Academic literature on the topic 'Motor task acquisition'
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Journal articles on the topic "Motor task acquisition"
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Gonda, Shahar, Anat Shkedy Rabani, Naama Horesh, and Lior Shmuelof. "Fast and specific: insights into the acquisition and generalization of motor acuity." Journal of Neurophysiology 122, no. 6 (December 1, 2019): 2354–63. http://dx.doi.org/10.1152/jn.00558.2018.
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Motor acuity is considered to be the outcome of prolonged practice and to involve morphological changes in the motor cortex. We have previously designed a curved pointing task, the arc pointing task (APT), to study motor acuity acquisition, defined as a change in the speed-accuracy tradeoff function (SAF) of the task. Here, we studied the generalization of motor acuity between hands and between tasks (drawing the arc in the opposite direction and with the untrained hand) and the effect of training duration on motor acuity. We report that training-induced motor acuity improvement did not generalize across hands and across tasks performed with the same hand, suggesting a task-specific representation of motor acuity. To our surprise, the largest gains in motor acuity, measured both by changes in SAF and by improvement in multiple kinematic variables, were seen following a short exposure to the task. Our results suggest that motor acuity training-induced improvement is task specific and that motor acuity starts to improve following a very short practice. NEW & NOTEWORTHY We report that training induced motor acuity improvement does not generalize from one hand to another or between movements that are performed with the same effector. Furthermore, significant improvements in acuity were found following a very short exposure to the task (∼20 trials). Therefore, our results suggest that the nervous system has the capacity to rapidly improve motor acuity.
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Buetefisch, Cathrin M., Kate Pirog Revill, Linda Shuster, Benjamin Hines, and Michael Parsons. "Motor demand-dependent activation of ipsilateral motor cortex." Journal of Neurophysiology 112, no. 4 (August 15, 2014): 999–1009. http://dx.doi.org/10.1152/jn.00110.2014.
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The role of ipsilateral primary motor cortex (M1) in hand motor control during complex task performance remains controversial. Bilateral M1 activation is inconsistently observed in functional (f)MRI studies of unilateral hand performance. Two factors limit the interpretation of these data. As the motor tasks differ qualitatively in these studies, it is conceivable that M1 contributions differ with the demand on skillfulness. Second, most studies lack the verification of a strictly unilateral execution of the motor task during the acquisition of imaging data. Here, we use fMRI to determine whether ipsilateral M1 activity depends on the demand for precision in a pointing task where precision varied quantitatively while movement trajectories remained equal. Thirteen healthy participants used an MRI-compatible joystick to point to targets of four different sizes in a block design. A clustered acquisition technique allowed simultaneous fMRI/EMG data collection and confirmed that movements were strictly unilateral. Accuracy of performance increased with target size. Overall, the pointing task revealed activation in contralateral and ipsilateral M1, extending into contralateral somatosensory and parietal areas. Target size-dependent activation differences were found in ipsilateral M1 extending into the temporal/parietal junction, where activation increased with increasing demand on accuracy. The results suggest that ipsilateral M1 is active during the execution of a unilateral motor task and that its activity is modulated by the demand on precision.
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Goettl, Barry P. "Contextual Interference Effects on Acquisition and Transfer of a Complex Motor Task." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 18 (October 1994): 1220–24. http://dx.doi.org/10.1177/154193129403801817.
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Research in motor skill and verbal memory suggests that random sequencing of trials results in retention and transfer that is superior to blocked presentation of trials. The contextual interference effect is based largely on relatively simple motor and verbal tasks. The present study explores the generalizability of the contextual interference effect to a complex flight simulator task. Subjects (66 males and 45 females) were assigned to three groups (i.e., whole-task, part-task blocked, and part-task sequenced) and trained on a desktop flight simulator. Part-task blocked subjects practiced 13 component tasks presented in blocks (low contextual interference), and part-task sequenced subjects practiced the same component tasks presented in a sequence that was repeated several times (high contextual interference). It was predicted that part-task sequenced subjects would show superior retention and transfer compared to blocked subjects. Results indicated that whole-task subjects showed the best retention and the two part-task groups did not differ. Additionally, all three groups showed equivalent performance on the transfer task. These results suggest that the contextual interference effect may not generalize to complex tasks.
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Baylor, Ann M., and Nisim Benjuya. "H-Reflexes during a Motor Skill Acquisition Task." Perceptual and Motor Skills 69, no. 2 (October 1989): 659–70. http://dx.doi.org/10.2466/pms.1989.69.2.659.
