scholarly journals Simulation Fidelity and Skill Learning during Helicopter Egress Training: The Role of Vision

2020 ◽  
Author(s):  
Stefanie Dawn Martina ◽  
Gal Ziv ◽  
Elizabeth Sanli ◽  
Heather Carnahan
Keyword(s):  
Skill Learning ◽  
Simulation Fidelity

scholarly journals Az aktuális teljesítmény és a mögötte álló tudás disszociációja: az idői tényezők szerepének áttekintése a procedurális tanulás példáján keresztül

2020 ◽  
Vol 75 (3) ◽  
pp. 477-491
Author(s):  
Kiss Mariann ◽  
Németh Dezső ◽  
Janacsek Karolina
Keyword(s):  
Language Learning ◽  
Review Paper ◽  
Procedural Learning ◽  
Skill Learning ◽  
Clinical Settings ◽  
Language Performance ◽  
Wide Range ◽  
Temporal Factors ◽  
Learning Language

A hétköznapok során gyakran előfordul, hogy gyengén teljesítünk egy olyan helyzetben, amelyben korábban már bizonyítottuk tudásunkat. A pszichológián belül elméleti és empirikus eredmények is alátámasztják ezt a hétköznapi jelenséget, mely szerint egy adott időpontban mérhető teljesítmény (performancia) nem feltétlenül tükrözi hűen a mögötte álló tudást (kompetencia). Jelen rövid, célzott összefoglaló tanulmánnyal az a célunk, hogy felhívjuk a fi gyelmet a performancia-kompetencia disszociációra a procedurális tanulás területét használva példaként. Fontos azonban kiemelni, hogy ez a jelenség más kognitív funkciók esetén is jelen lehet (pl. nyelvi teljesítmény, döntéshozatal, észlelés), ezért tanulmányunk új kutatásokat ösztönözhet számos kognitív funkció esetén. A korábbi empirikus eredmények áttekintésekor külön hangsúlyt fektetünk a tanulás idői faktoraira, amelyek meghatározhatják, hogy disszociáció lép-e fel adott esetben a performancia és kompetencia között vagy nem. Ezután kitérünk azokra az elméleti magyarázatokra is, amelyek az idői faktorok tanulásra, illetve performancia-kompetencia disszociációra kifejtett hatását próbálják magyarázni. A tanulmány végén kitekintést nyújtunk a disszociáció kutatásmódszertani vonatkozásaira és olyan alkalmazott helyzetekre is, ahol ez a disszociáció jelentősen befolyásolhatja a levont következtetéseket: ilyen például az oktatási-tanulási környezet (készségtanulás, nyelvtanulás), illetve a kognitív tesztek használata a klinikai diagnosztikában. It often occurs in our daily life that we perform weaker in a task in which we have previously shown good knowledge and understanding. In psychology, both theoretical and empirical evidence supports this phenomenon: that is, on certain occasions, our momentary performance does not accurately refl ect our underlying knowledge (competence). The aim of our short, focused review paper is to draw attention to this performance vs. competence dissociation using the fi eld of procedural learning as an example. It is important to note, however, that this phenomenon may occur for a wide range of cognitive functions (e.g., aspects of language performance, decision-making, perception), and therefore, our paper can stimulate research in these areas. In this paper, we review previous empirical fi ndings that focused on the role of temporal factors in procedural learning as these factors can affect whether or not dissociation occurs in a certain case. Then, we briefl y present the explanatory accounts of the role of the temporal factors in learning and in performance vs. competence dissociation. Finally, our review discusses the implications of the presented fi ndings both from a methodological and an applied perspective, highlighting that the dissociation between performance and competence can substantially alter the outcomes and our interpretations in various situations such as in education (e.g., skill learning, language learning) and when applying cognitive tests in clinical settings.

