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.

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.

The Effects of Visual and Proprioceptive Feedback on Motor Learning

1975 ◽  
Vol 19 (2) ◽  
pp. 162-165 ◽  
Author(s):  
Jack A. Adams ◽  
Daniel Gopher ◽  
Gavan Lintern
Keyword(s):  
Motor Learning ◽  
Visual Feedback ◽  
Sensory Feedback ◽  
Closed Loop ◽  
Motor Program ◽  
Absolute Error ◽  
Proprioceptive Feedback ◽  
Knowledge Of Results ◽  
And Performance ◽  
Effective Source

A self paced linear positioning task was used to study the effects of visual and proprioceptive feedback on learning and performance. Subjects were trained with knowledge of results (KR) and tested without it. The analysis of the absolute error scores of the no-KR trials is discussed in this paper. Visual feedback was the more effective source of sensory feedback, but proprioceptive feedback was also effective. An observation that the response did not become independent of sensory feedback as a result of learning, was interpreted as supporting Adams closed loop theory of motor learning in preference to the motor program hypothesis. Other data showed that the presence of visual feedback during learning could inhibit the later effectiveness of proprioceptive feedback.

Amount of Mental Practice and Performance of a Simple Motor Task

2009 ◽  
Vol 109 (2) ◽  
pp. 347-356 ◽  
Author(s):  
Peter Kremer ◽  
Michael Spittle ◽  
Dominic McNeil ◽  
Cassandra Shinners
Keyword(s):  
Motor Task ◽  
Mental Practice ◽  
Simple Motor ◽  
Simple Motor Task ◽  
And Performance

scholarly journals Reversed Effects of Intermittent Theta Burst Stimulation following Motor Training That Vary as a Function of Training-Induced Changes in Corticospinal Excitability

2015 ◽  
Vol 2015 ◽  
pp. 1-5 ◽  
Author(s):  
Tino Stöckel ◽  
Jeffery J. Summers ◽  
Mark R. Hinder
Keyword(s):  
Motor Learning ◽  
Sham Group ◽  
Group Performance ◽  
Motor Task ◽  
Corticospinal Excitability ◽  
Theta Burst Stimulation ◽  
Burst Stimulation ◽  
Before And After ◽  
And Performance ◽  
Theta Burst

Intermittent theta burst stimulation (iTBS) has the potential to enhance corticospinal excitability (CSE) and subsequent motor learning. However, the effects of iTBS following motor learning are unknown. The purpose of the present study was to explore the effect of iTBS on CSE and performance following motor learning. Therefore twenty-four healthy participants practiced a ballistic motor task for a total of 150 movements. iTBS was subsequently applied to the trained motor cortex (STIM group) or the vertex (SHAM group). Performance and CSE were assessed before motor learning and before and after iTBS. Training significantly increased performance and CSE in both groups. In STIM group participants, subsequent iTBS significantly reduced motor performance with smaller reductions in CSE. CSE changes as a result of motor learning were negatively correlated with both the CSE changes and performance changes as a result of iTBS. No significant effects of iTBS were found for SHAM group participants. We conclude that iTBS has the potential to degrade prior motor learning as a function of training-induced CSE changes. That means the expected LTP-like effects of iTBS are reversed following motor learning.

The Relationship between Types of Feedback, Gain of a Display and Feedback Precision in Acquisition of a Simple Motor Task

1982 ◽  
Vol 34 (1) ◽  
pp. 171-182 ◽  
Author(s):  
J. Patrick ◽  
F. Mutlusoy
Keyword(s):  
Visual Feedback ◽  
Motor Task ◽  
Visual Display ◽  
Feedback Gain ◽  
Training Methods ◽  
Training Method ◽  
Actual Movement ◽  
Simple Motor Task ◽  
Feedback Method ◽  
The Relationship

Three experiments are reported which investigate the role of concurrent and terminal feedback in the acquisition of a discrete positioning task. Experiments I and II compare the efficiency of concurrent visual feedback (CVF) and terminal visual feedback (TVF) as training methods when the gain of the visual display is varied from 1:1 to 4:1. There is a consistent interaction between feedback method and gain of the display over the recall trials. Concurrent visual feedback is inferior to terminal visual feedback at a gain of 4:1 in Experiment I and when the displayed and actual movement directions differ (Experiment II). Experiment III explores the relationship between concurrent and terminal feedback when feedback is of a digital form and its precision is varied. Concurrent feedback is worse as a training method although there is no interaction between feedback method and precision of feedback. These findings are discussed in the light of a variety of factors which could contribute to the inferiority of concurrent feedback as a training method.

A Reservoir Computing Model of Reward-Modulated Motor Learning and Automaticity

2019 ◽  
Vol 31 (7) ◽  
pp. 1430-1461 ◽  
Author(s):  
Ryan Pyle ◽  
Robert Rosenbaum
Keyword(s):  
Motor Learning ◽  
Learning Algorithm ◽  
Motor Task ◽  
Reservoir Computing ◽  
Motor Tasks ◽  
Biologically Inspired ◽  
Target Time ◽  
Learning Rules ◽  
Complex Motor ◽  
Experimental Findings

Reservoir computing is a biologically inspired class of learning algorithms in which the intrinsic dynamics of a recurrent neural network are mined to produce target time series. Most existing reservoir computing algorithms rely on fully supervised learning rules, which require access to an exact copy of the target response, greatly reducing the utility of the system. Reinforcement learning rules have been developed for reservoir computing, but we find that they fail to converge on complex motor tasks. Current theories of biological motor learning pose that early learning is controlled by dopamine-modulated plasticity in the basal ganglia that trains parallel cortical pathways through unsupervised plasticity as a motor task becomes well learned. We developed a novel learning algorithm for reservoir computing that models the interaction between reinforcement and unsupervised learning observed in experiments. This novel learning algorithm converges on simulated motor tasks on which previous reservoir computing algorithms fail and reproduces experimental findings that relate Parkinson's disease and its treatments to motor learning. Hence, incorporating biological theories of motor learning improves the effectiveness and biological relevance of reservoir computing models.

