Efficacy of Auditory versus Motor Learning for Skilled and Novice Performers

2018 ◽  
Vol 30 (11) ◽  
pp. 1657-1682 ◽  
Author(s):  
Rachel M. Brown ◽  
Virginia B. Penhune
Keyword(s):  
Motor Learning ◽  
Perceptual Learning ◽  
Skill Acquisition ◽  
Auditory Feedback ◽  
Visual Cues ◽  
Sensory Information ◽  
Learning Condition ◽  
Pitch Accuracy ◽  
Auditory Learning ◽  
Learning Conditions

Humans must learn a variety of sensorimotor skills, yet the relative contributions of sensory and motor information to skill acquisition remain unclear. Here we compare the behavioral and neural contributions of perceptual learning to that of motor learning, and we test whether these contributions depend on the expertise of the learner. Pianists and nonmusicians learned to perform novel melodies on a piano during fMRI scanning in four learning conditions: listening (auditory learning), performing without auditory feedback (motor learning), performing with auditory feedback (auditory–motor learning), or observing visual cues without performing or listening (cue-only learning). Visual cues were present in every learning condition and consisted of musical notation for pianists and spatial cues for nonmusicians. Melodies were performed from memory with no visual cues and with auditory feedback (recall) five times during learning. Pianists showed greater improvements in pitch and rhythm accuracy at recall during auditory learning compared with motor learning. Nonmusicians demonstrated greater rhythm improvements at recall during auditory learning compared with all other learning conditions. Pianists showed greater primary motor response at recall during auditory learning compared with motor learning, and response in this region during auditory learning correlated with pitch accuracy at recall and with auditory–premotor network response during auditory learning. Nonmusicians showed greater inferior parietal response during auditory compared with auditory–motor learning, and response in this region correlated with pitch accuracy at recall. Results suggest an advantage for perceptual learning compared with motor learning that is both general and expertise-dependent. This advantage is hypothesized to depend on feedforward motor control systems that can be used during learning to transform sensory information into motor production.

scholarly journals Motor and Audiovisual Learning Consolidate Auditory Memory of Tonally Ambiguous Melodies

2016 ◽  
Vol 34 (1) ◽  
pp. 21-32 ◽  
Author(s):  
Andrea Schiavio ◽  
Renee Timmers
Keyword(s):  
Motor Learning ◽  
Skill Acquisition ◽  
Auditory Feedback ◽  
Learning Phase ◽  
Auditory Memory ◽  
Control Group ◽  
Learning Condition ◽  
Familiarization Phase ◽  
The Way

The present study investigated the role of motor and audiovisual learning in the memorization of four tonally ambiguous melodies for piano. A total of one hundred and twenty participants divided into three groups — pianists, other musicians (i.e., not pianists), and nonmusicians — learned the melodies through either playing them on a keyboard (playing condition), through performing the melodies on a piano without auditory feedback (silent playing condition), through watching a video with a performer playing the melodies (seeing condition), or through listening to them (control condition). Participants were exposed to each melody four times during the learning phase (in additional to hearing it once during a familiarization phase). This exposure consisted of an alternation between hearing the melody and engaging with the melody in the way determined by the learning condition. Participants in the control group only received the auditory aspect of the learning phase and listened to each melody twice. Memory of the melodies was tested after a 10-minute break. Our results indicate a benefit of motor learning for all groups of participants, suggesting that active sensorimotor experience plays a key role in musical skill acquisition.

scholarly journals Perceptual learning in sensorimotor adaptation

2013 ◽  
Vol 110 (9) ◽  
pp. 2152-2162 ◽  
Author(s):  
Mohammad Darainy ◽  
Shahabeddin Vahdat ◽  
David J. Ostry
Keyword(s):  
Motor Learning ◽  
Perceptual Learning ◽  
Skill Acquisition ◽  
Motor Performance ◽  
Passive Movement ◽  
Sensorimotor Adaptation ◽  
Perceptual Training ◽  
Beneficial Effects ◽  
Tennis Serve ◽  
The Right

Motor learning often involves situations in which the somatosensory targets of movement are, at least initially, poorly defined, as for example, in learning to speak or learning the feel of a proper tennis serve. Under these conditions, motor skill acquisition presumably requires perceptual as well as motor learning. That is, it engages both the progressive shaping of sensory targets and associated changes in motor performance. In the present study, we test the idea that perceptual learning alters somatosensory function and in so doing produces changes to human motor performance and sensorimotor adaptation. Subjects in these experiments undergo perceptual training in which a robotic device passively moves the subject's arm on one of a set of fan-shaped trajectories. Subjects are required to indicate whether the robot moved the limb to the right or the left and feedback is provided. Over the course of training both the perceptual boundary and acuity are altered. The perceptual learning is observed to improve both the rate and extent of learning in a subsequent sensorimotor adaptation task and the benefits persist for at least 24 h. The improvement in the present studies varies systematically with changes in perceptual acuity and is obtained regardless of whether the perceptual boundary shift serves to systematically increase or decrease error on subsequent movements. The beneficial effects of perceptual training are found to be substantially dependent on reinforced decision-making in the sensory domain. Passive-movement training on its own is less able to alter subsequent learning in the motor system. Overall, this study suggests perceptual learning plays an integral role in motor learning.