Children's motor imagery modality dominance modulates the role of attentional focus in motor skill learning

2021 ◽  
Vol 75 ◽  
pp. 102742
Author(s):  
Moslem Bahmani ◽  
Mehdi Babak ◽  
William M. Land ◽  
Jeffery T. Howard ◽  
Jed A. Diekfuss ◽  
...  
Keyword(s):  
Motor Imagery ◽  
Motor Skill ◽  
Attentional Focus ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Modality Dominance

Continuous Concurrent Feedback Degrades Skill Learning: Implications for Training and Simulation

1997 ◽  
Vol 39 (4) ◽  
pp. 509-525 ◽  
Author(s):  
Richard A. Schmidt ◽  
Gabriele Wulf
Keyword(s):  
Temporal Pattern ◽  
Closed Loop ◽  
Motor Program ◽  
Skill Learning ◽  
Discrete Movement ◽  
On Line ◽  
Continuous Feedback ◽  
The Stability ◽  
Generalized Motor Program

In two experiments we investigated the role of continuous concurrent visual feedback in the learning of discrete movement tasks. During practice the learner's actions either were or were not displayed on-line during the action; in both conditions the participant received kinematic feedback about errors afterward. Learning was evaluated in retention tests on the following day. We separated (a) errors in the fundamental spatial-temporal pattern controlled by the generalized motor program from (b) errors in scaling controlled by parameterization processes. During practice concurrent feedback improved parameterization but tended to decrease program stability. Based on retention tests, earlier practice with continuous feedback generally interfered with the learning of an accurate motor program and reduced the stability of time parameterization. Continuous feedback during acquisition degrades the learning of not only closed-loop processes in slower movements (as has been found in earlier studies) but also motor programs and their parameterization in more rapid tasks. Implications for feedback in training and simulation are discussed.

The Role of Verbal Cues in Skill Learning

Quest ◽  
1994 ◽  
Vol 46 (3) ◽  
pp. 299-313 ◽  
Author(s):  
Dennis Landin
Keyword(s):  
Skill Learning ◽  
Verbal Cues

scholarly journals Developmental plasticity in visual cortex is necessary for normal visuomotor integration and visuomotor skill learning

2021 ◽  
Author(s):  
Felix C Widmer ◽  
Georg B Keller
Keyword(s):  
Visual Cortex ◽  
Early Life ◽  
Developmental Plasticity ◽  
Visual Experience ◽  
Skill Learning ◽  
Conditional Knockout ◽  
Visuomotor Integration ◽  
Visuomotor Task ◽  
Visuomotor Skills

The experience of coupling between motor output and visual feedback is necessary for the development of visuomotor skills and shapes visuomotor integration in visual cortex. Whether these experience-dependent changes involve plasticity in visual cortex remains unclear. Here, we probed the role of NMDA receptor-dependent plasticity in mouse primary visual cortex (V1) during visuomotor development. Using a conditional knockout of NMDA receptors and a photoactivatable inhibitor of CaMKII, we locally perturbed plasticity in V1 during first visual experience, recorded neuronal activity in V1, and tested the mice in a visuomotor task. We found that perturbing plasticity before, but not after, first visuomotor experience reduces responses to unpredictable stimuli, diminishes the suppression of predictable feedback in V1, and impairs visuomotor skill learning later in life. Our results demonstrate that plasticity in the local V1 circuit during early life is critical for shaping visuomotor integration.

scholarly journals Dopamine depletion affects vocal acoustics and disrupts sensorimotor adaptation in songbirds

2019 ◽  
Author(s):  
Varun Saravanan ◽  
Lukas A Hoffmann ◽  
Amanda L Jacob ◽  
Gordon J Berman ◽  
Samuel J Sober
Keyword(s):  
Motor Behavior ◽  
Vocal Learning ◽  
Skill Learning ◽  
Sensorimotor Learning ◽  
Feedback Signal ◽  
Sensorimotor Adaptation ◽  
Learning Tasks ◽  
External Reinforcement ◽  
Corrective Response

