scholarly journals Observing errors in a combination of error and correct models favors observational motor learning

2022 ◽  
Vol 23 (1) ◽  
Author(s):  
Zhi-Ming Tang ◽  
Yutaka Oouchida ◽  
Meng-Xin Wang ◽  
Zu-Lin Dou ◽  
Shin-Ichi Izumi
Keyword(s):  
Motor Learning ◽  
Auditory Feedback ◽  
Training Session ◽  
Learning Performance ◽  
Mixed Condition ◽  
Average Force ◽  
Imitative Learning ◽  
Correct Condition ◽  
Target Force ◽  
Error Condition

Abstract Background Imitative learning is highly effective from infancy to old age; however, little is known about the effects of observing errors during imitative learning. This study aimed to examine how observing errors affected imitative learning performance to maximize its effect. Methods In the pre-training session, participants were instructed to pinch at a target force (8 N) with auditory feedback regarding generated force while they watched videos of someone pinching a sponge at the target force. In the pre-test, participants pinched at the target force and did not view a model or receive auditory feedback. In Experiment 1, in the main training session, participants imitated models while they watched videos of pinching at either the incorrect force (error-mixed condition) or target force (correct condition). Then, the exact force generated was measured without receiving auditory feedback or viewing a model. In Experiment 2, using the same procedures, newly recruited participants watched videos of pinching at incorrect forces (4 and 24 N) as the error condition and the correct force as the correct condition. Results In Experiment 1, the average force was closer to the target force in the error-mixed condition than in the correct condition. In Experiment 2, the average force in the correct condition was closer to the target force than in the error condition. Conclusion Our findings indicated that observing error actions combined with correct actions affected imitation motor learning positively as error actions contained information on things to avoid in the target action. It provides further information to enhance imitative learning in mixed conditions compared to that with correct action alone.

Observing Errors in a Combination of Error and Correct Models Favors Observational Motor Learning

2021 ◽  
Author(s):  
Zhi-Ming Tang ◽  
Yutaka Oouchida ◽  
Meng-Xin Wang ◽  
Zu-Lin Dou ◽  
Shin-Ichi Izumi
Keyword(s):  
Motor Learning ◽  
Auditory Feedback ◽  
Training Session ◽  
Learning Performance ◽  
Mixed Condition ◽  
Average Force ◽  
Imitative Learning ◽  
Correct Condition ◽  
Target Force ◽  
Error Condition

Abstract Background:Imitative learning is highly effective from infancy to old age, but little is known about the effects of observing errors during imitative learning. This study aims to examine how observing errors affect imitative learning performance, to maximize the effects of imitative learning. Method：In the pre-training session, participants were instructed to pinch at the target force (8 N) with auditory feedback about generated force while watching videos of someone pinching a sponge at the target force. In the pre-test, participants pinched at the target force without viewing a model or receiving auditory feedback. In Experiment 1, in the main training session, participants imitated models while watching videos of pinching at either the incorrect force (error-mixed condition) or the target force (all-correct condition). Then, the exact force they generated in pinching was measured without receiving auditory feedback or viewing a model. In Experiment 2, using the same procedure in the pre-training and pre-test sessions, newly recruited participants watched pinching at incorrect forces (4 and 24 N) as the all-error condition and the correct force as the correct condition. Results: In Experiment 1, the average force was better in the error-mixed condition than in the correct condition. In Experiment 2, the average force in the correct condition was better than that in the error condition.Conclusion: Our findings indicate that observing error actions combined with correct actions affected imitation motor learning positively, because error actions contain what-not-to-do information about the target action, unlike correct actions, which provide more information to enhance imitative learning.

Review of Motor Learning & Performance: From Principles to Practice.

