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.

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.

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.

Evaluation of Acoustic Analyses of Voice in Nonoptimized Conditions

2020 ◽  
Vol 63 (12) ◽  
pp. 3991-3999
Author(s):  
Benjamin van der Woerd ◽  
Min Wu ◽  
Vijay Parsa ◽  
Philip C. Doyle ◽  
Kevin Fung
Keyword(s):  
Repeated Measures ◽  
Voice Quality ◽  
Data Sets ◽  
Acoustic Measurements ◽  
Sample Collection ◽  
Experimental Conditions ◽  
Environment Analysis ◽  
Acoustic Measures ◽  
Recording Conditions ◽  
Cepstral Peak Prominence

Objectives This study aimed to evaluate the fidelity and accuracy of a smartphone microphone and recording environment on acoustic measurements of voice. Method A prospective cohort proof-of-concept study. Two sets of prerecorded samples (a) sustained vowels (/a/) and (b) Rainbow Passage sentence were played for recording via the internal iPhone microphone and the Blue Yeti USB microphone in two recording environments: a sound-treated booth and quiet office setting. Recordings were presented using a calibrated mannequin speaker with a fixed signal intensity (69 dBA), at a fixed distance (15 in.). Each set of recordings (iPhone—audio booth, Blue Yeti—audio booth, iPhone—office, and Blue Yeti—office), was time-windowed to ensure the same signal was evaluated for each condition. Acoustic measures of voice including fundamental frequency ( f o ), jitter, shimmer, harmonic-to-noise ratio (HNR), and cepstral peak prominence (CPP), were generated using a widely used analysis program (Praat Version 6.0.50). The data gathered were compared using a repeated measures analysis of variance. Two separate data sets were used. The set of vowel samples included both pathologic ( n = 10) and normal ( n = 10), male ( n = 5) and female ( n = 15) speakers. The set of sentence stimuli ranged in perceived voice quality from normal to severely disordered with an equal number of male ( n = 12) and female ( n = 12) speakers evaluated. Results The vowel analyses indicated that the jitter, shimmer, HNR, and CPP were significantly different based on microphone choice and shimmer, HNR, and CPP were significantly different based on the recording environment. Analysis of sentences revealed a statistically significant impact of recording environment and microphone type on HNR and CPP. While statistically significant, the differences across the experimental conditions for a subset of the acoustic measures (viz., jitter and CPP) have shown differences that fell within their respective normative ranges. Conclusions Both microphone and recording setting resulted in significant differences across several acoustic measurements. However, a subset of the acoustic measures that were statistically significant across the recording conditions showed small overall differences that are unlikely to have clinical significance in interpretation. For these acoustic measures, the present data suggest that, although a sound-treated setting is ideal for voice sample collection, a smartphone microphone can capture acceptable recordings for acoustic signal analysis.

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.

scholarly journals Accuracy of emergency physicians’ self-estimates of CT scan utilization and its potential effect on an audit and feedback intervention: a randomized trial

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Celine Larkin ◽  
Alexandra M. Sanseverino ◽  
James Joseph ◽  
Lauren Eisenhauer ◽  
Martin A. Reznek
Keyword(s):  
Randomized Trial ◽  
Repeated Measures ◽  
Intervention Group ◽  
Potential Effect ◽  
Audit And Feedback ◽  
Emergency Physicians ◽  
Feedback Intervention ◽  
Experimental Conditions ◽  
Actual Performance ◽  
Ct Utilization

Abstract Background Audit and feedback (A&F) has been used as a strategy to modify clinician behavior with moderate success. Although A&F is theorized to work by improving the accuracy of clinicians’ estimates of their own behavior, few interventions have included assessment of clinicians’ estimates at baseline to examine whether they account for intervention success or failure. We tested an A&F intervention to reduce computed tomography (CT) ordering by emergency physicians, while also examining the physicians’ baseline estimates of their own behavior compared to peers. Methods Our study was a prospective, multi-site, 20-month, randomized trial to examine the effect of an A&F intervention on CT ordering rates, overall and by test subtype. From the electronic health record, we obtained 12 months of baseline CT ordering per 100 patients treated for every physician from four emergency departments. Those who were randomized to receive A&F were shown a de-identified graph of the group’s baseline CT utilization, asked to estimate wherein the distribution of their own CT order practices fell, and then shown their actual performance. All participants also received a brief educational intervention. CT ordering rates were collected for all physicians for 6 months after the intervention. Pre-post ordering rates were compared using independent and repeated measures t tests. Results Fifty-one of 52 eligible physicians participated. The mean CT ordering rate increased significantly in both experimental conditions after the intervention (intervention pre = 35.7, post = 40.3, t = 4.13, p < 0.001; control pre = 33.9, post = 38.9, t = 3.94, p = 0.001), with no significant between-group difference observed at follow-up (t = 0.43, p = 0.67). Within the intervention group, physicians had poor accuracy in estimating their own ordering behavior at baseline: most overestimated and all guessed that they were in the upper half of the distribution of their peers. CT ordering increased regardless of self-estimate accuracy. Conclusions Our A&F intervention failed to reduce physician CT ordering: our feedback to the physicians showed most of them that they had overestimated their CT ordering behavior, and they were therefore unlikely to reduce it as a result. After “audit,” it may be prudent to assess baseline clinician awareness of behavior before moving toward a feedback intervention.

scholarly journals Interactive effects of incentive value and valence on the performance of discrete action sequences

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Tyler J. Adkins ◽  
Bradley S. Gary ◽  
Taraz G. Lee
Keyword(s):  
Motor Learning ◽  
Large Body ◽  
Interactive Effects ◽  
Motor Tasks ◽  
Skill Retention ◽  
Incentive Value ◽  
Discrete Action ◽  
On Line ◽  
And Performance ◽  
Gains And Losses

