Relevant bibliographies by topics / Motor learning / Journal articles
To see the other types of publications on this topic, follow the link: Motor learning.

Journal articles on the topic 'Motor learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Motor learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

NAKAMURA, RYUICHI. "Motor Learning." Journal of exercise physiology 9, no. 3 (1994): 149–56. http://dx.doi.org/10.1589/rika1986.9.149.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Plisk, Steven Scott. "Motor Learning." Strength and Conditioning Journal 24, no. 3 (June 2002): 77. http://dx.doi.org/10.1519/00126548-200206000-00020.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Halsband, Ulrike, and Hans-Joachim Freund. "Motor learning." Current Opinion in Neurobiology 3, no. 6 (December 1993): 940–49. http://dx.doi.org/10.1016/0959-4388(93)90166-v.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wolpert, Daniel M., and J. Randall Flanagan. "Motor learning." Current Biology 20, no. 11 (June 2010): R467—R472. http://dx.doi.org/10.1016/j.cub.2010.04.035.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Yun, Jung-Eun. "Understanding motor learning processing and motor strategies on motor skill learning." Korean Journal of Sports Science 31, no. 5 (October 31, 2022): 389–402. http://dx.doi.org/10.35159/kjss.2022.10.31.5.389.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Turner, Mark. "Motor Learning Research." Update: Applications of Research in Music Education 16, no. 2 (April 1998): 12–16. http://dx.doi.org/10.1177/875512339801600204.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Schenck, Wolfram. "Kinematic motor learning." Connection Science 23, no. 4 (December 2011): 239–83. http://dx.doi.org/10.1080/09540091.2011.625077.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Miall, Chris. "Modular motor learning." Trends in Cognitive Sciences 6, no. 1 (January 2002): 1–3. http://dx.doi.org/10.1016/s1364-6613(00)01822-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Tse, Diane, and Sandi Spaulding. "Review of Motor Control and Motor Learning." Physical & Occupational Therapy In Geriatrics 15, no. 3 (July 29, 1998): 19–38. http://dx.doi.org/10.1300/j148v15n03_02.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Tse, Diane W., and Sandi J. Spaulding. "Review of Motor Control and Motor Learning." Physical & Occupational Therapy In Geriatrics 15, no. 3 (January 1998): 19–38. http://dx.doi.org/10.1080/j148v15n03_02.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Seidler, Rachael D. "Multiple Motor Learning Experiences Enhance Motor Adaptability." Journal of Cognitive Neuroscience 16, no. 1 (January 2004): 65–73. http://dx.doi.org/10.1162/089892904322755566.

Full text
Abstract:
Traditional motor learning theory emphasizes that skill learning is specific to the context and task performed. Recent data suggest, however, that subjects exposed to a variety of motor learning paradigms may be able to acquire general, transferable knowledge about skill learning processes. I tested this idea by having subjects learn five different motor tasks, three that were similar to each other and two that were not related. A group of experimental subjects first performed a joystick-aiming task requiring adaptation to three different visuomotor rotations, with a return to the null conditions between each exposure. They then performed the same joystick-aiming task but had to adapt to a change in display gain instead of rotation. Lastly, the subjects used the joystickaiming task to learn a repeating sequence of movements. Two groups of control subjects performed the same number of trials, but learned only the gain change or the movement sequence. Experimental subjects showed generalization of learning across the three visuomotor rotations. Experimental subjects also exhibited transfer of learning ability to the gain change and the movement sequence, resulting in faster learning than that seen in the control subjects. However, transient perturbations affected the movements of the experimental subjects to a greater extent than those of the control subjects. These data demonstrate that humans can acquire a general enhancement in motor skill learning capacity through experience, but it comes with a cost. Although movement becomes more adaptable following multiple learning experiences, it also becomes less stable to external perturbation.
APA, Harvard, Vancouver, ISO, and other styles
12

