders are generated in learning tasks. With 4 days of practice, a “Minimal Repeats” group, who rarely experienced repeating stimuli on consecutive trials during training, improved to a greater extent than a “Frequent Repeats” group, who were frequently presented with repeating stimuli on consecutive trials during training. Our results extend the previous finding of the beneficial effects of random compared with blocked practice on performance, showing that reduced trial-to-trial repetition during training is favorable with regard to skill learning. This research highlights that limiting the number of repeats on consecutive trials is a simple behavioral manipulation that can enhance the process of skill learning. Data/analysis code and Supplemental Material are available at https://osf.io/p3278/ . NEW & NOTEWORTHY Numerous studies have shown that performing different subtasks across consecutive blocks of trials enhances learning. We examined whether the same effect would occur on a trial-to-trial level. Our Minimal Repeats group, who primarily responded to different stimuli on consecutive trials, learned more than our Frequent Repeats group, who frequently responded to the same stimulus on consecutive trials. This shows that minimizing trial-to-trial repetition is a simple and easily applicable manipulation that can enhance learning.

Speed Adaptation in Learning from Demonstration through Latent Space Formulation

Robotica ◽  
2019 ◽  
Vol 38 (10) ◽  
pp. 1867-1879 ◽  
Author(s):  
Maria Koskinopoulou ◽  
Michail Maniadakis ◽  
Panos Trahanias
Keyword(s):  
Human Robot Interaction ◽  
Space Representation ◽  
Learning From Demonstration ◽  
Level Control ◽  
Physical Constraints ◽  
Spatial Features ◽  
Spatial Consistency ◽  
Latent Space ◽  
Space Formulation ◽  
High Level

SUMMARYPerforming actions in a timely manner is an indispensable aspect in everyday human activities. Accordingly, it has to be present in robotic systems if they are going to seamlessly interact with humans. The current work addresses the problem of learning both the spatial and temporal characteristics of human motions from observation. We formulate learning as a mapping between two worlds (the observed and the action ones). This mapping is realized via an abstract intermediate representation termed “Latent Space.” Learned actions can be subsequently invoked in the context of more complex human–robot interaction (HRI) scenarios. Unlike previous learning from demonstration (LfD) methods that cope only with the spatial features of an action, the formulated scheme effectively encompasses spatial and temporal aspects. Learned actions are reproduced under the high-level control of a time-informed task planner. During the implementation of the studied scenarios, temporal and physical constraints may impose speed adaptations in the reproduced actions. The employed latent space representation readily supports such variations, giving rise to novel actions in the temporal domain. Experimental results demonstrate the effectiveness of the proposed scheme in the implementation of HRI scenarios. Finally, a set of well-defined evaluation metrics are introduced to assess the validity of the proposed approach considering the temporal and spatial consistency of the reproduced behaviors.

Communication and knowledge sharing in human–robot interaction and learning from demonstration

2010 ◽  
Vol 23 (8-9) ◽  
pp. 1104-1112 ◽  
Author(s):  
Nathan Koenig ◽  
Leila Takayama ◽  
Maja Matarić
Keyword(s):  
Knowledge Sharing ◽  
Human Robot Interaction ◽  
Learning From Demonstration ◽  
Robot Interaction

scholarly journals Increasing motor skill acquisition by driving theta-gamma coupling

2019 ◽  
Author(s):  
Haya Akkad ◽  
Joshua Dupont-Hadwen ◽  
Amba Frese ◽  
Irena Tetkovic ◽  
Liam Barrett ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Activity Patterns ◽  
Skill Learning ◽  
Gamma Activity ◽  
Common Mechanism ◽  
Adaptive Process ◽  
Motor Skill Acquisition ◽  
Transcranial Alternating Current Stimulation ◽  
The Brain

AbstractSkill learning is a fundamental adaptive process, but the mechanisms remain poorly understood. Hippocampal learning is closely associated with gamma activity, which is amplitude-modulated by the phase of underlying theta activity. Whether such nested activity patterns also underpin skill acquisition in non-hippocampal tasks is unknown. Here we addressed this question by using transcranial alternating current stimulation (tACS) over sensorimotor cortex to modulate theta-gamma activity during motor skill acquisition, as an exemplar of a non-hippocampal-dependent task. We demonstrated, and then replicated, a significant improvement in skill acquisition with theta-gamma tACS, which outlasted the stimulation by an hour. Our results suggest that theta-gamma activity may be a common mechanism for learning across the brain and provides a putative novel intervention for optimising functional improvements in response to training or therapy.

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