1993 ◽  
Vol 38 (12) ◽  
pp. 1336-1336
Author(s):  
Terri Gullickson ◽  
Pamela Ramser
Keyword(s):  
Motor Learning ◽  
Learning Performance

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 Neural Excursions from Low-Dimensional Manifold Structure Explain Intersubject Variation in Human Motor Learning

2021 ◽  
Author(s):  
Corson N Areshenkoff ◽  
Daniel J Gale ◽  
Joe Y Nashed ◽  
Dominic Standage ◽  
John Randall Flanagan ◽  
...  
Keyword(s):  
Motor Learning ◽  
Large Scale ◽  
Brain Activity ◽  
Dimensional Subspace ◽  
Learning Performance ◽  
Dimensional Manifold ◽  
Learning Abilities ◽  
Manifold Structure ◽  
Electrophysiological Studies ◽  
Low Dimensional

Humans vary greatly in their motor learning abilities, yet little is known about the neural mechanisms that underlie this variability. Recent neuroimaging and electrophysiological studies demonstrate that large-scale neural dynamics inhabit a low-dimensional subspace or manifold, and that learning is constrained by this intrinsic manifold architecture. Here we asked, using functional MRI, whether subject-level differences in neural excursion from manifold structure can explain differences in learning across participants. We had subjects perform a sensorimotor adaptation task in the MRI scanner on two consecutive days, allowing us to assess their learning performance across days, as well as continuously measure brain activity. We find that the overall neural excursion from manifold activity in both cognitive and sensorimotor brain networks is associated with differences in subjects' patterns of learning and relearning across days. These findings suggest that off-manifold activity provides an index of the relative engagement of different neural systems during learning, and that intersubject differences in patterns of learning and relearning across days are related to reconfiguration processes in cognitive and sensorimotor networks during learning.

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.

Optimal Variability for Effective Motor Learning

2019 ◽  
Author(s):  
Jürgen Birklbauer
Keyword(s):  
Motor Learning ◽  
Focal Point ◽  
Contextual Interference ◽  
Learning Performance ◽  
Practical Training ◽  
Movement Variability ◽  
Theoretical Concepts ◽  
Beneficial Effects ◽  
Differential Learning ◽  
Variable Practice

This thesis addresses different manifestations and practical implementations of movement variability in respect to their beneficial effects on movement coordination and learning. The focal point of this topic is formed by the comparison between the contextual interference paradigm and the differential learning approach, representing two variable practice strategies found to improve motor learning performance under certain conditions. The theoretical backgrounds and empirical findings of each approach are thoroughly reviewed in the first part of this work. These theoretical concepts, and their resultant practical training approaches, arrive at the notion of an optimal magnitude and structure of movement variability that should be encouraged during practice. The second part of this work presents a parallelgroup study designed to contrast the effects of a high contextual interference and schema-based practice regime with two variants of differential training on the adoption of two indoor hockey skills in beginners.

Precise feedback control underlies sensorimotor learning in speech

2015 ◽  
Vol 113 (3) ◽  
pp. 950-955 ◽  
Author(s):  
Chris Vaughn ◽  
Sazzad M. Nasir
Keyword(s):  
Feedback Control ◽  
Motor Learning ◽  
Auditory Feedback ◽  
Sensorimotor Learning ◽  
Learning Paradigm ◽  
Current Feedback ◽  
Auditory Speech ◽  
Speech Motor Learning ◽  
Speech Motor

Acquiring the skill of speaking in another language, or for that matter a child's learning to talk, does not follow a single recipe. People learn by variable amounts. A major component of speech learnability seems to be sensing precise feedback errors to correct subsequent utterances that help maintain speech goals. We have tested this idea in a speech motor learning paradigm under altered auditory feedback, in which subjects repeated a word while their auditory feedback was changed online. Subjects learned the task to variable degrees, with some simply failing to learn. We assessed feedback contribution by computing one-lag covariance between formant trajectories of the current feedback and the following utterance that was found to be a significant predictor of learning. Our findings rely on a novel use of information-rich formant trajectories in evaluating speech motor learning and argue for their relevance in auditory speech goals of vowel sounds.

