scholarly journals Sensitivity to error during visuomotor adaptation is similarly modulated by abrupt, gradual and random perturbation schedules

2021 ◽  
Author(s):  
Susan K Coltman ◽  
Robert J van Beers ◽  
W. Pieter Medendorp ◽  
Paul L Gribble
Keyword(s):  
Random Perturbation ◽  
Visuomotor Adaptation ◽  
Learning Processes ◽  
Control Group ◽  
Initial Training ◽  
Prior Learning ◽  
Visuomotor Rotation ◽  
Learning Groups ◽  
Error Sensitivity ◽  
Slow Learning

It has been suggested that sensorimotor adaptation involves at least two processes (i.e., fast and slow) that differ in retention and error sensitivity. Previous work has shown that repeated exposure to an abrupt force field perturbation results in greater error sensitivity for both the fast and slow processes. While this implies that the faster relearning is associated with increased error sensitivity, it remains unclear what aspects of prior experience modulate error sensitivity. In the present study, we manipulated the initial training using different perturbation schedules, thought to differentially affect fast and slow learning processes based on error magnitude, and then observed what effect prior learning had on subsequent adaptation. During initial training of a visuomotor rotation task, we exposed three groups of participants to either an abrupt, a gradual, or a random perturbation schedule. During a testing session, all three groups were subsequently exposed to an abrupt perturbation schedule. Comparing the two sessions of the control group who experienced repetition of the same perturbation, we found an increased error sensitivity for both processes. We found that the error sensitivity was increased for both the fast and slow processes, with no reliable changes in the retention, for both the gradual and structural learning groups when compared to the first session of the control group. We discuss the findings in the context of how fast and slow learning processes respond to a history of errors.

scholarly journals Sensitivity to Error During Visuomotor Adaptation is Similarly Modulated by Abrupt, Gradual and Random Perturbation Schedules

2021 ◽  
Author(s):  
Susan Coltman ◽  
Robert J. van Beers ◽  
Pieter W Medendorp ◽  
Paul Gribble
Keyword(s):  
Random Perturbation ◽  
Visuomotor Adaptation ◽  
Learning Processes ◽  
Control Group ◽  
Initial Training ◽  
Prior Learning ◽  
Visuomotor Rotation ◽  
Learning Groups ◽  
Error Sensitivity ◽  
Slow Learning

It has been suggested that sensorimotor adaptation involves at least two processes (i.e., fast and slow) that differ in retention and error sensitivity. Previous work has shown that repeated exposure to an abrupt force field perturbation results in greater error sensitivity for both the fast and slow processes. While this implies that the faster relearning is associated with increased error sensitivity, it remains unclear what aspects of prior experience modulate error sensitivity. In the present study, we manipulated the initial training using different perturbation schedules, thought to differentially affect fast and slow learning processes based on error magnitude, and then observed what effect prior learning had on subsequent adaptation. During initial training of a visuomotor rotation task, we exposed three groups of participants to either an abrupt, a gradual, or a random perturbation schedule. During a testing session, all three groups were subsequently exposed to an abrupt perturbation schedule. Comparing the two sessions of the control group who experienced repetition of the same perturbation, we found an increased error sensitivity for both processes. We found that the error sensitivity was increased for both the fast and slow processes, with no reliable changes in the retention, for both the gradual and structural learning groups when compared to the first session of the control group. We discuss the findings in the context of how fast and slow learning processes respond to a history of errors.

scholarly journals Performing a reaching task with one arm while adapting to a visuomotor rotation with the other can lead to complete transfer of motor learning across the arms

2015 ◽  
Vol 113 (7) ◽  
pp. 2302-2308 ◽  
Author(s):  
Jinsung Wang ◽  
Yuming Lei ◽  
Jeffrey R. Binder
Keyword(s):  
Motor Learning ◽  
Visuomotor Adaptation ◽  
The Other ◽  
Movement Direction ◽  
Error Feedback ◽  
Initial Training ◽  
Visuomotor Rotation ◽  
Reaching Task ◽  
Model Free ◽  
And Task

