Visual and Auditory Augmented Concurrent Feedback in a Complex Motor Task

2011 ◽  
Vol 20 (1) ◽  
pp. 15-32 ◽  
Author(s):  
Roland Sigrist
Keyword(s):  
Motor Learning ◽  
Cognitive Processing ◽  
Visual Feedback ◽  
Auditory Feedback ◽  
Three Dimensional ◽  
Systematic Evaluation ◽  
Motor Tasks ◽  
Augmented Feedback ◽  
Feedback Design ◽  
Complex Motor

In general, concurrent augmented feedback has been shown to effectively enhance learning in complex motor tasks. However, to optimize technical systems that are intended to reinforce motor learning, a systematic evaluation of different augmented feedback designs is required. Until now, mainly visual augmented feedback has been applied to enhance learning of complex motor tasks. Since most complex motor tasks are mastered in response to information visually perceived, providing augmented concurrent feedback in a visual manner may overload the capacities of visual perception and cognitive processing. Thus, the aim of this work was to evaluate the practicability of auditory feedback designs supporting a three-dimensional rowing-type movement in comparison with visual feedback designs. We term a feedback design practical if the provided information can easily be perceived and interpreted, and immediately be used to support the movement. In a first experiment, it became evident that participants could interpret three-dimensional auditory feedback designs based on stereo balance, pitch, timbre, and/or volume. Eleven of 12 participants were able to follow the different target movements using auditory feedback designs as accurately as with a very abstract visual feedback design. Visual designs based on superposition of actual and target oar orientation led to the most accurate performance. Considering the first experimental results, the feedback designs were further developed and again evaluated. It became evident that a permanent visual display of the target trajectories could further enhance movement accuracy. Moreover, results indicated that the practicability of the auditory designs depends on the polarity of the mapping functions. In general, both visual and auditory concurrent feedback designs were practical to immediately support multidimensional movement. In a next step, the effectiveness to enhance motor learning will be systematically evaluated.

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.

A Reservoir Computing Model of Reward-Modulated Motor Learning and Automaticity

2019 ◽  
Vol 31 (7) ◽  
pp. 1430-1461 ◽  
Author(s):  
Ryan Pyle ◽  
Robert Rosenbaum
Keyword(s):  
Motor Learning ◽  
Learning Algorithm ◽  
Motor Task ◽  
Reservoir Computing ◽  
Motor Tasks ◽  
Biologically Inspired ◽  
Target Time ◽  
Learning Rules ◽  
Complex Motor ◽  
Experimental Findings

Reservoir computing is a biologically inspired class of learning algorithms in which the intrinsic dynamics of a recurrent neural network are mined to produce target time series. Most existing reservoir computing algorithms rely on fully supervised learning rules, which require access to an exact copy of the target response, greatly reducing the utility of the system. Reinforcement learning rules have been developed for reservoir computing, but we find that they fail to converge on complex motor tasks. Current theories of biological motor learning pose that early learning is controlled by dopamine-modulated plasticity in the basal ganglia that trains parallel cortical pathways through unsupervised plasticity as a motor task becomes well learned. We developed a novel learning algorithm for reservoir computing that models the interaction between reinforcement and unsupervised learning observed in experiments. This novel learning algorithm converges on simulated motor tasks on which previous reservoir computing algorithms fail and reproduces experimental findings that relate Parkinson's disease and its treatments to motor learning. Hence, incorporating biological theories of motor learning improves the effectiveness and biological relevance of reservoir computing models.

scholarly journals Sex Differences in Maintaining the Requested Handgrip Force Enhanced by Auditory or Visual Feedback

2020 ◽  
Vol 17 (14) ◽  
pp. 5158
Author(s):  
Jacek Tarnas ◽  
Rafał Stemplewski ◽  
Piotr Krutki
Keyword(s):  
Sex Differences ◽  
Motor Learning ◽  
Visual Feedback ◽  
Motor Task ◽  
Motor Tasks ◽  
Auditory Displays ◽  
Main Effect ◽  
Simple Motor Task ◽  
And Performance ◽  
Mixed Groups