Garcia, Clersida, and Luis Garcia. "A Motor-Development and Motor-Learning Perspective." Journal of Physical Education, Recreation & Dance 77, no. 8 (October 2006): 31–33. http://dx.doi.org/10.1080/07303084.2006.10597923.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Missitzi, Julia, Reinhard Gentner, Angelica Misitzi, Nickos Geladas, Panagiotis Politis, Vassilis Klissouras, and Joseph Classen. "Heritability of motor control and motor learning." Physiological Reports 1, no. 7 (December 2013): e00188. http://dx.doi.org/10.1002/phy2.188.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Krasnow, Donna. "Motor Learning and Motor Control in Dance." Journal of Dance Medicine & Science 11, no. 3 (September 2007): 69. http://dx.doi.org/10.1177/1089313x0701100301.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Fecteau, Jillian H., Pieter Roelfsema, Chris I. De Zeeuw, and Stavroula Kousta. "Perceptual learning, motor learning, and automaticity." Trends in Cognitive Sciences 14, no. 1 (January 2010): 1. http://dx.doi.org/10.1016/j.tics.2009.11.003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

TANI, HIROAKI. "Motor Learning and Practice." Journal of exercise physiology 9, no. 3 (1994): 123–29. http://dx.doi.org/10.1589/rika1986.9.123.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Cicchella, Antonio. "Sleep and motor learning." Pedagoģija: teorija un prakse : zinātnisko rakstu krājums = Pedagogy: Theory and Practice : collection of scientific articles, no. IX (April 6, 2020): 12–19. http://dx.doi.org/10.37384/ptp.2020.09.012.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
18

Kaefer, Angélica, and Suzete Chiviacowsky. "Cooperation enhances motor learning." Human Movement Science 85 (October 2022): 102978. http://dx.doi.org/10.1016/j.humov.2022.102978.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Lewis, Sian. "Motor learning with oligodendrocytes." Nature Reviews Neuroscience 17, no. 10 (August 19, 2016): 604. http://dx.doi.org/10.1038/nrn.2016.122.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Simon, Dominic A., and Robert A. Bjork. "Metacognition in motor learning." Journal of Experimental Psychology: Learning, Memory, and Cognition 27, no. 4 (2001): 907–12. http://dx.doi.org/10.1037/0278-7393.27.4.907.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Plisk, Steven Scott. "BOOK REVIEW: Motor Learning." Strength and Conditioning Journal 24, no. 3 (2002): 77. http://dx.doi.org/10.1519/1533-4295(2002)024<0077:ml>2.0.co;2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Seitz, Rüdiger J., Per E. Roland, Christian Bohm, Torgny Greitz, and Sharon Stone-Elander. "Motor learning in man." NeuroReport 1, no. 1 (September 1990): 57–60. http://dx.doi.org/10.1097/00001756-199009000-00016.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Mattar, Andrew A. G., and Paul L. Gribble. "Motor Learning by Observing." Neuron 46, no. 1 (April 2005): 153–60. http://dx.doi.org/10.1016/j.neuron.2005.02.009.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Kurtzer, Isaac, Paul DiZio, and James Lackner. "Task-dependent motor learning." Experimental Brain Research 153, no. 1 (November 1, 2003): 128–32. http://dx.doi.org/10.1007/s00221-003-1632-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Kurtzer, Isaac, Paul DiZio, and James Lackner. "Task-dependent motor learning." Experimental Brain Research -1, no. 1 (June 26, 2003): 1. http://dx.doi.org/10.1007/s00221-003-1699-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Curtis, Neil. "Motor Learning in Rehabilitation." Athletic Therapy Today 8, no. 4 (July 2003): 36–37. http://dx.doi.org/10.1123/att.8.4.36.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Morimoto, Jun. "Soft humanoid motor learning." Science Robotics 2, no. 13 (December 20, 2017): eaaq0989. http://dx.doi.org/10.1126/scirobotics.aaq0989.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

Nagy, Edit. "Motor learning in dystonia." International Journal of Rehabilitation Research 41, no. 3 (September 2018): 280–83. http://dx.doi.org/10.1097/mrr.0000000000000290.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Hardwick, Robert M., Vikram A. Rajan, Amy J. Bastian, John W. Krakauer, and Pablo A. Celnik. "Motor Learning in Stroke." Neurorehabilitation and Neural Repair 31, no. 2 (October 28, 2016): 178–89. http://dx.doi.org/10.1177/1545968316675432.

