The Effects of Collectivism-Individualism on the Cooperative Learning of Motor Skill.

This study examined how cultural background (collectivism vs. individualism) affects motor skill learning in a dyadic cooperative learning environment. The research context of this study was Nintendo™ Wii Tennis. Twenty college students from a Midwestern university participated in the study, among whom half were from an individualistic culture (USA) and the other half were from a collectivistic culture (China). In the study, the participants from these two backgrounds demonstrated different interaction levels and behavioral predispositions in the cooperative learning of motor skills. Both participants of individualistic background and of collectivistic background had made significant progress in the post-exercise as compared to the pre-exercise, which corroborated the benefits of cooperative learning on motor skill learning. Nevertheless, the progress made by the participants of individualistic background was statistically larger than that made by the participants of collectivistic background. Implications and limitations of this study are discussed.

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Understanding Motor Skill Learning as Related to Dentistry

Dentistry Journal ◽

10.3390/dj9060068 ◽

2021 ◽

Vol 9 (6) ◽

pp. 68

Author(s):

Mohamed El-Kishawi ◽

Khaled Khalaf ◽

Tracey Winning

Keyword(s):

Motor Skills ◽

Motor Skill ◽

Negative Impact ◽

Self Regulation ◽

Skill Learning ◽

Fine Motor ◽

Motor Skill Learning ◽

Fine Motor Skills ◽

Undergraduate Study ◽

Dental Procedures

Learning dental procedures is a complex task involving the development of fine motor skills. The reported use of theories and/or evidence for designing learning activities to develop the fine motor skills needed for dental practice is limited. The aim of this review is to explore the available body of knowledge related to learning motor skills relevant to dentistry. Evidence from studies investigating motor skill learning highlights the negative impact of self-focus and self-regulation on learning outcomes, particularly during the early stages of learning. The development of activities and schedules that enable novices to demonstrate characteristics similar to experts, without the reported long period of ‘deliberate practice’, is clearly of value. Outcomes of learning implicitly are important in dentistry because working under stressful conditions is common, either during undergraduate study or in practice. It is suggested that learning implicitly in the simulation stage can reduce disrupted performance when transitioning to clinical settings. Therefore, further investigation of effective methods for learning dental fine motor skills is indicated, using approaches that result in robust performance, even under stressful conditions.

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Exploring pain interference with motor skill learning in humans: a protocol for a systematic review

BMJ Open ◽

10.1136/bmjopen-2020-045841 ◽

2021 ◽

Vol 11 (7) ◽

pp. e045841

Author(s):

David Matthews ◽

Edith Elgueta Cancino ◽

Deborah Falla ◽

Ali Khatibi

Keyword(s):

Systematic Review ◽

Motor Learning ◽

Learning Strategies ◽

Motor Skills ◽

Motor Skill ◽

Meta Analysis ◽

Grey Literature ◽

Skill Learning ◽

Motor Skill Learning ◽

The Impact

IntroductionMotor skill learning is intrinsic to living. Pain demands attention and may disrupt non-pain-related goals such as learning new motor skills. Although rehabilitation approaches have used motor skill learning for individuals in pain, there is uncertainty on the impact of pain on learning motor skills.Methods and analysisThe protocol of this systematic review has been designed and is reported in accordance with criteria set out by the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols guidelines. Web of Science, Scopus, MEDLINE, Embase and CINAHL databases; key journals; and grey literature will be searched up until March 2021, using subject-specific searches. Two independent assessors will oversee searching, screening and extracting of data and assessment of risk of bias. Both behavioural and activity-dependent plasticity outcome measures of motor learning will be synthesised and presented. The quality of evidence will be assessed using the Grading of Recommendations Assessment, Development and Evaluation approach.Ethics and disseminationNo patient data will be collected, and therefore, ethical approval was not required for this review. The results of this review will provide further understanding into the complex effects of pain and may guide clinicians in their use of motor learning strategies for the rehabilitation of individuals in pain. The results of this review will be published in a peer-reviewed journal and presented at scientific conferences.PROSPERO registration numberCRD42020213240.

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Exercise enhances motor skill learning by neurotransmitter switching in the adult midbrain

10.1101/613539 ◽

2019 ◽

Cited By ~ 1

Author(s):

Hui-quan Li ◽

Nicholas C. Spitzer

Keyword(s):

Motor Skills ◽

Motor Skill ◽

Viral Vectors ◽

Wheel Running ◽

Pedunculopontine Nucleus ◽

Skill Learning ◽

Motor Skill Learning ◽

Adult Mice ◽

Normal Individuals ◽

Skills Use

AbstractPhysical exercise promotes motor skill learning in normal individuals and those with neurological disorders but its mechanism of action is unclear. We found that one week of voluntary wheel running enhances the acquisition of motor skills in adult mice. One week of running also induces switching from ACh to GABA expression in neurons in the caudal pedunculopontine nucleus (cPPN). The switching neurons make projections to the substantia nigra (SN), ventral tegmental area (VTA) and ventrolateral-ventromedial nuclei of the thalamus (VL-VM), which regulate acquisition of motor skills. Use of viral vectors to override transmitter switching blocks the beneficial effect of running on motor skill learning. We suggest that neurotransmitter switching provides the basis by which sustained running benefits motor skill learning, presenting a new target for clinical treatment of movement disorders.