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H-reflex amplitudes were studied during the acquisition of a motor skill involving coordinated isometric plantar-flexion at the ankle joints as subjects learned to trace a triangular pattern on an oscilloscope screen by controlling plantar-flexion torque applied against load cells. Torque feedback was presented on a subject oscilloscope with the right foot controlling a vertical cursor and the left foot a horizontal cursor. Eleven subjects reached criterion performance. H-reflexes were recorded from the right soleus and timed to the initiation of soleus muscle activity to plantarflex the foot. Average time to complete one trial decreased from 9 sec. in the prelearning block to 4 sec. postlearning. No single learning strategy was evident as subjects varied widely in their levels of H-reflex amplitude, but during postlearning, H-reflex amplitude became consistent within subjects as tracing performance became faster and accurate.
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Ritter, Frank E., Martin K. C. Yeh, Yu Yan, Ka-Chun Siu, and Dmitry Oleynikov. "Effects of Varied Surgical Simulation Training Schedules on Motor-Skill Acquisition." Surgical Innovation 27, no. 1 (October 21, 2019): 68–80. http://dx.doi.org/10.1177/1553350619881591.
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There have been many studies to evaluate the effect of training schedules on retention; however, these usually compare only 2 drastically different schedules, massed and distributed, and they have tended to look at declarative knowledge tasks. This study examined learning on a laparoscopic surgery simulator using a set of procedural or perceptual-motor tasks with some declarative elements. The study used distributed, massed, and 2 hybrid-training schedules that are neither distributed nor massed. To evaluate the training schedules, 23 participants with no previous laparoscopic experience were recruited and randomly assigned to 1 of the 4 training schedules. They performed 3 laparoscopic training tasks in eight 30-minute learning sessions. We compared how task time decreased with each schedule in a between-participants design. We found participants in all groups demonstrated a decrease in task completion time as the number of training sessions increased; however, there were no statistically significant differences in participants’ improvement on task completion time between the 4 different training schedule groups, which suggested that time on task is more important for learning these tasks than the training schedule.
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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.
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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.
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Pavlides, C., E. Miyashita, and H. Asanuma. "Projection from the sensory to the motor cortex is important in learning motor skills in the monkey." Journal of Neurophysiology 70, no. 2 (August 1, 1993): 733–41. http://dx.doi.org/10.1152/jn.1993.70.2.733.
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1. The projection from the somatosensory cortex to the primary motor cortex has been proposed to play an important role in learning novel motor skills. This hypothesis was examined by studying the effects of lesions to the sensory cortex on learning of new motor skills. 2. We used two experimental paradigms to reveal the effects of lesions on learning of new motor skills. One task was to catch a food pellet falling at various velocities. The other task was to catch a food pellet from a rotating level. Both tasks required acquisition of novel motor skills. 3. The training was started after a lesion of the hand area in the somatosensory cortex of one hemisphere. In both tasks, monkeys had severe difficulty in learning the new skills with the hand contralateral to the ablated somatosensory cortex, compared with the hand contralateral to the intact hemisphere. 4. After acquisition of the motor skill in the hand contralateral to intact hemisphere, lesion of the somatosensory cortex hand area did not abolish the learned motor skill. 5. In control experiments, monkeys were trained to pick up a food pellet from a rotating board. This task did not necessitate acquisition of new motor skills, but could be performed by utilizing existing motor skills. Lesion in the somatosensory cortex before or after the training did not affect the execution of this task by either hand. 6. It is concluded that the corticocortical projection from the somatosensory to the motor cortex plays an important role in learning new motor skills, but not in the execution of existing motor skills.
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Dancey, Erin, Bernadette Murphy, Danielle Andrew, and Paul Yielder. "Interactive effect of acute pain and motor learning acquisition on sensorimotor integration and motor learning outcomes." Journal of Neurophysiology 116, no. 5 (November 1, 2016): 2210–20. http://dx.doi.org/10.1152/jn.00337.2016.