Full text
Abstract:
Background and Objective: Stroke rehabilitation assumes motor learning contributes to motor recovery, yet motor learning in stroke has received little systematic investigation. Here we aimed to illustrate that despite matching levels of performance on a task, a trained patient should not be considered equal to an untrained patient with less impairment. Methods: We examined motor learning in healthy control participants and groups of stroke survivors with mild-to-moderate or moderate-to-severe motor impairment. Participants performed a series of isometric contractions of the elbow flexors to navigate an on-screen cursor to different targets, and trained to perform this task over a 4-day period. The speed-accuracy trade-off function (SAF) was assessed for each group, controlling for differences in self-selected movement speeds between individuals. Results: The initial SAF for each group was proportional to their impairment. All groups were able to improve their performance through skill acquisition. Interestingly, training led the moderate-to-severe group to match the untrained (baseline) performance of the mild-to-moderate group, while the trained mild-to-moderate group matched the untrained (baseline) performance of the controls. Critically, this did not make the two groups equivalent; they differed in their capacity to improve beyond this matched performance level. Specifically, the trained groups had reached a plateau, while the untrained groups had not. Conclusions: Despite matching levels of performance on a task, a trained patient is not equal to an untrained patient with less impairment. This has important implications for decisions both on the focus of rehabilitation efforts for chronic stroke, as well as for returning to work and other activities.
APA, Harvard, Vancouver, ISO, and other styles
30

Masaki, Hiroaki, and Werner Sommer. "Cognitive neuroscience of motor learning and motor control." Journal of Physical Fitness and Sports Medicine 1, no. 3 (2012): 369–80. http://dx.doi.org/10.7600/jpfsm.1.369.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

ALPHEN, A. M., T. SCHEPERS, C. LUO, and C. I. ZEEUW. "Motor Performance and Motor Learning in Lurcher Mice." Annals of the New York Academy of Sciences 978, no. 1 THE CEREBELLU (December 2002): 413–24. http://dx.doi.org/10.1111/j.1749-6632.2002.tb07584.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Coxon, James P., Nicola M. Peat, and Winston D. Byblow. "Primary motor cortex disinhibition during motor skill learning." Journal of Neurophysiology 112, no. 1 (July 1, 2014): 156–64. http://dx.doi.org/10.1152/jn.00893.2013.

Full text
Abstract:
Motor learning requires practice over a period of time and depends on brain plasticity, yet even for relatively simple movements, there are multiple practice strategies that can be used for skill acquisition. We investigated the role of intracortical inhibition in the primary motor cortex (M1) during motor skill learning. Event-related transcranial magnetic stimulation (TMS) was used to assess corticomotor excitability and inhibition thought to involve synaptic and extrasynaptic γ-aminobutyric acid (GABA). Short intracortical inhibition (SICI) was assessed using 1- and 2.5-ms interstimulus intervals (ISIs). Participants learned a novel, sequential pinch-grip task on a computer in either a repetitive or interleaved practice structure. Both practice structures showed equivalent levels of motor performance at the end of acquisition and at retention 1 wk later. There was a novel task-related modulation of 1-ms SICI. Repetitive practice elicited a greater reduction of 1- and 2.5-ms SICI, i.e., disinhibition, between rest and task acquisition, compared with interleaved practice. These novel findings support the use of a repetitive practice structure for motor learning because the associated effects within M1 have relevance for motor rehabilitation.
APA, Harvard, Vancouver, ISO, and other styles
33