AbstractIncentives can be used to increase motivation, leading to better learning and performance on skilled motor tasks. Prior work has shown that monetary punishments enhance on-line performance while equivalent monetary rewards enhance off-line skill retention. However, a large body of literature on loss aversion has shown that losses are treated as larger than equivalent gains. The divergence between the effects of punishments and reward on motor learning could be due to perceived differences in incentive value rather than valence per se. We test this hypothesis by manipulating incentive value and valence while participants trained to perform motor sequences. Consistent with our hypothesis, we found that large reward enhanced on-line performance but impaired the ability to retain the level of performance achieved during training. However, we also found that on-line performance was better with reward than punishment and that the effect of increasing incentive value was more linear with reward (small, medium, large) while the effect of value was more binary with punishment (large vs not large). These results suggest that there are differential effects of punishment and reward on motor learning and that these effects of valence are unlikely to be driven by differences in the subjective magnitude of gains and losses.

Early Spelling Acquisition: Does Writing Really Beat the Computer?

1992 ◽  
Vol 15 (3) ◽  
pp. 223-228 ◽  
Author(s):  
Sharon Vaughn ◽  
Jeanne Shay Schumm ◽  
Jane Gordon
Keyword(s):  
Learning Disabled ◽  
Primary Grade ◽  
Group Differences ◽  
Experimental Conditions ◽  
Spelling Acquisition ◽  
Instructional Activity ◽  
Study Results ◽  
Different Types ◽  
Computer Based ◽  
Based Instruction

This research evaluated the efficacy of handwriting, letter tiles, and computer-based instruction on the early spelling acquisition of normal achieving (NLD) and learning disabled (LD) elementary students. The study replicated and extended the Cunningham and Stanovich (1990) study. Forty-eight primary-grade students (24 non-learning disabled; 24 learning disabled) received spelling training under three experimental conditions that involved different types of instructional activity: writing, sorting letter tiles, or typing on the computer. Results indicated no significant differences between the LD and NLD groups on words spelled correctly for any of the three conditions. Since the number of spelling words learned was low across conditions and groups, the number of correctly learned bigrams was examined. No within-group differences emerged for condition (writing, tile, computer); however, significant differences between the groups were found on number of bigrams learned for writing, tile, and computer, with the NLD group outperforming the LD group on all three conditions. Statistically significant time effects for bigrams were also noted for all three conditions. Unlike the Cunningham and Stanovich (1990) study, results did not replicate the superiority of the handwriting condition for the NLD group, nor was the handwriting condition found to be significantly more effective for the LD group.

Adaptation of Stuttering Frequency During Repeated Readings

1998 ◽  
Vol 41 (6) ◽  
pp. 1265-1281 ◽  
Author(s):  
Ludo Max ◽  
Anthony J. Caruso
Keyword(s):  
Motor Learning ◽  
Transition Rate ◽  
Speech Rate ◽  
The Other ◽  
Repeated Readings ◽  
Vowel Duration ◽  
Articulation Rate ◽  
Motor Tasks ◽  
Learning Hypothesis ◽  
Word Duration

This study is part of a series investigating the hypothesis that stuttering adaptation is a result of motor learning. Previous investigations indicate that nonspeech motor learning typically is associated with an increase in speed of performance. Previous investigations of stuttering, on the other hand, indicate that improvements in fluency during most fluency-enhancing conditions or after stuttering treatment tend to be associated with decreased speech rate, increased duration of specific acoustic segments, and decreased vowel duration variability. The present acoustic findings, obtained from 8 individuals who stutter, reveal that speech adjustments occurring during adaptation differ from those reported for other fluency-enhancing conditions or stuttering treatment. Instead, the observed changes are consistent with those occurring during skill improvements for nonspeech motor tasks and, thus, with a motor learning hypothesis of stuttering adaptation. During the last of 6 repeated readings, a statistically significant increase in articulation rate was observed, together with a decrease in word duration, vowel duration, and consonant-vowel (CV) transition extent. Other adjustments showing relatively consistent trends across individual subjects included decreased CV transition rate and duration, and increased variability of both CV transition extent and vowel duration.

scholarly journals Effect of Novel Rhythmic Physical Activities on Fundamental Movement Skills in 3- to 5-Year-Old Children

2020 ◽  
Vol 2020 ◽  
pp. 1-10
Author(s):  
Xin Hu ◽  
Gui-ping Jiang ◽  
Zhong-qiu Ji ◽  
Bo Pang ◽  
John Liu
Keyword(s):  
Motor Development ◽  
Repeated Measures ◽  
Physical Activities ◽  
Sensitive Period ◽  
Control Group ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Before And After ◽  
Movement Parameters ◽  
Practice Methods

Based on traditional rhythmic physical activities (TRPA), we created novel rhythmic physical activities (NRPA). The purpose of this study was to verify the effectiveness of NRPA in improving children’s fundamental movement skills (FMS). 289 children (135 boys, 154 girls) from 3 to 5 years old were randomly divided into an experimental group and a control group. Tools of Test of Gross Motor Development-2, Tekscan instrument, and balance beam were to assess children’s FMS. Two-way repeated measures ANOVA was used to analyze and compare the changes in the related parameters of locomotor, manipulative, and balance movement skills before and after intervention ( groups × time ). NRPA performed significantly better than TRPA from pre- to posttest for FMS. Furthermore, NRPA had significantly higher posttest scores than TRPA. Therefore, NRPA could effectively promote the development of children’s FMS due to the concept of the sensitive period of motor development, the variability of movement parameters, and the incomplete repeatability of practice methods.

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.

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