scholarly journals Sequential Motor Learning Transfers from Real to Virtual Environment

2020 ◽  
Author(s):  
Yuhi Takeo ◽  
Masayuki Hara ◽  
Yuna Shirakawa ◽  
Takashi Ikeda ◽  
Hisato Sugata
Keyword(s):  
Motor Learning ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Learning Task ◽  
Button Press ◽  
Reaching Task ◽  
Learning Tasks ◽  
Task Order

Abstract Background:Skill acquisition of motor learning between virtual environments (VEs) and real environments (REs) may be related. Although studies have previously examined the transfer of motor learning in VEs and REs through the same tasks, only a small number of studies have focused on studying the transfer of motor learning in VEs and REs by using different tasks. Thus, detailed effects of the transfer of motor skills between VEs and REs remain controversial. Here, we investigated the transfer of sequential motor learning between VEs and REs conditions.Methods:Twenty-seven healthy volunteers performed two types of sequential motor learning tasks; a visually cued button press task in RE (RE task) and a virtual reaching task in VE (VE task). Participants were randomly assigned to two groups in the task order; the first group was RE task followed by VE task and the second group was VE task followed by RE task. Subsequently, the response time in RE task and VE task was compared between the two groups respectively.Results:The results revealed that sequential motor learning was transferred when motor learning in VEs was performed after motor learning in REs, but not when motor learning in REs was performed after motor learning in VEs.Conclusions:These findings suggested that sequential motor learning in VEs can be facilitated by motor learning task consisting of the same sequence in REs even when different task is applied. These results may derive from the fact that motor learning in REs is more implicit than that in VEs.

scholarly journals Sequential motor learning transfers from real to virtual environment

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Yuhi Takeo ◽  
Masayuki Hara ◽  
Yuna Shirakawa ◽  
Takashi Ikeda ◽  
Hisato Sugata
Keyword(s):  
Motor Learning ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Learning Task ◽  
Button Press ◽  
Reaching Task ◽  
Learning Tasks ◽  
Task Order

Abstract Background Skill acquisition of motor learning between virtual environments (VEs) and real environments (REs) may be related. Although studies have previously examined the transfer of motor learning in VEs and REs through the same tasks, only a small number of studies have focused on studying the transfer of motor learning in VEs and REs by using different tasks. Thus, detailed effects of the transfer of motor skills between VEs and REs remain controversial. Here, we investigated the transfer of sequential motor learning between VEs and REs conditions. Methods Twenty-seven healthy volunteers performed two types of sequential motor learning tasks; a visually cued button-press task in RE (RE task) and a virtual reaching task in VE (VE task). Participants were randomly assigned to two groups in the task order; the first group was RE task followed by VE task and the second group was VE task followed by RE task. Subsequently, the response time in RE task and VE task was compared between the two groups respectively. Results The results showed that the sequential reaching task in VEs was facilitated after the sequential finger task in REs. Conclusions These findings suggested that the sequential reaching task in VEs can be facilitated by a motor learning task comprising the same sequential finger task in REs, even when a different task is applied.

scholarly journals Perceptual uncertainty and action consequences independently affect hand movements in a virtual environment

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Martin Giesel ◽  
Anna Nowakowska ◽  
Julie M. Harris ◽  
Constanze Hesse
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Motor Skills ◽  
Hand Movements ◽  
Perceptual Information ◽  
Avoidance Task ◽  
Natural Environments ◽  
Motor Behaviour ◽  
Virtual And Augmented Reality

AbstractWhen we use virtual and augmented reality (VR/AR) environments to investigate behaviour or train motor skills, we expect that the insights or skills acquired in VR/AR transfer to real-world settings. Motor behaviour is strongly influenced by perceptual uncertainty and the expected consequences of actions. VR/AR differ in both of these aspects from natural environments. Perceptual information in VR/AR is less reliable than in natural environments, and the knowledge of acting in a virtual environment might modulate our expectations of action consequences. Using mirror reflections to create a virtual environment free of perceptual artefacts, we show that hand movements in an obstacle avoidance task systematically differed between real and virtual obstacles and that these behavioural differences occurred independent of the quality of the available perceptual information. This suggests that even when perceptual correspondence between natural and virtual environments is achieved, action correspondence does not necessarily follow due to the disparity in the expected consequences of actions in the two environments.