The comparison of motor learning performance with and without feedback

2012 ◽  
Vol 29 (3) ◽  
pp. 103-110 ◽  
Author(s):  
Abbas Orand ◽  
Junichi Ushiba ◽  
Yutaka Tomita ◽  
Satoashi Honda
Keyword(s):  
Motor Learning ◽  
Learning Performance

scholarly journals Virtual Reality Rehabilitation from Social Cognitive and Motor Learning Theoretical Perspectives in Stroke Population

2014 ◽  
Vol 2014 ◽  
pp. 1-11 ◽  
Author(s):  
Bita Imam ◽  
Tal Jarus
Keyword(s):  
Virtual Reality ◽  
Motor Learning ◽  
Lower Extremity ◽  
Social Cognitive ◽  
Learning Performance ◽  
Verbal Persuasion ◽  
Theoretical Frameworks ◽  
Stroke Population ◽  
Theoretical Perspectives ◽  
Evidence Database

Objectives.To identify the virtual reality (VR) interventions used for the lower extremity rehabilitation in stroke population and to explain their underlying training mechanisms using Social Cognitive (SCT) and Motor Learning (MLT) theoretical frameworks.Methods.Medline, Embase, Cinahl, and Cochrane databases were searched up to July 11, 2013. Randomized controlled trials that included a VR intervention for lower extremity rehabilitation in stroke population were included. The Physiotherapy Evidence Database (PEDro) scale was used to assess the quality of the included studies. The underlying training mechanisms involved in each VR intervention were explained according to the principles of SCT (vicarious learning, performance accomplishment, and verbal persuasion) and MLT (focus of attention, order and predictability of practice, augmented feedback, and feedback fading).Results.Eleven studies were included. PEDro scores varied from 3 to 7/10. All studies but one showed significant improvement in outcomes in favour of the VR group (P<0.05). Ten VR interventions followed the principle of performance accomplishment. All the eleven VR interventions directed subject’s attention externally, whereas nine provided training in an unpredictable and variable fashion.Conclusions.The results of this review suggest that VR applications used for lower extremity rehabilitation in stroke population predominantly mediate learning through providing a task-oriented and graduated learning under a variable and unpredictable practice.

Contralateral activity in a homologous hand muscle during voluntary contractions is greater in old adults

2003 ◽  
Vol 94 (3) ◽  
pp. 966-974 ◽  
Author(s):  
Minoru Shinohara ◽  
Kevin G. Keenan ◽  
Roger M. Enoka
Keyword(s):  
Rate Of Change ◽  
Isometric Contractions ◽  
Average Force ◽  
Heavy Load ◽  
Old Adults ◽  
Target Force ◽  
Hand Muscle ◽  
Young Subjects ◽  
Voluntary Contractions ◽  
Contralateral Muscle

This study compared the amount of contralateral activity produced in a homologous muscle by young (18–32 yr) and old (66–80 yr) adults when they performed unilateral isometric and anisometric contractions with a hand muscle. The subjects were not aware that the focus of the study was the contralateral activity. The tasks involved the performance of brief isometric contractions to six target forces, slowly lifting and lowering six inertial loads, and completing a set of 10 repetitions with a heavy load. The unintended force exerted by the contralateral muscle during the isometric contractions increased with target force, but the average force was greater for the old adults (means ± SD; 12.6 ± 15.3%) compared with the young adults (6.91 ± 11.1%). The contralateral activity also increased with load during the anisometric contractions, and the average contralateral force was greater for the old subjects (5.28 ± 6.29%) compared with the young subjects (2.10 ± 3.19%). Furthermore, the average contralateral force for both groups of subjects was greater during the eccentric contractions (4.17 ± 5.24%) compared with the concentric contractions (3.20 ± 5.20%). The rate of change in contralateral activity during the fatigue task also differed between the two groups of subjects. The results indicate that old subjects have a reduced ability to suppress unintended contralateral activity during the performance of goal-directed, unilateral tasks.

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