Thus far, the differences in effect of auditory or visual feedback in motor learning have presented results derived from mixed groups and sex differences have not been considered. However, perception and processing of auditory stimuli and performance of visual motor tasks appear to be sex-related. The purpose of this study was to investigate the learning of the simple motor task of maintaining a requested handgrip force in separate male and female groups. A total of 31 volunteers (15 males, 16 females) were randomly assigned to one of four experimental groups with defined sex and training conditions (audio or visual feedback). Participants performed training sessions over a period of six days, for which auditory or visual feedback was provided, and the effectiveness of both types of signals was compared. The evident learning effect was found in all groups, and the main effect of sex was significant among visual groups in favor of the males (p < 0.05). On the other hand, the main effect of feedback conditions was found to be significant among females, beneficially in the case of auditory displays (p < 0.05). The results lead to the conclusion that an equal number of males and females in mixed experimental groups may be supportive to obtain reliable results. Moreover, in motor-learning studies conducted on females only, a design including auditory feedback would be more suitable.

Failure of Motor Learning for Large Initial Errors

2004 ◽  
Vol 16 (9) ◽  
pp. 1873-1886 ◽  
Author(s):  
Terence D. Sanger
Keyword(s):  
Motor Learning ◽  
Failure Modes ◽  
Learning Rule ◽  
Motor Tasks ◽  
Mathematical Basis ◽  
Initial Errors ◽  
Repeated Practice ◽  
Complex Motor ◽  
Human Skills ◽  
Training Examples

For certain complex motor tasks, humans may experience the frustration of a lack of improvement despite repeated practice. We investigate a computational basis for failure of motor learning when there is no prior information about the system to be controlled and when it is not practical to perform a thorough random exploration of the set of possible commands. In this case, if the desired movement has never yet been performed, then it may not be possible to learn the correct motor commands since there will be no appropriate training examples. We derive the mathematical basis for this phenomenon when the controller can be modeled as a linear combination of nonlinear basis functions trained using a gradient descent learning rule on the observed commands and their results. We show that there are two failure modes for which continued training examples will never lead to improvement in performance. We suggest that this may provide a model for the lack of improvement in human skills that can occur despite repeated practice of a complex task.

scholarly journals Metacognitive judgements of perceptual-motor steering performance

2018 ◽  
Vol 71 (10) ◽  
pp. 2223-2234 ◽  
Author(s):  
Callum D Mole ◽  
Radka Jersakova ◽  
Georgios K Kountouriotis ◽  
Chris JA Moulin ◽  
Richard M Wilkie
Keyword(s):  
Regression Analysis ◽  
Visual Feedback ◽  
Auditory Feedback ◽  
Task Demands ◽  
Strategic Decisions ◽  
Motor Tasks ◽  
Target Zone ◽  
Accurate Knowledge ◽  
Information Sampling ◽  
Trial Participants

Control of skilled actions requires rapid information sampling and processing, which may largely be carried out subconsciously. However, individuals often need to make conscious strategic decisions that ideally would be based upon accurate knowledge of performance. Here, we determined the extent to which individuals have explicit awareness of their steering performance (conceptualised as “metacognition”). Participants steered in a virtual environment along a bending road while attempting to keep within a central demarcated target zone. Task demands were altered by manipulating locomotor speed (fast/slow) and the target zone (narrow/wide). All participants received continuous visual feedback about position in zone, and one sub-group was given additional auditory warnings when exiting/entering the zone. At the end of each trial, participants made a metacognitive evaluation: the proportion of the trial they believed was spent in the zone. Overall, although evaluations broadly shifted in line with task demands, participants showed limited calibration to performance. Regression analysis showed that evaluations were influenced by two components: (a) direct monitoring of performance and (b) indirect task heuristics estimating performance based on salient cues (e.g., speed). Evaluations often weighted indirect task heuristics inappropriately, but the additional auditory feedback improved evaluations seemingly by reducing this weighting. These results have important implications for all motor tasks where conscious cognitive control can be used to influence action selection.