AbstractDopamine is hypothesized to convey important error information in reinforcement learning tasks with explicit appetitive or aversive cues. However, during motor skill learning the only available feedback signal is typically an animal’s evaluation of the sensory feedback arising from its own behavior, rather than any external reward or punishment. It has previously been shown that intact dopaminergic signaling from the ventral tegmental area – substantia nigra compacta complex (VTA/SNc) is necessary for vocal learning in response to an external aversive auditory cue in songbirds. However, the role of dopamine in learning in the absence of explicit external cues is still unclear. Here we used male Bengalese finches (Lonchura striatavar.domestica) to test the hypothesis that dopamine signaling is necessary for self-evaluation driven sensorimotor learning. We combined 6-hydroxydopamine (6-OHDA) lesions of dopaminergic terminals within Area X, a songbird basal ganglia nucleus critical for vocal learning, with a headphones learning paradigm that shifted the birds’ auditory feedback and compared their learning to birds without lesions. We found that 6-OHDA lesions affected song behavior in two ways. First, over a period of days lesioned birds systemically lowered their pitch regardless of the presence or absence of auditory errors. Second, 6-OHDA lesioned birds also displayed severe deficits in sensorimotor learning as measured by their adaptive change in pitch in response to the pitch-shifted auditory error. Our results suggest roles for dopamine both in motor production and in auditory error processing during vocal learning.Significance StatementDopamine has been hypothesized to convey a reward prediction error signal in learning tasks involving external reinforcement. However the role dopamine plays in tasks involving self-guided error correction in the absence of external reinforcement is much less clear. To address this question, we studied the role of dopamine in sensorimotor adaptation using male Bengalese finches, which spontaneously produce a complex motor behavior (song) and are capable of modulating their behavioral output in response to induced auditory errors. Our results reveal that in addition to conveying errors in motor performance, dopamine may also have a role in modulating effort and in choosing a corrective response to the auditory error.

scholarly journals Dopamine neuron-derived IGF-1 controls dopamine neuron firing, skill learning, and exploration

2019 ◽  
Vol 116 (9) ◽  
pp. 3817-3826 ◽  
Author(s):  
Alessandro Pristerà ◽  
Craig Blomeley ◽  
Emanuel Lopes ◽  
Sarah Threlfell ◽  
Elisa Merlini ◽  
...  
Keyword(s):  
Cognitive Processes ◽  
Skill Learning ◽  
Dopamine Neuron ◽  
Dopamine Neurons ◽  
Neuron Firing ◽  
Adult Mice ◽  
Conditional Deletion ◽  
Dopamine Content ◽  
Midbrain Dopamine

Midbrain dopamine neurons, which can be regulated by neuropeptides and hormones, play a fundamental role in controlling cognitive processes, reward mechanisms, and motor functions. The hormonal actions of insulin-like growth factor 1 (IGF-1) produced by the liver have been well described, but the role of neuronally derived IGF-1 remains largely unexplored. We discovered that dopamine neurons secrete IGF-1 from the cell bodies following depolarization, and that IGF-1 controls release of dopamine in the ventral midbrain. In addition, conditional deletion of dopamine neuron-derived IGF-1 in adult mice leads to decrease of dopamine content in the striatum and deficits in dopamine neuron firing and causes reduced spontaneous locomotion and impairments in explorative and learning behaviors. These data identify that dopamine neuron-derived IGF-1 acts as a regulator of dopamine neurons and regulates dopamine-mediated behaviors.

Latency in Cyber-Physical Systems: The Role of Visual Feedback Delays on Manual Skill Learning

2021 ◽  
pp. 1138-1146
Author(s):  
Annika Dix ◽  
Jens R. Helmert ◽  
Sebastian Pannasch
Keyword(s):  
Visual Feedback ◽  
Cyber Physical Systems ◽  
Skill Learning ◽  
Physical Systems ◽  
Manual Skill

Virtual-reality-based laparoscopic surgical training: The role of simulation fidelity in haptic feedback†

2004 ◽  
Vol 9 (5) ◽  
pp. 227-234 ◽  
Author(s):  
Hyun Kim ◽  
David Rattner ◽  
Mandayam Srinivasan
Keyword(s):  
Virtual Reality ◽  
Surgical Training ◽  
Haptic Feedback ◽  
Simulation Fidelity
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