scholarly journals A Hierarchical Model of Motor Skill for Haptic-assisted Virtual Reality Training

2010 ◽  
Vol 9 (3) ◽  
pp. 75-80
Author(s):  
Dangxiao Wang ◽  
Yuru Zhang ◽  
Jun Wu
Keyword(s):  
Motor Skills ◽  
Motor Skill ◽  
Skill Training ◽  
Training System ◽  
Fine Motor ◽  
Generic Model ◽  
Coupling Mechanism ◽  
Proposed Model ◽  
Motor Skill Training ◽  
Task Level

Model of motor skill pattern is a fundamental component to support feedback mechanism in haptic-assisted motor skill training. Because of the diversity of manipulation tasks in real world, it is a challenge to construct a generic model for various motor skill patterns. Considering fine motor skill mediated by a rigid tool, criteria for a general model of motor skill are identified: generality, quantifiable representation and the capability to support real-time error computation. A hierarchical motor skill model is proposed in a two-level architecture: the spatial-temporal coupling mechanism in task level and the quantified representation in action level. The purpose of task level is to decompose a motor skill into basic elements that can be described with quantified representation. The purpose of the action level is to give quantified representation in each single dimension in the Cartesian Space. Based on the combinations of independent variants, mapping functions in the action level are classified as five basic types. The proposed model can provide a systematical view to compare various motor skills in literatures, and thus can help us to identify unexplored topics in haptic-enabled motor skill training area. Furthermore, examples of two motor skill tasks show that the proposed model can provide a systematic way to design training system for complex motor skills.

C-Hg

2021 ◽  
Vol 14 (2) ◽  
pp. 1-28
Author(s):  
Huan Zhao ◽  
Ashwaq Zaini Amat ◽  
Miroslava Migovich ◽  
Amy Swanson ◽  
Amy S. Weitlauf ◽  
...  
Keyword(s):  
Social Skills ◽  
Motor Skills ◽  
Real World ◽  
Skill Training ◽  
Hand Movement ◽  
Autism Spectrum ◽  
Training System ◽  
Fine Motor ◽  
Computer Assisted ◽  
Fine Motor Skills

Computer-assisted systems can provide efficient and engaging ASD intervention environments for children with Autism Spectrum Disorder (ASD). However, most existing computer-assisted systems target only one skill deficit (e.g., social conversation skills) and ignore the importance of other areas, such as motor skills, that could also impact social interaction. This focus on a single domain may hinder the generalizability of learned skills to real-world scenarios, because the targeted teaching strategies do not reflect that real-world tasks often involve more than one skill domain. The work presented in this article seeks to bridge this gap by developing a Collaborative Haptic-gripper virtual skill training system (C-Hg). This system includes individual and collaborative games that provide opportunities for simultaneously practicing both fine motor skills (hand movement and grip control skills) as well as social skills (communication and collaboration) and investigating how they relate to each other. We conducted a usability study with 10 children with ASD and 10 Typically Developing (TD) children (8–12 years), who used C-Hg to play a series of individual and collaborative games requiring differing levels of motor and communication skill. Results revealed that participant performance significantly improved in both individual and collaborative fine motor skill training tasks, including significant improvements in collaborative manipulations between partners. Participants with ASD were found to conduct more collaborative manipulations and initiate more conversations with their partners in the post collaborative tasks, suggesting more active collaboration and communication of participants with ASD in the collaborative tasks. Results support the potential of our C-Hg system for simultaneously improving fine motor and social skills, with implications for impacts of improved fine motor skills on social outcomes.