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Previous work has demonstrated differential changes in early somatosensory evoked potentials (SEPs) when motor learning acquisition occurred in the presence of acute pain; however, the learning task was insufficiently complex to determine how these underlying neurophysiological differences impacted learning acquisition and retention. To address this limitation, we have utilized a complex motor task in conjunction with SEPs. Two groups of 12 participants ( n = 24) were randomly assigned to either a capsaicin (capsaicin cream) or a control (inert lotion) group. SEP amplitudes were collected at baseline, after application, and after motor learning acquisition. Participants performed a motor acquisition task followed by a pain-free retention task within 24–48 h. After motor learning acquisition, the amplitude of the N20 SEP peak significantly increased ( P < 0.05) and the N24 SEP peak significantly decreased ( P < 0.001) for the control group while the N18 SEP peak significantly decreased ( P < 0.01) for the capsaicin group. The N30 SEP peak was significantly increased ( P < 0.001) after motor learning acquisition for both groups. The P25 SEP peak decreased significantly ( P < 0.05) after the application of capsaicin cream. Both groups improved in accuracy after motor learning acquisition ( P < 0.001). The capsaicin group outperformed the control group before motor learning acquisition ( P < 0.05) and after motor learning acquisition ( P < 0.05) and approached significance at retention ( P = 0.06). Improved motor learning in the presence of capsaicin provides support for the enhancement of motor learning while in acute pain. In addition, the changes in SEP peak amplitudes suggest that early SEP changes reflect neurophysiological alterations accompanying both motor learning and mild acute pain.
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Dancey, Erin, Paul Yielder, and Bernadette Murphy. "Does Location of Tonic Pain Differentially Impact Motor Learning and Sensorimotor Integration?" Brain Sciences 8, no. 10 (September 24, 2018): 179. http://dx.doi.org/10.3390/brainsci8100179.
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Recent work found that experimental pain appeared to negate alterations in cortical somatosensory evoked potentials (SEPs) that occurred in response to motor learning acquisition of a novel tracing task. The goal of this experiment was to further investigate the interactive effects of pain stimulus location on motor learning acquisition, retention, and sensorimotor processing. Three groups of twelve participants (n = 36) were randomly assigned to either a local capsaicin group, remote capsaicin group or contralateral capsaicin group. SEPs were collected at baseline, post-application of capsaicin cream, and following a motor learning task. Participants performed a motor tracing acquisition task followed by a pain-free retention task 24–48 h later while accuracy data was recorded. The P25 (p < 0.001) SEP peak significantly decreased following capsaicin application for all groups. Following motor learning acquisition, the N18 SEP peak decreased for the remote capsaicin group (p = 0.02) while the N30 (p = 0.002) SEP peaks increased significantly following motor learning acquisition for all groups. The local, remote and contralateral capsaicin groups improved in accuracy following motor learning (p < 0.001) with no significant differences between the groups. Early SEP alterations are markers of the neuroplasticity that accompanies acute pain and motor learning acquisition. Improved motor learning while in acute pain may be due to an increase in arousal, as opposed to increased attention to the limb performing the task.
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Schugens, Markus M., Caterina Breitenstein, Hermann Ackermann, and Irene Daum. "Role of the Striatum and the Cerebellum in Motor Skill Acquisition." Behavioural Neurology 11, no. 3 (1999): 149–57. http://dx.doi.org/10.1155/1999/870175.
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Motor skill acquisition was investigated in patients with Parkinson's disease (PD) or cerebellar dysfunction using two sensory-guided tracking tasks. The subjects had to learn to track a visual target (a square) on a computer screen by moving a joystick under two different conditions. In the unreversed task, the horizontal target movements were semi-predictable and could be anticipated. In the reversed task, the horizontal movements of a pointer which had to be kept within the target square were mirror-reversed to the joystick movements. PD patients showed intact learning of the semi-predictable task and reduced learning of the mirror-reversed task; patients with cerebellar dysfunction showed the opposite pattern. These findings are discussed in relation to the differential contribution of the cerebellum and the striatum to motor skill acquisition: the cerebellum appears to participate in the implementation of anticipatory movements, whereas the striatum may be critically involved in types of motor learning which require a high degree of internal elaboration.
Dissertations / Theses on the topic "Motor task acquisition"
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Edwards, Christopher Alexander Laurence. "Exploring non-task-related variability as an aid to motor skill acquisition, retention, and transfer." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36995.