Sathyamurthy, Anupama, Arnab Barik, Courtney I. Dobrott, Kaya J. E. Matson, Stefan Stoica, Randall Pursley, Alexander T. Chesler, and Ariel J. Levine. "Cerebellospinal Neurons Regulate Motor Performance and Motor Learning." Cell Reports 31, no. 6 (May 2020): 107595. http://dx.doi.org/10.1016/j.celrep.2020.107595.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Rothwell, J. C. "S19.1 Motor learning and motor plasticity after stroke." Clinical Neurophysiology 122 (June 2011): S45. http://dx.doi.org/10.1016/s1388-2457(11)60150-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Tripathi, Tanya, Stacey Dusing, Peter E. Pidcoe, Yaoying Xu, Mary Snyder Shall, and Daniel L. Riddle. "A Motor Learning Paradigm Combining Technology and Associative Learning to Assess Prone Motor Learning in Infants." Physical Therapy 99, no. 6 (June 1, 2019): 807–16. http://dx.doi.org/10.1093/ptj/pzz066.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

Ibrahim, Rifandi, Mustafa Mustafa, Fransiskus Seke, Jouke Rapar, and Ridwan Ridwan. "Improving Electric Motor Learning Outcomes with Problem-Based Learning at SMKN 2 Ternate." JURNAL EDUNITRO Jurnal Pendidikan Teknik Elektro 2, no. 2 (October 1, 2022): 123–30. http://dx.doi.org/10.53682/edunitro.v2i2.4711.

Full text
Abstract:
The background of this research is because the learning outcomes of Electric Motors at SMKN 2 Ternate are not maximized. The hypothesis is that if a problem-based learning method is applied, it can improve learning outcomes in electric motor lessons in class XI students of SMKN 2 Ternate. This study uses two research methods, namely quantitative and descriptive qualitative research. It collects data in this study through observation of test questions to determine learning outcomes. The test result data is in pre-test and post-test scores to determine student learning outcomes. This research includes classroom action research which is carried out to improve electric motor learning and increase student participation in learning. The results of observer observations that have been carried out on students from the first cycle to the second cycle are an increase in each cycle; namely, the average of the first cycle is 61.69. Then the results increased in the second cycle to 72.78, with 31 students in class XI TITL 2 SMKN 2 Ternate. That means classroom action research that uses problem-based learning methods on Electric Motor subjects in class XI TITL 2 can improve student learning outcomes.
APA, Harvard, Vancouver, ISO, and other styles
37

Nakamura, Hisahide, Keisuke Asano, Seiran Usuda, and Yukio Mizuno. "A Diagnosis Method of Bearing and Stator Fault in Motor Using Rotating Sound Based on Deep Learning." Energies 14, no. 5 (March 1, 2021): 1319. http://dx.doi.org/10.3390/en14051319.

Full text
Abstract:
Various industrial fields use motors as key power sources, and their importance is increasing. In motor manufacturing, various tests are conducted for each motor before shipping. The no-load test is one such test, in which, for instance, the current flowing into the motor and temperature of the bearing is measured to confirm whether they are within specific values. Reducing labor, cost, and time in identifying an initially defective product requires a simple and reliable method. This study proposes a new diagnosis to identify the motor conditions based on the rotating sound of the motor in the no-load test. First, the rotating sounds of motors were measured using several healthy motors and motors with faults. Second, their sound characteristics were analyzed, and it was found that the characteristic signals appeared in a specific frequency range periodically. Then, considering these phenomena, a diagnostic method based on deep learning was proposed to judge the faults using long short-term memory (LSTM). Finally, the effectiveness of the proposed method was verified through experiments.
APA, Harvard, Vancouver, ISO, and other styles
38

Torriani-Pasin, Camila, Gisele Carla dos Santos Palma, Cristiane Matsumoto Jakabi, Cinthya Walter, Andrea Michele Freudenheim, and Umberto César Correa. "Motor Learning of a cognitive-motor task after stroke." Revista Brasileira de Educação Física e Esporte 34, no. 1 (June 4, 2020): 1–9. http://dx.doi.org/10.11606/1807-5509202000010001.