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How to Improve Fine Motor Skill Learning in Dentistry

International Journal of Dentistry ◽

10.1155/2021/6674213 ◽

2021 ◽

Vol 2021 ◽

pp. 1-8

Author(s):

Mohamed El-Kishawi ◽

Khaled Khalaf ◽

Tracey Winning

Keyword(s):

Motor Skills ◽

Motor Skill ◽

Dental Treatment ◽

Oral Surgery ◽

Theoretical Background ◽

Skill Learning ◽

Fine Motor ◽

Motor Skill Learning ◽

Fine Motor Skill ◽

Mesh Terms

Introduction. Restorative dental treatment is a complex task involving various procedures which require the development and integration of both theoretical knowledge and fine motor skills. It aims to provide the theoretical background and role of key factors in learning these skills. Materials and Methods. The following electronic databases were searched to identify relevant articles to our topic: PubMed, Medline, Google Scholar, and Scopus. Generic keywords, that is, factors, fine, performance, and dentistry, and MeSH terms, that is, “learning,” “instruction,” “patient simulation,” “motor skills,” “perception,” “tactile,” “neurophysiology,” and “working memory” were used to conduct our comprehensive search. Results and Conclusions. Several techniques are used in performing different restorative procedures in dentistry, that is, root canal preparation, root planning, and minor oral surgery procedures. Mastering these techniques requires a good understanding of the underpinning cognitive, sensory, and neuromuscular processes. Factors including the amount and timing of instructions provided, cognitive abilities, and practice schedule of learning trials may have significant implications on the design of fine motor skill learning exercises.

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Children’s Motor Skill Learning is Influenced by Their Conceptions of Ability

Journal of Motor Learning and Development ◽

10.1123/jmld.1.2.38 ◽

2013 ◽

Vol 1 (2) ◽

pp. 38-44 ◽

Cited By ~ 9

Author(s):

Ricardo Drews ◽

Suzete Chiviacowsky ◽

Gabriele Wulf

Keyword(s):

Motor Skills ◽

Motor Skill ◽

Age Groups ◽

Skill Learning ◽

Motor Skill Learning ◽

Younger Age ◽

Throwing Accuracy ◽

Practice Trials ◽

Motivational Influences ◽

Skills Learning

The present study investigated the effects of different ability conceptions on motor skills learning in 6-, 10-, and 14-year-old children. In each age group, different groups were given either inherent-ability or acquirable-skill instructions before they began practicing a throwing task. Participants were blindfolded and were asked to throw beanbags at a target placed on the floor at a distance of 3 m. All participants performed 40 practice trials and received feedback about the accuracy of their throws after each trial. One day after practice, retention and transfer (greater target distance) tests without instructions or feedback were conducted to assess learning effects. Older participants generally had higher accuracy scores than younger participants. Importantly, instructions emphasizing the learnability of the skill resulted in greater throwing accuracy on the retention test than did those implying an underlying inherent ability. On the transfer test, the same effect was seen for the 14-year-olds, but not for the younger age groups, suggesting that adolescents may be more vulnerable to the threat of their inherent ability being exposed. The present findings demonstrate the importance of ability conceptions for motor learning in children and adolescents. They also add to the mounting evidence of motivational influences on motor skill learning.

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Understanding Fine Motor Skill Learning in Dentistry

10.20944/preprints202104.0309.v1 ◽

2021 ◽

Author(s):

Mohamed El-Kishawi ◽

Khaled Khalaf ◽

Tracey Winning

Keyword(s):

Motor Skills ◽

Motor Skill ◽

Negative Impact ◽

Self Regulation ◽

Skill Learning ◽

Fine Motor ◽

Motor Skill Learning ◽

Fine Motor Skills ◽

Fine Motor Skill ◽

Undergraduate Study

Learning dental procedures is a complex task involving the development of fine motor skills. The reported use of theories and/ or evidence for designing learning activities to develop the fine motor skills needed for dental practice is limited. The aim of this review is to explore the available body of knowledge related to learning fine motor skills in dentistry. Evidence from studies investigating motor skill learning highlights the negative impact of self-focus and self-regulation on learning outcomes, particularly during the early stages of learning. The development of activities and schedules that enable novices to demonstrate characteristics similar to experts, without the reported long period of ‘deliberate practice’, is clearly of value. Outcomes of learning implicitly are important in dentistry because working under stressful conditions is common, either during undergraduate study or in practice. It is suggested that learning implicitly in the simulation stage can reduce disrupted performance when transitioning to clinical settings. Therefore, further investigation of effective methods for learning dental fine motor skills is indicated, using approaches that result in robust performance, even under stressful conditions.

Download Full-text