Visual and Tactile Information About Object-Curvature Control Fingertip Forces and Grasp Kinematics in Human Dexterous Manipulation

2000 ◽  
Vol 84 (6) ◽  
pp. 2984-2997 ◽  
Author(s):  
Per Jenmalm ◽  
Seth Dahlstedt ◽  
Roland S. Johansson
Keyword(s):  
Visual Processing ◽  
Visual Cues ◽  
Grip Force ◽  
Center Of Mass ◽  
Precision Grip ◽  
Sensory Information ◽  
Afferent Input ◽  
Dependent Manner ◽  
Tactile Sensibility ◽  
Grasp Stability

Most objects that we manipulate have curved surfaces. We have analyzed how subjects during a prototypical manipulatory task use visual and tactile sensory information for adapting fingertip actions to changes in object curvature. Subjects grasped an elongated object at one end using a precision grip and lifted it while instructed to keep it level. The principal load of the grasp was tangential torque due to the location of the center of mass of the object in relation to the horizontal grip axis joining the centers of the opposing grasp surfaces. The curvature strongly influenced the grip forces required to prevent rotational slips. Likewise the curvature influenced the rotational yield of the grasp that developed under the tangential torque load due to the viscoelastic properties of the fingertip pulps. Subjects scaled the grip forces parametrically with object curvature for grasp stability. Moreover in a curvature-dependent manner, subjects twisted the grasp around the grip axis by a radial flexion of the wrist to keep the desired object orientation despite the rotational yield. To adapt these fingertip actions to object curvature, subjects could use both vision and tactile sensibility integrated with predictive control. During combined blindfolding and digital anesthesia, however, the motor output failed to predict the consequences of the prevailing curvature. Subjects used vision to identify the curvature for efficient feedforward retrieval of grip force requirements before executing the motor commands. Digital anesthesia caused little impairment of grip force control when subjects had vision available, but the adaptation of the twist became delayed. Visual cues about the form of the grasp surface obtained before contact was used to scale the grip force, whereas the scaling of the twist depended on visual cues related to object movement. Thus subjects apparently relied on different visuomotor mechanisms for adaptation of grip force and grasp kinematics. In contrast, blindfolded subjects used tactile cues about the prevailing curvature obtained after contact with the object for feedforward adaptation of both grip force and twist. We conclude that humans use both vision and tactile sensibility for feedforward parametric adaptation of grip forces and grasp kinematics to object curvature. Normal control of the twist action, however, requires digital afferent input, and different visuomotor mechanisms support the control of the grasp twist and the grip force. This differential use of vision may have a bearing to the two-stream model of human visual processing.

Anatomy of Motor Learning. II. Subcortical Structures and Learning by Trial and Error

1997 ◽  
Vol 77 (3) ◽  
pp. 1325-1337 ◽  
Author(s):  
M. Jueptner ◽  
C. D. Frith ◽  
D. J. Brooks ◽  
R.S.J. Frackowiak ◽  
R. E. Passingham
Keyword(s):  
Motor Learning ◽  
Response Times ◽  
Cerebellar Nuclei ◽  
Selection Task ◽  
Systematic Change ◽  
Trial And Error ◽  
Subcortical Structures ◽  
Learning Condition ◽  
Positron Emission ◽  
New Learning