Full text
Abstract:
The aim of this study was investigated a maze learning in stroke individuals. Forty participants assigned into two groups: experimental (stroke participants; n = 20) and control (neurologically healthy participants; n = 20). The study involved an acquisition phase, a transfer test, and a short-and longterm retention tests. The task consisted in complete a maze, with paper and pen, in the shortest time possible. The dependent variables were execution time and error. Data were analyzed with an Anova- two way with Repeated Measures for these variables. Results showed learning for both groups, but with the experimental group having worse performance compared to control group mainly related error. It was also seen the impact promoted in the task has impaired both groups in the transfer test performance.
APA, Harvard, Vancouver, ISO, and other styles
39

Tunney, Niamh, Leslie F. Taylor, Mandy Gaddy, Amie Rosenfeld, Neal Pearce, Jeff Tamanini, and Alison Treby. "Aging and Motor Learning of a Functional Motor Task." Physical & Occupational Therapy In Geriatrics 21, no. 3 (January 2004): 1–16. http://dx.doi.org/10.1080/j148v21n03_01.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

Kobayashi, Masahito, Hugo Théoret, and Alvaro Pascual-Leone. "Suppression of ipsilateral motor cortex facilitates motor skill learning." European Journal of Neuroscience 29, no. 4 (February 2009): 833–36. http://dx.doi.org/10.1111/j.1460-9568.2009.06628.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Davidson, Paul R., and Daniel M. Wolpert. "Scaling down motor memories: de-adaptation after motor learning." Neuroscience Letters 370, no. 2-3 (November 2004): 102–7. http://dx.doi.org/10.1016/j.neulet.2004.08.003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

Papale, Andrew E., and Bryan M. Hooks. "Circuit Changes in Motor Cortex During Motor Skill Learning." Neuroscience 368 (January 2018): 283–97. http://dx.doi.org/10.1016/j.neuroscience.2017.09.010.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Winstein, C., and K. Sullivan. "Some Comments on the Motor Learning/Motor Control Distinction." Neurology Report 21, no. 2 (1997): 42–44. http://dx.doi.org/10.1097/01253086-199721020-00002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Pollok, B., D. Latz, V. Krause, M. Butz, and A. Schnitzler. "Changes of motor-cortical oscillations associated with motor learning." Neuroscience 275 (September 2014): 47–53. http://dx.doi.org/10.1016/j.neuroscience.2014.06.008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Torriani-Pasin, Camila, Gisele Carla dos Santos Palma, Cristiane Matsumoto Jakabi, Cinthya Walter, Andrea Michele Freudenheim, and Umberto César Correa. "Motor Learning of a cognitive-motor task after stroke." Revista Brasileira de Educação Física e Esporte 34, no. 1 (June 4, 2020): 1–9. http://dx.doi.org/10.11606/issn.1981-4690.v34i1p1-9.

Full text
Abstract:
The aim of this study was investigated a maze learning in stroke individuals. Forty participants assigned into two groups: experimental (stroke participants; n = 20) and control (neurologically healthy participants; n = 20). The study involved an acquisition phase, a transfer test, and a short-and longterm retention tests. The task consisted in complete a maze, with paper and pen, in the shortest time possible. The dependent variables were execution time and error. Data were analyzed with an Anova- two way with Repeated Measures for these variables. Results showed learning for both groups, but with the experimental group having worse performance compared to control group mainly related error. It was also seen the impact promoted in the task has impaired both groups in the transfer test performance.
APA, Harvard, Vancouver, ISO, and other styles
46

Shadmehr, Reza. "Motor Learning: A Cortical System for Adaptive Motor Control." Current Biology 28, no. 14 (July 2018): R793—R795. http://dx.doi.org/10.1016/j.cub.2018.05.071.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Fang, Yi, and Kai Ru. "The Impact of Implicit Motor Learning on Motor Performance." Lecture Notes in Education Psychology and Public Media 25, no. 1 (November 28, 2023): 103–11. http://dx.doi.org/10.54254/2753-7048/25/20230571.