The extent to which motor learning is generalized across the limbs is typically very limited. Here, we investigated how two motor learning hypotheses could be used to enhance the extent of interlimb transfer. According to one hypothesis, we predicted that reinforcement of successful actions by providing binary error feedback regarding task success or failure, in addition to terminal error feedback, during initial training would increase the extent of interlimb transfer following visuomotor adaptation ( experiment 1). According to the other hypothesis, we predicted that performing a reaching task repeatedly with one arm without providing performance feedback (which prevented learning the task with this arm), while concurrently adapting to a visuomotor rotation with the other arm, would increase the extent of transfer ( experiment 2). Results indicate that providing binary error feedback, compared with continuous visual feedback that provided movement direction and amplitude information, had no influence on the extent of transfer. In contrast, repeatedly performing (but not learning) a specific task with one arm while visuomotor adaptation occurred with the other arm led to nearly complete transfer. This suggests that the absence of motor instances associated with specific effectors and task conditions is the major reason for limited interlimb transfer and that reinforcement of successful actions during initial training is not beneficial for interlimb transfer. These findings indicate crucial contributions of effector- and task-specific motor instances, which are thought to underlie (a type of) model-free learning, to optimal motor learning and interlimb transfer.

scholarly journals Explicit strategies in force field adaptation

2019 ◽  
Author(s):  
Raphael Schween ◽  
Samuel D. McDougle ◽  
Mathias Hegele ◽  
Jordan A. Taylor
Keyword(s):  
Force Field ◽  
Explicit Knowledge ◽  
Force Production ◽  
Visuomotor Adaptation ◽  
Viscous Force ◽  
Control Group ◽  
Explicit Learning ◽  
Visuomotor Rotation ◽  
Left Hand ◽  
Force Field Adaptation

AbstractIn recent years, it has become increasingly clear that a number of learning processes are at play in visuomotor adaptation tasks. In addition to the presumed formation of an internal model of the perturbation, learners can also develop explicit knowledge allowing them to select better actions in responding to a given perturbation. Advances in visuomotor rotation experiments have underscored the important role that such “explicit learning” plays in shaping adaptation to kinematic perturbations. Yet, in adaptation to dynamic perturbations, its contribution has been largely overlooked, potentially because compensation of a viscous force field, for instance, is difficult to assess by commonly-used verbalization-based approaches. We therefore sought to assess the contribution of explicit learning in learners adapting to a dynamic perturbation by two novel modifications of a force field experiment. First, via an elimination approach, we asked learners to abandon any cognitive strategy before selected force channel trials to expose consciously accessible parts of overall learning. Learners indeed reduced compensatory force compared to standard Catch channels. Second, via a manual reporting approach, we instructed a group of learners to mimic their right hand’s adaptation by moving with their naïve left hand. While a control group displayed negligible left-hand force compensation, the Mimic group reported forces that approximated right-hand adaptation but appeared to under-report the velocity component of the force field in favor of a more position-based component. We take these results to clearly demonstrate the contribution of explicit learning to force adaptation, underscoring its relevance to motor learning in general.New & NoteworthyWhile the role of explicit learning has recently been appreciated in visuomotor adaptation tasks, their contribution to force field adaptation has not been as widely acknowledged. To address this issue, we employed two novel methods to assay explicit learning in force field adaptation tasks and found that learners can voluntarily control aspects of force production and manually report them with their untrained limb. This suggests that an explicit component contributes to force field adaptation and may provide alternative explanations to behavioral phenomena commonly thought to reveal a complex organization of internal models in the brain.

scholarly journals The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110035
Author(s):  
Aziz İlhan
Keyword(s):  
Collaborative Learning ◽  
Control Group ◽  
Conventional Instruction ◽  
Game Based Learning ◽  
Mathematical Literacy ◽  
Learning Methods ◽  
Learning Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

scholarly journals Serious Games and Mathematical Fluency: A Study from the Gender Perspective in Primary Education

2021 ◽  
Vol 13 (12) ◽  
pp. 6586
Author(s):  
Fernando Fraga-Varela ◽  
Esther Vila-Couñago ◽  
Ana Rodríguez-Groba
Keyword(s):  
Experimental Study ◽  
School Performance ◽  
Serious Games ◽  
Learning Processes ◽  
Control Group ◽  
School Settings ◽  
Opportunities For Learning ◽  
Quasi Experimental ◽  
Mathematical Fluency ◽  
Clear Relation