Jueptner, M., C. D. Frith, D. J. Brooks, R.S.J. Frackowiak, and R. E. Passingham. Anatomy of motor learning. II. Subcortical structures and learning by trial and error. J. Neurophysiol. 77: 1325–1337, 1997. We used positron emission tomography to study motor learning by trial and error. Subjects learned sequences of eight finger movements. Tones generated by a computer told the subjects whether any particular move was correct or incorrect. A control condition was used in which the subjects generated moves, but there was no feeback to indicate success or failure, and so no learning occured. In this condition (free selection) the subjects were required to make a finger movement on each trial and to vary the movements randomly over trials. The subjects had a free choice of which finger to move on any one trial. On this task there was no systematic change in responses over trials and no change in the response times. Two other conditions were included. In one the subjects repetitively moved the same finger on all trials and in a baseline condition the subjects heard the pacing tones and auditory feedback but made no movements. Comparing new learning with the free selection task, there was a small activation in the right prefrontal cortex. This may reflect the fact that in new learning, but not free selection, the subjects rehearse past moves and adapt their responses accordingly. The caudate nucleus was strongly activated during new learning. It is suggested that this activity may be related either to mental rehearsal or to reinforcement of the movements as a consequence of the outcomes. The putamen was activated anteriorly on the free selection task and more posteriorly when the subjects repetitively made the same movement. It is suggested that the differences in the location of the peak activation in the striatum may represent the operation of different corticostriatal loops. The cerebellar nuclei (bilaterally) and vermis were more active in the new learning condition than during the performance of the free selection task. There was no difference in the activation of the cerebellum when the free selection task was compared with repetitive performance of the same movement. We tentatively suggest that the basal ganglia may be involved in the specification of movement on the basis of memory of either the movements or the outcomes, but that the cerebellum may be more directly involved in changes in the parameters of movement execution.

Implications of Optimal Feedback Control Theory for Sport Coaching and Motor Learning: A Systematic Review

Motor Control ◽  
2021 ◽  
pp. 1-24
Author(s):  
Steven van Andel ◽  
Robin Pieper ◽  
Inge Werner ◽  
Felix Wachholz ◽  
Maurice Mohr ◽  
...  
Keyword(s):  
Feedback Control ◽  
Motor Learning ◽  
Control Theory ◽  
Skill Acquisition ◽  
Best Practice ◽  
Optimal Feedback Control ◽  
Optimal Feedback ◽  
Different Types ◽  
Novel Theory ◽  
Feedback Control Theory

Best practice in skill acquisition has been informed by motor control theories. The main aim of this study is to screen existing literature on a relatively novel theory, Optimal Feedback Control Theory (OFCT), and to assess how OFCT concepts can be applied in sports and motor learning research. Based on 51 included studies with on average a high methodological quality, we found that different types of training seem to appeal to different control processes within OFCT. The minimum intervention principle (founded in OFCT) was used in many of the reviewed studies, and further investigation might lead to further improvements in sport skill acquisition. However, considering the homogenous nature of the tasks included in the reviewed studies, these ideas and their generalizability should be tested in future studies.

Neural Processing of Gravito-Inertial Cues in Humans. IV. Influence of Visual Rotational Cues During Roll Optokinetic Stimuli

2003 ◽  
Vol 89 (1) ◽  
pp. 390-400 ◽  
Author(s):  
L. H. Zupan ◽  
D. M. Merfeld
Keyword(s):  
Visual Cues ◽  
Gravitational Force ◽  
Sensory Information ◽  
Inertial Force ◽  
Linear Acceleration ◽  
Otolith Organs ◽  
Optokinetic Stimulation ◽  
The Difference ◽  
The Right ◽  
Roll Tilt

Sensory systems often provide ambiguous information. For example, otolith organs measure gravito-inertial force (GIF), the sum of gravitational force and inertial force due to linear acceleration. However, according to Einstein's equivalence principle, a change in gravitational force due to tilt is indistinguishable from a change in inertial force due to translation. Therefore the central nervous system (CNS) must use other sensory cues to distinguish tilt from translation. For example, the CNS might use dynamic visual cues indicating rotation to help determine the orientation of gravity (tilt). This, in turn, might influence the neural processes that estimate linear acceleration, since the CNS might estimate gravity and linear acceleration such that the difference between these estimates matches the measured GIF. Depending on specific sensory information inflow, inaccurate estimates of gravity and linear acceleration can occur. Specifically, we predict that illusory tilt caused by roll optokinetic cues should lead to a horizontal vestibuloocular reflex compensatory for an interaural estimate of linear acceleration, even in the absence of actual linear acceleration. To investigate these predictions, we measured eye movements binocularly using infrared video methods in 17 subjects during and after optokinetic stimulation about the subject's nasooccipital (roll) axis (60°/s, clockwise or counterclockwise). The optokinetic stimulation was applied for 60 s followed by 30 s in darkness. We simultaneously measured subjective roll tilt using a somatosensory bar. Each subject was tested in three different orientations: upright, pitched forward 10°, and pitched backward 10°. Five subjects reported significant subjective roll tilt (>10°) in directions consistent with the direction of the optokinetic stimulation. In addition to torsional optokinetic nystagmus and afternystagmus, we measured a horizontal nystagmus to the right during and following clockwise (CW) stimulation and to the left during and following counterclockwise (CCW) stimulation. These measurements match predictions that subjective tilt in the absence of real tilt should induce a nonzero estimate of interaural linear acceleration and, therefore, a horizontal eye response. Furthermore, as predicted, the horizontal response in the dark was larger for Tilters ( n = 5) than for Non-Tilters ( n= 12).