A Comparison of Movement Imagery Ability Self-Report and Imagery Use in a Motor Task: A Preliminary Investigation

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
Carl P. Gabbard ◽  
Jihye Lee
Keyword(s):  
Preliminary Investigation ◽  
Motor Task ◽  
Self Report ◽  
Finger Tapping ◽  
Imagery Ability ◽  
Motor Tasks ◽  
Movement Imagery ◽  
Kinesthetic Imagery ◽  
And Performance

AbstractThe present study used the Movement Imagery Questionnaire (MIQ-3) to determine the relationship between self-report movement imagery ability and performance on a motor task requiring use of visual and kinesthetic imagery. Young adults were asked to view a number sequence of 4- and 5 digits, maintain the information over a 6 s delay (blank screen) using visual imagery maintenance, and complete the sequence by finger-tapping complementary numbers using motor (kinesthetic) imagery and actually executing movements. We predicted higher movement imagery ability scores would be associated with faster movement times, and imagery ability would be significantly related to the motor tasks. Correlation results indicated no significant differences between self-report and finger-tapping scores, suggesting that in the context of the motor tasks used here, performance was independent of movement imagery ability. Discussion of this preliminary study focuses on the role of visual working memory in the motor task used here and its lack of assessment using the MIQ-3 and other current self-reports.

Adaptation to Underwater Distance Distortion as a Function of Different Sensory-Motor Tasks

1971 ◽  
Vol 13 (2) ◽  
pp. 133-139 ◽  
Author(s):  
Hiroshi Ono ◽  
Joseph P. O'Reilly
Keyword(s):  
Visual Feedback ◽  
Exposure Time ◽  
Distance Perception ◽  
Motor Task ◽  
Visually Guided ◽  
Motor Tasks ◽  
Sensory Motor

Adaptation to underwater distance distortion was investigated as a function of three sensory-motor tasks and exposure time. The tasks differed in terms of the extent to which visual feedback during the reaching response was provided. Eighteen experienced divers served as subjects. Each subject performed the three sensory-motor tasks and also observed another subject performing the tasks. Underwater distance perception was measured after each sensory-motor task and observing period. Adaptation occurred when the subjects performed the tasks but not when they were observing. The different sensory-motor tasks produced different amounts of adaptation. An argument is made that visually predirected reaching responses (no feedback) would produce greater adaptation than visually guided (feedback) reaching responses.

Level of Aspiration and Performance of Chronic Psychiatric Patients on a Simple Motor Task

1985 ◽  
Vol 60 (3) ◽  
pp. 767-770 ◽  
Author(s):  
Irving M. Nadler ◽  
Sharon J. Moore ◽  
Timothy T. Ryan ◽  
Kathleen M. Christensen
Keyword(s):  
Psychiatric Patients ◽  
Motor Task ◽  
Simple Motor ◽  
Simple Motor Task ◽  
Referent Group ◽  
The Mean ◽  
And Performance ◽  
Level Of Aspiration ◽  
Length Of Hospitalization ◽  
Chronic Psychiatric Patients

The level of aspiration and performance was examined for 25 male psychiatric inpatients whose mean age was 57.4 yr. and mean length of hospitalization was 23–6 yr. For a simple motor task involving flipping a plastic chip over a goal line, each patient expressed the ward and his personal pretask levels of aspiration, performed the task, and expressed his personal posttask aspiration. The expressions of both the ward and pretask levels of aspiration were less than the mean score of a nonhospitalized referent group. Both performance and posttask levels of aspiration were greater than the pretask level. More patients predicted they would perform worse than the other patients on the ward than predicted they would perform better. The patients appropriately shifted their levels of aspiration either up after success or down after failure. The results were discussed according to expectations from classical theory as well as findings with schizophrenics. Implications for further research were discussed.

Effects of Reinforcement on Motor Learning and Retention by Mentally Retarded

1969 ◽  
Vol 29 (1) ◽  
pp. 99-104 ◽  
Author(s):  
David Auxter
Keyword(s):  
Motor Learning ◽  
Motor Task ◽  
Mentally Retarded ◽  
The Other ◽  
Motor Tasks ◽  
Gross Motor ◽  
Mentally Retarded Children

The effects of reinforcement on learning and retention and patterns of motor learning were studied. Each of two groups of mentally retarded children ( N = 16 per group), matched for IQ and CA, were initially given 25 trials on a stabilometer. After 6 mo., 5 retention trials were given. One group was reinforced with candy on Trials 5 to 25. The other group was not reinforced. The results show that: (a) mentally retarded children are capable of learning motor tasks involving rapid motor adjustments; (b) reinforcement of a gross motor task may facilitate greater learning and it retards the effects of the onset of satiation, which leads to decrements in performance; (c) reinforcement for performance on the stabilometer does not result in significantly greater retention over a 6-mo. interval.

Sign in / Sign up

Export Citation Format

Share Document