scholarly journals Cerebellar involvement in learning to balance a cart-pole system

2019 ◽  
Author(s):  
Nicolas Ludolph ◽  
Thomas M. Ernst ◽  
Oliver M. Mueller ◽  
Sophia L. Goericke ◽  
Martin A. Giese ◽  
...  
Keyword(s):  
Motor Learning ◽  
Skill Acquisition ◽  
Learning Task ◽  
Learning Performance ◽  
Control Mechanisms ◽  
Offline Learning ◽  
Cerebellar Involvement ◽  
Lesion Symptom Mapping ◽  
Pole System

ABSTRACTThe role of the cerebellum in error-based motor adaptation is well examined. In contrast, the involvement of the cerebellum in reward-based motor learning is less clear. In this study, we examined cerebellar involvement in a reward-based motor learning task, namely learning to control a virtual cart-pole system, over five consecutive days. Subjects with focal cerebellar lesions were compared to age-matched controls in terms of learning performance and underlying control mechanisms.Based on the overall balancing performance we have identified two subgroups of patients: (1) patients with learning performance comparable to healthy controls and (2) patients with decelerated learning, unsaturated learning progress after five days and decreased inter-manual transfer. Furthermore, we found that online learning is impaired while offline learning is partly preserved in cerebellar subjects. Regarding control mechanisms, decreased control performance was associated with impairments in predictive action timing.Voxel-wise lesion symptom mapping based on the two subgroups revealed strong associations between impairments in controlling the virtual cart-pole system and lesions in intermediate and lateral parts of lobules V and VI. These results together with previous reports suggest that the ability to predict the dynamics of the cart-pole system is an important factor for the reward-based skill acquisition process.

scholarly journals Effect of Repetitive Passive Movement Before Motor Skill Training on Corticospinal Excitability and Motor Learning Depend on BDNF Polymorphisms

2021 ◽  
Vol 15 ◽  
Author(s):  
Manh Van Pham ◽  
Shota Miyaguchi ◽  
Hiraku Watanabe ◽  
Kei Saito ◽  
Naofumi Otsuru ◽  
...  
Keyword(s):  
Motor Learning ◽  
Index Finger ◽  
Learning Task ◽  
Passive Movement ◽  
Corticospinal Excitability ◽  
Homeostatic Plasticity ◽  
Learning Ability ◽  
Learning Efficiency ◽  
Learning Tasks ◽  
The Right

A decrease in cortical excitability tends to be easily followed by an increase induced by external stimuli via a mechanism aimed at restoring it; this phenomenon is called “homeostatic plasticity.” In recent years, although intervention methods aimed at promoting motor learning using this phenomenon have been studied, an optimal intervention method has not been established. In the present study, we examined whether subsequent motor learning can be promoted further by a repetitive passive movement, which reduces the excitability of the primary motor cortex (M1) before motor learning tasks. We also examined the relationship between motor learning and the brain-derived neurotrophic factor. Forty healthy subjects (Val/Val genotype, 17 subjects; Met carrier genotype, 23 subjects) participated. Subjects were divided into two groups of 20 individuals each. The first group was assigned to perform the motor learning task after an intervention consisting in the passive adduction–abduction movement of the right index finger at 5 Hz for 10 min (RPM condition), while the second group was assigned to perform the task without the passive movement (control condition). The motor learning task consisted in the visual tracking of the right index finger. The results showed that the corticospinal excitability was transiently reduced after the passive movement in the RPM condition, whereas it was increased to the level detected in the control condition after the motor learning task. Furthermore, the motor learning ability was decreased immediately after the passive movement; however, the motor performance finally improved to the level observed in the control condition. In individuals carrying the Val/Val genotype, higher motor learning was also found to be related to the more remarkable changes in corticospinal excitability caused by the RPM condition. This study revealed that the implementation of a passive movement before a motor learning tasks did not affect M1 excitatory changes and motor learning efficiency; in contrast, in subjects carrying the Val/Val polymorphism, the more significant excitatory changes in the M1 induced by the passive movement and motor learning task led to the improvement of motor learning efficiency. Our results also suggest that homeostatic plasticity occurring in the M1 is involved in this improvement.