In recent years, serious games offer great opportunities for learning processes at schools. However, it is unclear whether this type of proposals can offer differentiated answers among the students according to their gender. In this context, the aim of this paper is to know the possible differences that occur in primary school classrooms according to gender, with serious games designed for the development of mathematical fluency, and to examine to what extent these games contribute to the overall school performance. We carried out a quasi-experimental study, including pretest and posttest, without control group and with several experimental groups, and the participation of 284 students from first to fourth grade. The results show that the software benefits boys and girls equally, compared to the previously followed methodology that benefited boys. A clear relation between the results achieved and the performance in the overall students’ grades has also been observed. The conclusions show the potential of serious games in school settings, and the opportunity to approach performance differences based on the gender.

Learning processes and job satisfaction in the Spanish wine sector

2017 ◽  
Vol 46 (3) ◽  
pp. 624-643
Author(s):  
Alfonso J. Gil ◽  
Mara Mataveli
Keyword(s):  
Job Satisfaction ◽  
Group Learning ◽  
Structural Equations ◽  
Learning Processes ◽  
Organizational Size ◽  
Measurement Scales ◽  
Content Type ◽  
Learning Groups ◽  
Wine Sector ◽  
The Relationship

Purpose The purpose of this paper is to analyse the relationship between learning processes (LP) – group learning (GL) and training processes – and job satisfaction (JS), by taking into consideration the mediating role of organizational size (OZ) and employees’ educational level (EEL). Design/methodology/approach Data were collected from the Spanish wine sector. The survey was addressed to the workers, and 230 valid questionnaires were obtained. The authors have proven their model of research through a model of structural equations, that is, by means of the partial least squares technique. Findings This paper proposes that LP play a significant role in determining the effects on JS, and OZ and EEL mediate the relationship between GL and JS. Research limitations/implications Owing to certain features of the sample and the use of measurement scales, the final results should be considered with caution. Further research in other contexts using qualitative methods is needed to validate these findings. Practical implications When seeking to improve employee JS, practitioners should take into account the link between LP and JS. It is especially necessary to consider the diversity in learning groups. Originality/value This paper provides an empirical analysis of the relationship between LP and JS and checks the mediation of OZ and worker education of workers between group learning and JS.

scholarly journals Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

2017 ◽  
Vol 19 (2) ◽  
pp. 90-106 ◽  
Author(s):  
Hassan Eslamian ◽  
Seyed Ebrahim Mirshah Jafari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Faculty Members ◽  
Control Group ◽  
Teaching Performance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

scholarly journals Motor Sequences - Separating The Sequence From The Motor. A longitudinal rsfMRI Study

2021 ◽  
Author(s):  
ATP Jäger ◽  
JM Huntenburg ◽  
SA Tremblay ◽  
U Schneider ◽  
S Grahl ◽  
...  
Keyword(s):  
Functional Connectivity ◽  
Motor Learning ◽  
Resting State ◽  
Primary Motor Cortex ◽  
Control Group ◽  
Motor Execution ◽  
Motor Sequence ◽  
Resting State Functional Connectivity ◽  
Fast Learning ◽  
Slow Learning

AbstractIn motor learning, sequence-specificity, i.e. the learning of specific sequential associations, has predominantly been studied using task-based fMRI paradigms. However, offline changes in resting state functional connectivity after sequence-specific motor learning are less well understood. Previous research has established that plastic changes following motor learning can be divided into stages including fast learning, slow learning and retention. A description of how resting state functional connectivity after sequence-specific motor sequence learning (MSL) develops across these stages is missing. This study aimed to identify plastic alterations in whole-brain functional connectivity after learning a complex motor sequence by contrasting an active group who learned a complex sequence with a control group who performed a control task matched for motor execution. Resting state fMRI and behavioural performance were collected in both groups over the course of 5 consecutive training days and at follow-up after 12 days to encompass fast learning, slow learning, overall learning and retention. Between-group interaction analyses showed sequence-specific increases in functional connectivity during fast learning in the sensorimotor territory of the internal segment of right globus pallidus (GPi), and sequence-specific decreases in right supplementary motor area (SMA) in overall learning. We found that connectivity changes in key regions of the motor network including the superior parietal cortex (SPC) and primary motor cortex (M1) were not a result of sequence-specific learning but were instead linked to motor execution. Our study confirms the sequence-specific role of SMA and GPi that has previously been identified in online task-based learning studies in humans and primates, and extends it to resting state network changes after sequence-specific MSL. Finally, our results shed light on a timing-specific plasticity mechanism between GPi and SMA following MSL.

scholarly journals Can Treadmill Slip-Perturbation Training Reduce Longer-Term Fall Risk Upon Overground Slip Exposure?