scholarly journals Exposure to auditory feedback delay while speaking induces perceptual habituation but does not mitigate the disruptive effect of delay on speech auditory-motor learning

2020 ◽  
Author(s):  
Douglas M. Shiller ◽  
Takashi Mitsuya ◽  
Ludo Max
Keyword(s):  
Motor Learning ◽  
Visual Feedback ◽  
Auditory Feedback ◽  
Detrimental Effect ◽  
Negative Impact ◽  
Motor Adaptation ◽  
List Type ◽  
Disruptive Effect ◽  
Feedback Delay ◽  
Spectral Perturbation

ABSTRACTPerceiving the sensory consequences of our actions with a delay alters the interpretation of these afferent signals and impacts motor learning. For reaching movements, delayed visual feedback of hand position reduces the rate and extent of visuomotor adaptation, but substantial adaptation still occurs. Moreover, the detrimental effect of visual feedback delay on reach motor learning—selectively affecting its implicit component—can be mitigated by prior habituation to the delay. Auditory-motor learning for speech has been reported to be more sensitive to feedback delay, and it remains unknown whether habituation to auditory delay reduces its negative impact on learning. We investigated whether 30 minutes of exposure to auditory delay during speaking (a) affects the subjective perception of delay, and (b) mitigates its disruptive effect on speech auditory-motor learning. During a speech adaptation task with real-time perturbation of vowel spectral properties, participants heard this frequency-shifted feedback with no delay, 75 ms delay, or 115 ms delay. In the delay groups, 50% of participants had been exposed to the delay throughout a preceding 30-minute block of speaking whereas the remaining participants completed this block without delay. Although habituation minimized awareness of the delay, no improvement in adaptation to the spectral perturbation was observed. Thus, short-term habituation to auditory feedback delays is not effective in reducing the negative impact of delay on speech auditory-motor adaptation. Combined with previous findings, the strong negative effect of delay and the absence of an influence of delay awareness suggest the involvement of predominantly implicit learning mechanisms in speech.HIGHLIGHTSSpeech auditory-motor adaptation to a spectral perturbation was reduced by ~50% when feedback was delayed by 75 or 115 ms.Thirty minutes of prior delay exposure without perturbation effectively reduced participants’ awareness of the delay.However, habituation was ineffective in remediating the detrimental effect of delay on speech auditory-motor adaptation.The dissociation of delay awareness and adaptation suggests that speech auditory-motor learning is mostly implicit.

scholarly journals Skill acquisition of manual wheelchair propulsion: initial motor learning

2011 ◽  
Vol 1 ◽  
pp. 00093
Author(s):  
Riemer JK VEGTER ◽  
Claudine J LAMOTH ◽  
Dirkjan HEJ VEEGER ◽  
Sonja de GROOT ◽  
Lucas HV van der WOUDE
Keyword(s):  
Motor Learning ◽  
Skill Acquisition ◽  
Wheelchair Propulsion ◽  
Manual Wheelchair

Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition

2001 ◽  
Vol 17 (4) ◽  
pp. 368-392 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Learning Condition ◽  
Learning Conditions ◽  
Complex Hypothesis ◽  
Acquisition Processes

Individual differences in resource availability, and the patterns of cognitive abilities they contribute to, are important to:• explaining variation between learners in the effectiveness of second language (L2) instructional treatments;• describing differences in implicit, incidental and explicit L2 learning processes; and• explaining child-adult differences in acquisition processes, and therefore to any general theory of second language acquisition (SLA).In this article I describe a framework for research into the effects of cognitive abilities on SLA which is based on four interlocking hypotheses. These hypotheses are drawn from research in psychology, education and SLA and, where possible, I present evidence to support each of them. The hypotheses are:1) the Aptitude Complex Hypothesis;2) the Ability Differentiation Hypothesis;3) the Fundamental Difference Hypothesis; and4) the Fundamental Similarity Hypothesis.The hypotheses, and the relationships between them, define an Aptitude Complex/Ability Differentiation framework for further examining the influence of individual differences in cognitive abilities on SLA, and for developing a theoretically motivated measure of language learning aptitude. I argue that such research should adopt the interactionist approach described by Snow (1994) to identifying individual difference/learning condition interactions at a number of levels. I illustrate some of these interactions.

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