scholarly journals Motor learning characterization in people with autism spectrum disorder: A systematic review

2017 ◽  
Vol 11 (3) ◽  
pp. 276-286 ◽  
Author(s):  
Íbis Ariana Peña de Moraes ◽  
Thais Massetti ◽  
Tânia Brusque Crocetta ◽  
Talita Dias da Silva ◽  
Lilian Del Ciello de Menezes ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Learning ◽  
Skill Acquisition ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Skill Learning ◽  
Spectrum Disorder ◽  
Learning Tasks ◽  
The Individual ◽  
Methodological Aspects

ABSTRACT Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder primarily characterized by deficits in social interaction, communication and implicit skill learning. OBJECTIVE: To analyse the results of research on "motor learning" and the means used for measuring "autistic disorder". METHODS: A systematic literature search was done using Medline/PubMed, Web of Science, BVS (virtual health library), and PsycINFO. We included articles that contained the keywords "autism" and "motor learning". The variables considered were the methodological aspects; results presented, and the methodological quality of the studies. RESULTS: A total of 42 studies were identified; 33 articles were excluded because they did not meet the inclusion criteria. Data were extracted from nine eligible studies and summarized. CONCLUSION: We concluded that although individuals with ASD showed performance difficulties in different memory and motor learning tasks, acquisition of skills still takes place in this population; however, this skill acquisition is related to heterogeneous events, occurring without the awareness of the individual.

Throwing Skills

2017 ◽  
Vol 124 (2) ◽  
pp. 502-513 ◽  
Author(s):  
Saeed Ghorbani ◽  
Andreas Bund
Keyword(s):  
Motor Learning ◽  
Motor Skills ◽  
Learning Task ◽  
The Other ◽  
Acquisition Phase ◽  
Body Parts ◽  
Lower Body ◽  
Body Segments ◽  
Dependent Variables ◽  
Exploratory Data

Traditionally, motor learning scientists have evaluated the process of learning a new motor skill by considering the skill as a whole. Yet, motor skills comprise various phases, and in the motor learning literature, it is not clear whether new learners show similar or different learning across various phases. We provide exploratory data on learning movement phases by novices, using baseball pitching as the learning task. Eight participants (four male, four female, M age = 23.7 years, SD = 2.4) performed five trials each in the pretest followed by three blocks of 10 trials each in the acquisition phase. Finally, two retention tests of five trials were conducted by each participant 10 minutes and seven days after the last acquisition block, respectively. Intra- and interlimb coordination of upper and lower body segments were measured as dependent variables. We found significant differences between the stride phase and the other phases at pretest, during the acquisition phase, and on both retention tests across all kinematic variables. Participants experienced more trouble coordinating the stride phase than the other phases of pitching, perhaps because the stride phase is the only phase in which the participants had to move their upper and lower body parts simultaneously. We discuss implications for motor learning generally.

Do Observers Perceive Depth in Reaching Task Within Virtual Environments?

2011 ◽  
Author(s):  
Abdeldjallil Naceri ◽  
Thierry Hoinville ◽  
Ryad Chellali ◽  
Jesus Ortiz ◽  
Shannon Hennig
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Peripersonal Space ◽  
Virtual Object ◽  
Audio Feedback ◽  
Reaching Task ◽  
Virtual Objects ◽  
Significant Difference ◽  
The Central Nervous System ◽  
Made In