2020 ◽  
Vol 36 (5) ◽  
pp. 298-306 ◽  
Author(s):  
Anna Lee ◽  
Tanvi Bhatt ◽  
Xuan Liu ◽  
Yiru Wang ◽  
Shuaijie Wang ◽  
...  
Keyword(s):  
Older Adults ◽  
Fall Risk ◽  
Center Of Mass ◽  
Control Group ◽  
Initial Training ◽  
Single Session ◽  
Control Groups ◽  
Perturbation Training ◽  
Positive Effect ◽  
Better Than

The purpose was to examine and compare the longer-term generalization between 2 different practice dosages for a single-session treadmill slip-perturbation training when reexposed to an overground slip 6 months later. A total of 45 older adults were conveniently assigned to either 24 or 40 slip-like treadmill perturbation trials or a third control group. Overground slips were given immediately after initial training, and at 6 months after initial training in order to examine immediate and longer-term effects. The performance (center of mass stability and vertical limb support) and fall percentage from the laboratory-induced overground slips (at initial posttraining and at 6 mo) were measured and compared between groups. Both treadmill slip-perturbation groups showed immediate generalization at the initial posttraining test and longer-term generalization at the 6-month retest. The higher-practice-dosage group performed significantly better than the control group (P < .05), with no difference between the lower-practice-dosage and the control groups at the 6-month retest (P > .05). A single session of treadmill slip-perturbation training showed a positive effect for reducing older adults’ fall risk for laboratory-induced overground slips. A higher-practice dosage of treadmill slip perturbations could be more beneficial for further reducing fall risk.

The Synergistic Organization of Muscle Recruitment Constrains Visuomotor Adaptation

2009 ◽  
Vol 101 (5) ◽  
pp. 2263-2269 ◽  
Author(s):  
Aymar de Rugy ◽  
Mark R. Hinder ◽  
Daniel G. Woolley ◽  
Richard G. Carson
Keyword(s):  
Time Course ◽  
Neural Circuits ◽  
Visual Target ◽  
Sensory Information ◽  
Visuomotor Adaptation ◽  
Visuomotor Rotation ◽  
Joint Torques ◽  
Flexion Extension ◽  
Isometric Torque ◽  
The Individual

Reaching to visual targets engages the nervous system in a series of transformations between sensory information and motor commands. That which remains to be determined is the extent to which the processes that mediate sensorimotor adaptation to novel environments engage neural circuits that represent the required movement in joint-based or muscle-based coordinate systems. We sought to establish the contribution of these alternative representations to the process of visuomotor adaptation. To do so we applied a visuomotor rotation during a center-out isometric torque production task that involved flexion/extension and supination/pronation at the elbow-joint complex. In separate sessions, distinct half-quadrant rotations (i.e., 45°) were applied such that adaptation could be achieved either by only rescaling the individual joint torques (i.e., the visual target and torque target remained in the same quadrant) or by additionally requiring torque reversal at a contributing joint (i.e., the visual target and torque target were in different quadrants). Analysis of the time course of directional errors revealed that the degree of adaptation was lower (by ∼20%) when reversals in the direction of joint torques were required. It has been established previously that in this task space, a transition between supination and pronation requires the engagement of a different set of muscle synergists, whereas in a transition between flexion and extension no such change is required. The additional observation that the initial level of adaptation was lower and the subsequent aftereffects were smaller, for trials that involved a pronation–supination transition than for those that involved a flexion–extension transition, supports the conclusion that the process of adaptation engaged, at least in part, neural circuits that represent the required motor output in a muscle-based coordinate system.

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