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In two experiments, we tested whether non-task related variability, in the form of randomly administered mechanical perturbations during practice, would facilitate the acquisition of a novel two-handed coordination movement. There is considerable evidence in the motor learning literature showing that task-related variability, in the form of practice of variations of a skill or practicing skills in a more variable order, can benefit learning and transfer. Moreover, there is recent evidence that non-task related variability added to the learning process, termed differential learning, is beneficial to learning by simply providing a greater exploration of the dynamic environment. In both experiments, we failed to find evidence to support these predictions about the beneficial effects of non-task related variability. In Experiment 1, when variability was administered after a period of stabilization, and in the presence of performance enhancing feedback (i.e., a Lissajous display), no differences between a control group and a variability (perturbation) group were found in retention. This was despite significant improvements for both groups and evidence that the perturbations worked to increase variability later in practice for the perturbation group. In a second Experiment, we increased the amount of practice, changed the feedback display, and provided variability throughout practice. Despite these changes, externally added, mechanical perturbations added to the movement still failed to aid acquisition, retention or transfer. We conclude that this method of practice, when the variability is externally administered and not dependent on performance, fails to aid acquisition or facilitate long term retention or transfer of new motor skills. Therefore, variability, in and of itself, is not a sufficient variable to bring positive changes in performance and learning, considerations need to be made in regards to the difficulty of the task, the competence of the performer and the specific types of variability, in order to be beneficial.
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Wrathall, Stephen, and res cand@acu edu au. "The Effects of Contextual Interference and Variability of Practice on the Acquisition of a Motor Task and Transfer to a Novel Task." Australian Catholic University. School of Exercise Science, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp63.29082005.
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AIM The purpose of this experiment is to assess whether the advantages of variable practice are due to schema formation or to enhanced information processing (contextual interference) alone. DESIGN The design involved a 2 (mode; cognitive and motor) x 5 (practice schedule; blocked, random, constant distance one, constant distance two, and constant distance three) between subjects design resulting in ten groups. One hundred participants were randomly chosen from Human Movement students at Australian Catholic University and assigned to each of the ten groups (n=10). The cognitive mode involved the participants having to recognise the appropriate target from three geometrical shapes (triangle, square or circle), the triangle being the target in every case. The motor mode involved the participants having to tap on the target among three boxes that was merely filled in. The experiment consisted of ninety (3 blocks of 30) acquisition trials followed by ten transfer trials to a novel movement. MAIN HYPOTHESIS It was hypothesised that if facilitated transfer to a novel target occurs through schema formation, then there would be no differences between the motor groups and their corresponding cognitive groups. However, if facilitated transfer to a novel target occurs through enhanced information processing, then there would be differences between the motor groups and their corresponding cognitive groups. RESULTS Statistical analysis revealed a contextual interference effect for participants involved in the cognitive mode, in that the cognitive blocked group outperformed the cognitive random group in acquisition, but the reverse was the case in transfer. In the motor mode, the motor blocked group outperformed the motor random group in acquisition, and repeated the performance in transfer. CONCLUSION The results appear to indicate that for simple motor tasks it is the amount of variability of practice that is important for transfer to a novel task, while for tasks with a cognitive component, the schedule of practice is critical.
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Gredin, Viktor. "Skill acquisition in youth novice soccer players : An intervention study of repetitive-part and dual-task training strategies for acquisition of dribbling technique and decision making." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2915.
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Aim: The aim of the present study was to examine the outcome of repetitive-part training and dual-task training in the acquisition of dribbling technique and decision making in prepubescent novice soccer players. Method: Twenty four preschool pupils, with an age of 6.2 ± 0.4 years (mean ± SD) and with no previous experience of partaking in any organized team or ball sport participated in the study. The participants were tested (pre test) for initial performance level of dribbling technique and decision making and were then divided into two balanced experimental groups. The repetitive-part group underwent four weeks of part-task training (isolated dribbling-technique training) which were followed by four weeks of dual-task training (simultaneous training of dribbling technique and decision making). The dual-task group underwent eight weeks of dual-task training. The outcome in acquisition of dribbling technique and decision making was examined after four (mid test) and eight (post test) weeks of training. Both training regimes were followed by four weeks of non-training and thereafter a test (retention test) of the retention effects was carried out. Effect sizes (d) of the acquisition within each group and of the difference in performance and acquisition between the two groups were evaluated based on Cohen's effect size criteria (|d| > 0.2, small effect; |d| > 0.5, moderate effect; |d| > 0.8, large effect). Results: Between the pre and mid test, both groups showed large improvements in dribbling technique. The corresponding improvement was small in the repetitive-part group and moderate in the dual-task group between the mid and post test. There were large differences between the groups' decision-making performances at the mid, post, and retention test where the dual-task group was superior to the repetitive-part group. The dual task group showed large improvements of decision making between the pre and mid test. Between the mid and post test, the corresponding effect was large within the repetitive-part group and moderate in the dual-task group. The improvement of the dual-task group's decision making between the pre and mid test was greater than the corresponding improvement showed by the repetitive-part group, between the mid and post test. This difference produced a moderate effect size. Conclusions: These findings challenge conventional repetitive-part training regimes and, with references to previous research, emphasize the importance of dual-task training for skill acquisition in prepubescent novice soccer players.