No add-on effects of Unilateral and Bilateral Transcranial Direct Current Stimulation on Fine Motor Skill Training Outcome in Chronic Stroke. A Randomized Controlled Trial

2021 ◽  
Author(s):  
Benedikt Taud ◽  
Robert Lindenberg ◽  
Robert Darkow ◽  
Jasmin Wevers ◽  
Dorothee Höfflin ◽  
...  
Keyword(s):  
Motor Function ◽  
Direct Current ◽  
Motor Skill ◽  
Transcranial Direct Current Stimulation ◽  
Controlled Trial ◽  
Skill Training ◽  
Fine Motor ◽  
Fine Motor Skill ◽  
Training Outcome ◽  
Motor Skill Training

Abstract Background: Transcranial direct current stimulation (tDCS) may improve motor recovery after stroke. This study investigated if uni- and bihemispheric tDCS of the motor cortex can enhances fine motor training outcome and transfer to clinical assessments of upper motor function. Methods: In a randomized, double-blinded, sham-controlled trial, forty chronic stroke patients underwent five days of fine motor skill training of the paretic hand with either unilateral or bilateral (N=15/group) or placebo tDCS (N=10). Immediate and long-term (three months) effects on training outcome and motor recovery (Upper Extremity Fugl-Meyer, UE-FM, Wolf Motor Function Test, WMFT) were investigated. Results: Trained task performance significantly improved independently of tDCS in a curvilinear fashion. Anodal, but not dual tDCS resulted in a steeper learning curve on the UE-FM. Neither training nor combined training-tDCS improved WMFT performance.Conclusions: Fine motor skill training can facilitate recovery of upper extremity function. Minimal add-on effects of tDCS were observed.Clinical Trial Registration-URL: NCT01969097 retrospectively registered on 25/10/2013.

scholarly journals Combined Transcranial Direct Current Stimulation and Selective Motor Training Enhances Balance in Children With Autism Spectrum Disorder

2019 ◽  
Vol 127 (1) ◽  
pp. 113-125
Author(s):  
Elham Mahmoodifar ◽  
Mohammad Saber Sotoodeh
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skills ◽  
Motor Skill ◽  
Skill Training ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Motor Training ◽  
Anodal Tdcs ◽  
Motor Skill Training

Previous studies have shown that transcranial direct current stimulation (tDCS) over the primary motor cortex (M1) can facilitate the consolidation of motor skills in people who are typically developed, especially when tDCS is combined with goal-oriented exercises. Yet, the effect of tDCS on the motor skills of children with autism spectrum disorder is unknown. This study sought to investigate the effects of combined anodal tDCS and selective motor training on balance among 18 children with autism spectrum disorder (aged 6–14 years) who we randomly assigned to equal-sized experimental and control groups. The experimental group practiced motor training to improve balance after receiving 1.5 mA anodal tDCS over the left M1 for 20 minutes before each of 10 motor training sessions. The control (sham) group underwent a similar protocol with identical motor training, but tDCS was only artificially administered to them. We evaluated participants’ balance at baseline and after training. Data analysis showed that both anodal tDCS plus motor skill training and motor skill training with sham tDCS had significant positive impacts on balance, but tDCS participants who received both actual tDCS and motor skill training performed significantly better than those who received SHAM tDCS and motor skill training. These preliminary findings suggest that tDCS may enhance motor skill training for children with autism spectrum disorder, but replications with larger samples involving participants with varying levels of autistic symptoms and varied tDCS stimulation polarity are needed to affirm the practical use of this noninvasive brain stimulation.

Augmenting Fine Motor Skill Training with Haptic Error Amplification

2018 ◽  
Vol 62 (1) ◽  
pp. 1547-1551
Author(s):  
Michael Clamann ◽  
David B. Kaber
Keyword(s):  
Motor Skill ◽  
Skill Training ◽  
Fine Motor ◽  
Prototype System ◽  
Dominant Hand ◽  
Fine Motor Skill ◽  
Virtual Fixtures ◽  
Error Amplification ◽  
Motor Skill Training ◽  
Haptic Control

This work compared two methods to augment fine motor skill training using haptic control, including techniques that guide (e.g., virtual fixtures) and challenge the trainee (e.g., error amplification). A prototype system capable of displaying virtual fixtures or error amplification during a writing task was evaluated to determine the extent to which performance in each condition transfers to an unassisted test condition. An experiment comparing training effects was executed in which participants were trained to draw a series of letters from a foreign alphabet with the non-dominant hand. The results showed that task accuracy when training with virtual fixtures did not transfer to an unassisted test condition. Training with error amplification, in contrast, increased accuracy in unaided test trials. These findings suggest that amplifying errors may be used to accelerate fine motor training for unimpaired individuals.

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.

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