The main objective of this paper is to investigate whether observers are able to perceive depth of virtual objects within virtual environments during reaching tasks. In other words, we tackled the question of observer immersion in a displayed virtual environment. For this purpose, eight observers were asked to reach for a virtual objects displayed within their peripersonal space in two conditions: condition one provided a small virtual sphere that was displayed beyond the subjects index finger as an extension of their hand and condition two provided no visual feedback. In addition, audio feedback was provided when the contact with the virtual object was made in both conditions. Although observers slightly overestimated depth within the peripersonal space, they accurately aimed for the virtual objects based on the kinematics analysis. Furthermore, no significant difference was found concerning the movement between conditions for all observers. Observers accurately targeted the virtual point correctly with regard to time and space. This suggests the virtual environment sufficiently simulated the information normally present in the central nervous system.

scholarly journals Somatosensory working memory in human reinforcement-based motor learning

2018 ◽  
Vol 120 (6) ◽  
pp. 3275-3286 ◽  
Author(s):  
Ananda Sidarta ◽  
Floris T. van Vugt ◽  
David J. Ostry
Keyword(s):  
Working Memory ◽  
Motor Learning ◽  
Positive Feedback ◽  
Memory Performance ◽  
Memory Task ◽  
Learning Task ◽  
Visuomotor Adaptation ◽  
Subsequent Test ◽  
Learning Tasks ◽  
Study Participants

Recent studies using visuomotor adaptation and sequence learning tasks have assessed the involvement of working memory in the visuospatial domain. The capacity to maintain previously performed movements in working memory is perhaps even more important in reinforcement-based learning to repeat accurate movements and avoid mistakes. Using this kind of task in the present work, we tested the relationship between somatosensory working memory and motor learning. The first experiment involved separate memory and motor learning tasks. In the memory task, the participant’s arm was displaced in different directions by a robotic arm, and the participant was asked to judge whether a subsequent test direction was one of the previously presented directions. In the motor learning task, participants made reaching movements to a hidden visual target and were provided with positive feedback as reinforcement when the movement ended in the target zone. It was found that participants that had better somatosensory working memory showed greater motor learning. In a second experiment, we designed a new task in which learning and working memory trials were interleaved, allowing us to study participants’ memory for movements they performed as part of learning. As in the first experiment, we found that participants with better somatosensory working memory also learned more. Moreover, memory performance for successful movements was better than for movements that failed to reach the target. These results suggest that somatosensory working memory is involved in reinforcement motor learning and that this memory preferentially keeps track of reinforced movements. NEW & NOTEWORTHY The present work examined somatosensory working memory in reinforcement-based motor learning. Working memory performance was reliably correlated with the extent of learning. With the use of a paradigm in which learning and memory trials were interleaved, memory was assessed for movements performed during learning. Movements that received positive feedback were better remembered than movements that did not. Thus working memory does not track all movements equally but is biased to retain movements that were rewarded.

scholarly journals Imagery of movements immediately following performance allows learning of motor skills that interfere

2018 ◽  
Author(s):  
Hannah R. Sheahan ◽  
James N. Ingram ◽  
Goda M. Žalalytė ◽  
Daniel M. Wolpert
Keyword(s):  
Motor Imagery ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Physical State ◽  
Learning Task ◽  
Dynamic Force ◽  
Field Perturbation ◽  
Physical Movement ◽  
Complementary Role

AbstractMotor imagery, that is the mental rehearsal of a motor skill, can lead to improvements when performing the same skill. Here we show a powerful and complementary role, in which motor imagery of movements after actually performing a skill allows learning that is not possible without imagery. We leverage a well-studied motor learning task in which subjects reach in the presence of a dynamic (force-field) perturbation. When two opposing perturbations are presented alternately for the same physical movement, there is substantial interference, preventing any learning. However, when the same physical movement is associated with follow-through movements that differ for each perturbation, both skills can be learned. Here we show that when subjects perform the skill and only imagine the follow-through, substantial learning occurs. In contrast, without such motor imagery there was no learning. Therefore, motor imagery can have a profound effect on skill acquisition even when the imagery is not of the skill itself. Our results suggest that motor imagery may evoke different neural states for the same physical state, thereby enhancing learning.

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