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Robinson, June P. "Ethnicity, age, and the effects of contextual interference on the acquisition, retention and transfer of a motor task." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3175012.
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Thesis (P.E.D.)--Indiana University, School of Health, Physical Education, and Recreation, 2005.Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1691. Chair: Paul R. Surburg.
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Whitfield, Jason A. "Speech Motor Sequence Learning in Parkinson Disease and Normal Aging: Acquisition, Consolidation, and Automatization." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1408980634.
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Burroughs, Edythe. "The effects of instructional mode on the skill acquisition of a recreation/leisure task by elementary students with severe mental retardation." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/832988.
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This study investigated the efficacy of three different modes of teaching elementary school students identified as severely mentally handicapped. The modes of instruction used were one-to-one instruction, sequential group instruction, and combination concurrent/sequential. The skills trained with these methods were the operation of three recreation and leisure skills: a Spiromatic, a hand held pin ball game, and a radio. The modes of instruction were then compared on the basis of effectiveness, efficiency, and situational generalization.Three children, ages 7 to 11, from an elementary school classroom for students identified as severely and profoundly mentally handicapped were employed as subjects. Each of the three leisure skills were task analyzed and taught with a forward chaining procedure and a least-to-most intrusive form of prompting in the classroom setting.An alternating treatment design was used. The design consisted of three phases: baseline phase, experimental treatment phase, and application phase. During the experimental treatment phase the three treatment conditions were run in a counterbalanced order. The application phase involved applying the most effective training condition to teach the remainder of the three tasks to the participants.Both visual and statistical analyses were used to examine the data obtained. The split middle approach was employed to conduct the visual analysis. Repeated measures multivariate analysis of variance was used for the statistical analysis.Results of the analyses generally suggest that one-to -one instruction was superior in terms of effectiveness and efficiency. This was true for all subjects with the exception of one subject for whom one-to-one and sequential instruction were found to be equivalent in terms of effectiveness. However, the degree to which this method was better did vary among subjects. Situational generalization occurred equally with all three modes examined.Department of Special Education
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Bridges, Dwan Marie. "A comparison of the effects of self-as-a-model and model-talk on the acquisition, maintenance, and generalization of gross motor skills by preschoolers who are developmentally delayed /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777901658834.
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Cantin, Noémi. "Describing the Efffect of Motor Ability on Visual-motor Skill Acquisition and Task Performance in Children with Developmental Coordination Disorder." Thesis, 2012. http://hdl.handle.net/1807/33946.
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Background: For children with developmental coordination disorder (DCD), the acquisition and performance of everyday visual-motor activities such as buttoning, shoe tying, cutting with scissors or writing, presents a major challenge. Regardless of the activity considered, children with DCD are typically slower and less accurate than their peers. Given the well-acknowledged difficulties of children with DCD, it is surprising to find very few research studies systematically exploring visual-motor skill acquisition and performance in children with DCD. Objective: The overall objective of this study was to systematically describe visual-motor skill acquisition and task performance in children with DCD.
Methods: Twenty-four children (8 years 11 months to 12 years 11 months) were recruited for this study; 12 children with DCD, 12 children developing typically with regards to their motor skills. A computer-based aiming task completed with three different cursor controls of increasing levels of difficulty (mouse, joystick, novel controller) was designed for this study. Mixed-effect modelling and visual graph analyses were performed to describe the influence of motor ability and task difficulty on visual-motor skill acquisition and task performance.
Results: Motor ability modulated the impact of task difficulty on visual-motor skill acquisition and task performance. Children with DCD were as fast and as accurate as their peers in their initial performance of the simple, well-learned task (mouse). However, they were slower and less accurate when performing the complex and novel visual-motor task. Over repeated trials, the visual-motor task performance of children with DCD improved on all tasks, even for the simple. With regard to the complex, novel task, once children with DCD understood the features of the task, their performance also improved and approached that of their peers.
Conclusion: While children with DCD can generally be characterized as less accurate and slower than their peers, this characterization needs to be specified and qualified; it is probably best not applied to a well-learned task.
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Rivard, Justin. "The effect of blocked versus random task practice schedules on the acquisition, retention, and transfer of surgical skills." 2013. http://hdl.handle.net/1993/14415.
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Background: How to optimally integrate simulation into a surgical training program is relatively unknown. We studied the effect of varying the practice schedule into either blocked or random patterns (termed contextual interference) on the long-term retention and transfer of surgical skills.
Methods: 36 participants were randomized to practice 4 tasks from the Fundamental of Laparoscopic Surgery (FLS) program using one of three training schedules (blocked, random, no training). Skill was assessed using FLS scoring and hand-motion efficiency scores.
Results: A positive benefit of training was seen over the controls for all 4 tasks (p<0.05). No difference was seen between the blocked and random groups in the amount of skill acquired, skill learned, or transfer of skill.
Conclusion: The application of contextual interference was unable to differentiate between the blocked and random training groups. This could be due to the complexity of the tasks and/or the inexperience of the learners.
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Robinson, June P. "Ethnicity, age, and the effects of contextual interference on the acquisition, retention and transfer of a motor task." 2004. http://www.oregonpdf.org.
Full textBooks on the topic "Motor task acquisition"
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Acquisition and retention of a motor skill as a function of intra-task and inter-task processing. 1991.
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Acquisition and retention of a motor skill as a function of intra-task and inter-task processing. 1989.
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Acquisition and retention of a motor skill as a function of intra-task and inter-task processing. 1991.
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Effects of age, pre-task cues,and task complexity on response acquisition in observational learning. 1990.
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Altenmüller, Eckart, and Sabine Schneider. Planning and performance. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0031.
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Making music is one of the most demanding tasks for the human central nervous system. It involves the precise execution of very fast and, in many instances, extremely complex physical movements that must be coordinated with continuous auditory feedback. Practice is required to develop these skills and carry out these complex tasks. This article discusses the neurobiological foundations of planning, motor learning, and practice. The first section introduces essential general information for musical readers concerning the organization of cortical, subcortical, and cerebellar motor systems in the brain. The second section addresses the brain processes during acquisition of skilled movements in music making and demonstrates the dynamics of neuronal networks. The third section reports new findings on practice strategies and performance quality. The fourth section presents the causes of degradation of skilled movements in professional musicians. The article concludes with some comments concerning the significance of results of brain research in order to improve practice habits and performance in musicians.
Book chapters on the topic "Motor task acquisition"
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Maffei, Giovanni, Marti Sanchez-Fibla, Ivan Herreros, and Paul F. M. J. Verschure. "Acquisition of Synergistic Motor Responses through Cerebellar Learning in a Robotic Postural Task." In Biomimetic and Biohybrid Systems, 202–12. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09435-9_18.
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De Pace, Claudia, and Fabrizio Stasolla. "Promoting Environmental Control, Social Interaction, and Leisure/Academy Engagement Among People with Severe/Profound Multiple Disabilities Through Assistive Technology." In Assistive Technologies and Computer Access for Motor Disabilities, 285–319. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4438-0.ch010.
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When the authors talk about Assistive Technology (AT) they refer to all technological solutions that allow persons with multiple disabilities and profound cognitive disability to overcome their isolation and passivity to move around their environment, communicate with others, and to be involved developmentally in appropriate activities that they would be unable to do without this technology. There is an increasing range of AT available and the purpose of this contribution is to provide an overview of different aspects of daily living AT that enables people with multiple disabilities to interact independently with their preferred stimuli. The aim of this chapter is to provide an outline of technological resources used in rehabilitation research with persons with severe/profound and multiple disabilities and discuss the use of such resources. We focus on particular rehabilitation programs that involve the use of technological devices within the framework of conventional behavioral intervention for the acquisition and the maintenance of specific responses.
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Tarchynska, Yulia. "WAYS OF FORMING THE TECHNIQUE OF SOUND PRODUCTION IN THE INTERPRETATION OF MULTI-STYLE PIANO MUSIC." In Integration of traditional and innovative scientific researches: global trends and regional as. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-1-9.
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The article discusses the ways of the optimal formation of sound production techniques in the interpretation of multi-style piano music. The research methodology is based on the use of the historical method to highlight the evolution of methodological approaches to the formation of piano performing technique; analytical - to study the problem in scientific research in psychology, psychophysiology, musical pedagogy, piano performance; musicological method of analysis of piano styles; method of generalizing the piano performing experience of leading artists to substantiate the peculiarities of performing intonation of multi-style piano music. The purpose of this study is to identify the integral direction of improving the process of the formation of instrumental and performing technique, to concretize the sound forms of the embodiment of key pianistic skills, and to outline their typical motor characteristics. For the purpose of the study, methodological approaches to the formation of performing technique in the history of piano pedagogy are analyzed. The evolution of views on the technical development of the performer in different piano schools appears as a transition from empirical methods to scientifically grounded ones, as a change in the subject of the direction of the pianist's consciousness: identification of the most advanced forms of playing techniques, maximum attention to the sound result with the intuitive establishment of auditory-motor connection, conscious processing of auditory-motor coordination. The conditions for the optimal development of piano playing technique are considered, taking into account scientific achievements in the field of physiology, psychophysiology, and musical pedagogy. The circle of those skills of the pianist is determined, the acquisition of which optimizes the technical development of the performer: the skills of style-like sound production and sound science, which make up the technique of style-like sound formation. The content of the process of conscious mastering of interdependent and mutually conditioned components of such playing techniques is specified: generalized understanding of the common factors of the musical and linguistic environment of a certain piano style; creation of vivid sound-like performances based on emotional and intellectual comprehension of musical compositions, coordination of auditory-motor representations of such "mobile" expressive means as articulation, dynamics, agogics and timbre; improvement of motor skills from the point of view of physical convenience with the help of associations with previously acquired relevant performance experience, as well as life motor experience of economical expedient use of motor activity. The main stylistic features of sound production techniques in the interpretation of the piano heritage of Ludwig van Beethoven, Fryderyk Chopin, Serhiy Prokofiev are characterized on the basis of an analysis of their aesthetic ideals, "stable" and "mobile" expressive means of the composers' music, and the performing styles of the artists themselves. The examples of effective mastering by specific ways of combining tones that are appropriate in the style of composers are given. The described playing techniques are primarily a reference point in the art of sound production, a generalization of the rich scale of the pianistic initial touch. In practice, certain changes, combinations of techniques and movements can and do occur. In order to render the specific content of a piece of music, it is often necessary to deviate from the "textbook" way of playing with "exemplary" movements. At the same time, mastering the relationship and interdependence of stylistically conditioned sound tasks and expedient motor skills will make it possible to variably apply the playing techniques mastered in the embodiment of many nuances of the soundest images of highly artistic pieces of piano music.
Conference papers on the topic "Motor task acquisition"
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Mak, Joseph N., Rosa H. M. Chan, and Savio W. H. Wong. "Spectral modulation of frontal EEG activities during motor skill acquisition: task familiarity monitoring using single-channel EEG." In 2013 35th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2013. http://dx.doi.org/10.1109/embc.2013.6610829.
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Nazaruk, Stanisława K., and Joanna Marchel. "EFFECTIVENESS IN THE DEVELOPMENT AND ACQUISITION OF MATHEMATICAL SKILLS IN CHILDREN IN RURAL AND URBAN PRESCHOOLS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.145.
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The aim of the research was to determine whether geometric skills of the children in rural preschools are at the same level as those of their peers in urban preschools. The research included 352 preschool-age children (5 to 7 years old) residing in Poland, both in cities and the countryside. The measurements were carried out in the Biała Podlaska Laboratory of Psycho-Motor Skills. A SensoMotoric Instrument (SMI) eye tracking device and the i ViewX platform registering data with a frame rate of 250 Hz were used. The device has a special measurement system which tracks and records eye movements in a sequence and at a pace of an analyzed person. With a view to demonstrate the differences between the correctness of task performance and the place of residence of the children, a Pearson’s Chi-squared test was performed. To evaluate the differences in the time of task execution, a single factor analysis of variance (ANOVA) and the Student’s t-test for independent samples were employed. In all of the analyzed cases, the level of statistical significance adopted was p=.05. The results of the research conducted on the studied group of children show that there are differences in the level of geometric skills between the children in rural and urban areas. It was established that a crucial factor which affected both the geometric knowledge and skills of the preschoolers were the place of residence, the age at which they started learning, and the duration of preschool education. Keywords: geometry teaching, mathematical skills, preschool-age child, preschool education.
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Angel, Luis, Jairo Viola, and Mauro Vega. "Metaheuristic Tuning and Practical Implementation of a PID Controller Employing Genetic Algorithms." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97479.
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Abstract PID controllers tuning is a complex task from the optimization perspective because it is a multiobjective optimization problem, which must ensure the accomplishment of a set of desired operating conditions of the closed-loop system as the overshoot, the settling time, and the steady state error. Employing metaheuristic optimization techniques is possible to find optimal solutions for the PID tuning multiobjective optimization problem with less computational cost. This paper presents the using of genetic algorithms as metaheuristic optimization technique for the tuning of a PID controller employed for the speed control of a motor-generator system. The genetic algorithm is designed to find the PID controller proportional, integral, and derivate terms that ensure the desired overshoot and settling time of the motor-generator system. The practical implementation of the PID controller is performed with a data acquisition card and the Matlab Stateflow toolbox. The proposed controller is contrasted with a PID controller tuned by the Internal Model Control technique. A robustness analysis is performed to evaluate the system response in the presence of the external disturbances. Obtained results shown that the PID controller tuned by genetic algorithm has a better response in the presence of external disturbances.
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Alam, Md Nafiul, Tamanna T. K. Munia, Ajay K. Verma, Jau-Shin Lou, Colin Combs, Kouhyar Tavakolian, and Reza Fazel-Rezai. "A Quantitative Assessment of Bradykinesia Using Inertial Measurement Unit." In 2017 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dmd2017-3543.
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Parkinson’s disease (PD) is a neurodegenerative disorder known to affect movement. Approximately seven million people around the world suffer from PD [1]. Tremor in one hand characterizes the onset of PD. Population suffering with PD shows symptoms of slowed movement. Consequently, PD patients struggle to complete a simple task like picking up a book. This slowness of movement is called bradykinesia. Bradykinesia measurement is vital for monitoring the progression of PD. The current method of assessing bradykinesia requires patients to perform certain motor tasks in clinical settings. A Unified Parkinson Disease Rating Scale (UPDRS) score is assigned to each task based on the observation by a physician. However, PD patients do not always show natural symptoms during a clinical visit. Also, subjective bias occurs during such assessment of bradykinesia [2]. To overcome these limitations, several attempts have been made to quantify bradykinesia using wearable sensors [3]. Accelerometer, gyroscope or a combination of both have been employed for acquisition of movement data to evaluate bradykinesia [3]. Time domain parameters derived from sensor signals for characterizing bradykinesia which includes speed, amplitude, hesitations, and halt have been evaluated in previous studies. However, the effect of frequency domain parameters and non-linear features extracted from sensor signals for evaluating the severity of bradykinesia is unknown. Whether or not it leads to an improvement in the assessment of bradykinesia needs to be investigated. It is known that the patients suffering from severe bradykinesia have their movement signal distorted due to unpredictable movement or hesitation. Nonlinear features can characterize the degree of complexity and provide further relevant insights regarding the severity of bradykinesia. In this study, we investigated the efficacy of various frequency-domain and nonlinear parameters to quantify bradykinesia. The objective was to develop a predictive model based on a combination of sophisticated linear (frequency) and non-linear features derived from the sensor signal which has not been previously explored in the literature.
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Trommershauser, Julia. "Acquisition of knowledge about uncertainty in the outcome of sensory motor decision tasks." In 2009 IEEE 8th International Conference on Development and Learning. IEEE, 2009. http://dx.doi.org/10.1109/devlrn.2009.5175527.
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Wei, Yunyue, Bingquan Zhu, Chen Hou, Chen Zhang, and Yanan Sui. "Interactive Video Acquisition and Learning System for Motor Assessment of Parkinson's Disease." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/718.
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Diagnosis and treatment for Parkinson's disease rely on the evaluation of motor functions, which is expensive and time consuming when performing at clinics. It is also difficult for patients to record correct movements at home without the guidance from experienced physicians. To help patients with Parkinson’s disease get better evaluation from in-home recorded movement videos, we developed an interactive video acquisition and learning system for clinical motor assessments. The system provides real-time guidance with multi-level body keypoint tracking and analysis to patients, which guarantees correct understanding and performing of clinical tasks. We tested its effectiveness on healthy subjects, and the efficiency and usability on patient groups. Experiments showed that our system enabled high quality video recordings following clinical standards, benefiting both patients and physicians. Our system provides a novel learning-based telemedicine approach for the care of patients with Parkinson’s disease.
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B. Silva, M., T. T. S. Del Claro, and A. B. Soares. "INFLUENCE OF AGE ON MOTOR SKILL ACQUISITION – A PRELIMINARY STUDY BASED ON SEQUENTIAL VISUAL ISOMETRIC PINCH FORCE TASKS." In Congresso Brasileiro de Eletromiografia e Cinesiologia (COBEC) e o Simpósio de Engenharia Biomédica (SEB) - COBECSEB. Uberlândia, Minas Gerais: Even3, 2018. http://dx.doi.org/10.29327/cobecseb.78929.
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