scholarly journals On the Role of Auditory Feedback in Robot-Assisted Movement Training after Stroke: Review of the Literature

2013 ◽  
Vol 2013 ◽  
pp. 1-15 ◽  
Author(s):  
Giulio Rosati ◽  
Antonio Rodà ◽  
Federico Avanzini ◽  
Stefano Masiero
Keyword(s):  
Auditory Feedback ◽  
Daily Living ◽  
Recent Literature ◽  
Rehabilitation Robotics ◽  
User Engagement ◽  
Motor Rehabilitation ◽  
Motor Tasks ◽  
Movement Training ◽  
Complex Motor

The goal of this paper is to address a topic that is rarely investigated in the literature of technology-assisted motor rehabilitation, that is, the integration of auditory feedback in the rehabilitation device. After a brief introduction on rehabilitation robotics, the main concepts of auditory feedback are presented, together with relevant approaches, techniques, and technologies available in this domain. Current uses of auditory feedback in the context of technology-assisted rehabilitation are then reviewed. In particular, a comparative quantitative analysis over a large corpus of the recent literature suggests that the potential of auditory feedback in rehabilitation systems is currently and largely underexploited. Finally, several scenarios are proposed in which the use of auditory feedback may contribute to overcome some of the main limitations of current rehabilitation systems, in terms of user engagement, development of acute-phase and home rehabilitation devices, learning of more complex motor tasks, and improving activities of daily living.

Role of Visual Feedback in Observational Motor Learning of Primary-Grade Children

1985 ◽  
Vol 60 (3) ◽  
pp. 755-762 ◽  
Author(s):  
Sarah J. Erbaugh
Keyword(s):  
Motor Learning ◽  
Visual Feedback ◽  
Motor Development ◽  
Repeated Measures ◽  
Primary Grade ◽  
Motor Tasks ◽  
Experimental Conditions ◽  
Modeling Process ◽  
Initial Block ◽  
Temporal Placement

Bandura (1977) has suggested that self-observation, or visual feedback, is an important part of the modeling process because the learner uses it to make correct movements. This research was designed to test Bandura's hypothesis as applied to young children. Primary-grade children ( N = 117) learned two different motor tasks, balancing on a stabilometer and jumping a horizontally rotating bar. They performed 15 and 9 trials, respectively, of the tasks under different feedback conditions. Children in the experimental conditions viewed a videotape of their own performance periodically during learning. A three factor (Sex × Condition × Trial Block, 2 × 4 × 3) repeated-measures analysis of variance was applied to performance data. The two major findings extended Bandura's hypothesis to children's observational motor learning. The temporal placement of visual feedback was important during stability learning. The children who viewed their own performance later in learning were able to make subsequent corrections of movement whereas children in the other visual feedback groups did not improve after the initial block of practice trials. The availability of component responses influenced the young boys' ability to reproduce the jumping task. They were unable to anticipate the rotation of the bar even after extensive practice with visual feedback. In conclusion, this investigation suggested that Bandura's hypothesis that self-observation is important may be generalized to children's observational learning of a stability task. Additional research is needed to document the modeling processes during motor development.

Sleep and motor learning

2020 ◽  
pp. 12-19
Author(s):  
Antonio Cicchella
Keyword(s):  
Motor Learning ◽  
Experimental Research ◽  
Human Body ◽  
Learning Process ◽  
Finger Tapping ◽  
Historical Overview ◽  
Motor Tasks ◽  
Sleep Habits ◽  
Simple Motor ◽  
Function Of Sleep

Sleep is a process, which happens in human body and has many functions. One relatively recently studied function of sleep is its involvement in the motor learning process. This paper presents a historical overview of the studies on sleep, and the results of two experimental research studies that explore the motor learning of a simple finger tapping tasks performed by adults, and the sleep habits of boys practicing sports. The research results show that sleep has an effect on improving motion retention of simple motor tasks, and that sports improve sleep for boys, thus contributing to better learning.

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