Full text
Abstract:
This paper systematically explores the impact of implicit motor learning on motor performance, including the concepts and theoretical foundations of implicit motor learning, its relationship with the development of motor skills and motor performance, the effects and practical applications of implicit motor learning training, as well as the moderating role of psychological factors. Research findings suggest that implicit motor learning training plays a crucial role in enhancing motor skills and promoting rehabilitation, with potential value in sports education. Future research can further investigate individual differences, neural mechanisms, optimization of clinical applications, intervention strategies for psychological factors, and interdisciplinary studies, among other aspects.
APA, Harvard, Vancouver, ISO, and other styles
48

Sun, Yue, Richard Roth, Fuu-Jiun Hwang, Xiaobai Ren, Sui Wang, and Jun Ding. "MOTOR LEARNING-INDUCED TRANSCRIPTOMIC CHANGES IN MOTOR ENGRAM NEURONS." IBRO Neuroscience Reports 15 (October 2023): S718—S719. http://dx.doi.org/10.1016/j.ibneur.2023.08.1460.

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

Cho, Nam Jun, Sang Hyoung Lee, Jong Bok Kim, and Il Hong Suh. "Learning, Improving, and Generalizing Motor Skills for the Peg-in-Hole Tasks Based on Imitation Learning and Self-Learning." Applied Sciences 10, no. 8 (April 15, 2020): 2719. http://dx.doi.org/10.3390/app10082719.

Full text
Abstract:
We propose a framework based on imitation learning and self-learning to enable robots to learn, improve, and generalize motor skills. The peg-in-hole task is important in manufacturing assembly work. Two motor skills for the peg-in-hole task are targeted: “hole search” and “peg insertion”. The robots learn initial motor skills from human demonstrations and then improve and/or generalize them through reinforcement learning (RL). An initial motor skill is represented as a concatenation of the parameters of a hidden Markov model (HMM) and a dynamic movement primitive (DMP) to classify input signals and generate motion trajectories. Reactions are classified as familiar or unfamiliar (i.e., modeled or not modeled), and initial motor skills are improved to solve familiar reactions and generalized to solve unfamiliar reactions. The proposed framework includes processes, algorithms, and reward functions that can be used for various motor skill types. To evaluate our framework, the motor skills were performed using an actual robotic arm and two reward functions for RL. To verify the learning and improving/generalizing processes, we successfully applied our framework to different shapes of pegs and holes. Moreover, the execution time steps and path optimization of RL were evaluated experimentally.
APA, Harvard, Vancouver, ISO, and other styles
50

Sonong, Sonong, Herman Nauwir, and Muhammad Ruswandi Djalal. "Rancang Bangun Modul Pembelajaran Bengkel Listrik (Designing Electric Workshop Learning Modules)." JEEE-U (Journal of Electrical and Electronic Engineering-UMSIDA) 3, no. 1 (April 3, 2019): 1. http://dx.doi.org/10.21070/jeee-u.v3i1.1924.

Full text
Abstract:
Electric motor is an electric machine that has a function as a converter of electrical energy into mechanical energy. Electric motors are widely used as movers because they are better in terms of technical and economical, but have disadvantages such as large initial currents so that they cannot last long, to overcome this can be used Y-utan star starting method both manually and automatically created in a panel box. In the operation and manufacture of a protection system for a 3 phase induction motor, some supporting equipment can be arranged in a panel box so that motor performance can be maximized. The results of this tool design are in the form of a panel box in which there are three types of circuits, namely: 3 phase induction motor operation circuit with the starting Y-∆ automatically, reversing the direction of 3 phase induction motor rotation, and 3 phase induction motor operation in two places. Where the series is equipped with a protection system and can be operated manually and automatically.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Motor learning' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography