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Relevant bibliographies by topics / Perceptual-motor learning

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Academic literature on the topic 'Perceptual-motor learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Perceptual-motor learning"

1

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.

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Dirnberger, Georg, and Judith Novak-Knollmueller. "Motor and perceptual sequence learning." NeuroReport 24, no. 10 (July 2013): 578–83. http://dx.doi.org/10.1097/wnr.0b013e3283625cfa.

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Darainy, Mohammad, Shahabeddin Vahdat, and David J. Ostry. "Perceptual learning in sensorimotor adaptation." Journal of Neurophysiology 110, no. 9 (November 1, 2013): 2152–62. http://dx.doi.org/10.1152/jn.00439.2013.

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Motor learning often involves situations in which the somatosensory targets of movement are, at least initially, poorly defined, as for example, in learning to speak or learning the feel of a proper tennis serve. Under these conditions, motor skill acquisition presumably requires perceptual as well as motor learning. That is, it engages both the progressive shaping of sensory targets and associated changes in motor performance. In the present study, we test the idea that perceptual learning alters somatosensory function and in so doing produces changes to human motor performance and sensorimotor adaptation. Subjects in these experiments undergo perceptual training in which a robotic device passively moves the subject's arm on one of a set of fan-shaped trajectories. Subjects are required to indicate whether the robot moved the limb to the right or the left and feedback is provided. Over the course of training both the perceptual boundary and acuity are altered. The perceptual learning is observed to improve both the rate and extent of learning in a subsequent sensorimotor adaptation task and the benefits persist for at least 24 h. The improvement in the present studies varies systematically with changes in perceptual acuity and is obtained regardless of whether the perceptual boundary shift serves to systematically increase or decrease error on subsequent movements. The beneficial effects of perceptual training are found to be substantially dependent on reinforced decision-making in the sensory domain. Passive-movement training on its own is less able to alter subsequent learning in the motor system. Overall, this study suggests perceptual learning plays an integral role in motor learning.

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klorfeld, shira, and Nitzan Censor. "Motor skill consolidation facilitates perceptual learning." Journal of Vision 18, no. 10 (September 1, 2018): 276. http://dx.doi.org/10.1167/18.10.276.

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Meulemans, T. "Implicit learning of perceptual-motor skills." Annals of Physical and Rehabilitation Medicine 58 (September 2015): e25-e26. http://dx.doi.org/10.1016/j.rehab.2015.07.064.

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Wolff, Peter. "Saccadic exploration and perceptual-motor learning." Acta Psychologica 63, no. 3 (1986): 263–80. http://dx.doi.org/10.1016/0001-6918(86)90047-8.

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Morioka, Shu, Kazuki Hayashida, Yuki Nishi, Sayaka Negi, Yuki Nishi, Michihiro Osumi, and Satoshi Nobusako. "Changes in intentional binding effect during a novel perceptual-motor task." PeerJ 6 (December 11, 2018): e6066. http://dx.doi.org/10.7717/peerj.6066.

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Perceptual-motor learning describes the process of improving the smoothness and accuracy of movements. Intentional binding (IB) is a phenomenon whereby the length of time between performing a voluntary action and the production of a sensory outcome during perceptual-motor control is perceived as being shorter than the reality. How IB may change over the course of perceptual-motor learning, however, has not been explicitly investigated. Here, we developed a set of IB tasks during perceptual-motor learning. Participants were instructed to stop a circular moving object by key press when it reached the center of a target circle on the display screen. The distance between the center of the target circle and the center of the moving object was measured, and the error was used to approximate the perceptual-motor performance index. This task also included an additional exercise that was unrelated to the perceptual-motor task: after pressing the key, a sound was presented after a randomly chosen delay of 200, 500, or 700 ms and the participant had to estimate the delay interval. The difference between the estimated and actual delay was used as the IB value. A cluster analysis was then performed using the error values from the first and last task to group the participants based on their perceptual-motor performance. Participants showing a very small change in error value, and thus demonstrating a small effect of perceptual-motor learning, were classified into cluster 1. Those who exhibited a large decrease in error value from the first to the last set, and thus demonstrated a strong improvement in perceptual-motor performance, were classified into cluster 2. Those who exhibited perceptual-motor learning also showed improvements in the IB value. Our data suggest that IB is elevated when perceptual-motor learning occurs.

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Vidal, Pierre-Paul, and Francesco Lacquaniti. "Perceptual-motor styles." Experimental Brain Research 239, no. 5 (March 6, 2021): 1359–80. http://dx.doi.org/10.1007/s00221-021-06049-0.

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AbstractEven for a stereotyped task, sensorimotor behavior is generally variable due to noise, redundancy, adaptability, learning or plasticity. The sources and significance of different kinds of behavioral variability have attracted considerable attention in recent years. However, the idea that part of this variability depends on unique individual strategies has been explored to a lesser extent. In particular, the notion of style recurs infrequently in the literature on sensorimotor behavior. In general use, style refers to a distinctive manner or custom of behaving oneself or of doing something, especially one that is typical of a person, group of people, place, context, or period. The application of the term to the domain of perceptual and motor phenomenology opens new perspectives on the nature of behavioral variability, perspectives that are complementary to those typically considered in the studies of sensorimotor variability. In particular, the concept of style may help toward the development of personalised physiology and medicine by providing markers of individual behaviour and response to different stimuli or treatments. Here, we cover some potential applications of the concept of perceptual-motor style to different areas of neuroscience, both in the healthy and the diseased. We prefer to be as general as possible in the types of applications we consider, even at the expense of running the risk of encompassing loosely related studies, given the relative novelty of the introduction of the term perceptual-motor style in neurosciences.

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Leech, Kristan A., Kevin A. Day, Ryan T. Roemmich, and Amy J. Bastian. "Movement and perception recalibrate differently across multiple days of locomotor learning." Journal of Neurophysiology 120, no. 4 (October 1, 2018): 2130–37. http://dx.doi.org/10.1152/jn.00355.2018.

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Learning a new movement through error-based adaptation leads to recalibration of movement and altered perception of that movement. Although presumed to be closely related, the relationship between adaptation-based motor and perceptual changes is not well understood. Here we investigated the changes in motor behavior and leg speed perception over 5 days of split-belt treadmill adaptation. We specifically wanted to know if changes in the perceptual domain would demonstrate savings-like behavior (i.e., less recalibration with more practice) and if these changes would parallel the savings observed in the motor domain. We found that the recalibration of leg speed perception decreased across days of training, indicating savings-like behavior in this domain. However, we observed that the magnitude of savings across days was different between motor and perceptual domains. These findings suggest a degree of independence between the motor and perceptual processes that occur with locomotor adaptation. NEW & NOTEWORTHY Error-based adaptation learning drives changes in movement and perception of movement. Are these changes across domains linked or simply coincidental? Here, we studied changes in movement and perception across 5 days of repeated locomotor adaptation. Savings-like behavior in the motor and perceptual domains developed with different magnitudes and over different timescales, leading us to conclude that motor and perceptual processes operate at least somewhat independently during locomotor adaptation.

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NEDATE, Kaneo, Teru TOYOKAWA, and Daihei SHIRAKAWA. "EFFECTS OF INSTRUCTIONS ON PERCEPTUAL MOTOR LEARNING." Japanese Journal of Educational Psychology 41, no. 3 (1993): 332–38. http://dx.doi.org/10.5926/jjep1953.41.3_332.

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Dissertations / Theses on the topic "Perceptual-motor learning"

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Farrow, Damian. "Expertise and the acquisition of perceptual-motor skill /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16469.pdf.

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Engelman, William R. "A functional analysis of multiple movements." Diss., Georgia Institute of Technology, 1987. http://hdl.handle.net/1853/28924.

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Coen, Michael Harlan. "Multimodal dynamics : self-supervised learning in perceptual and motor systems." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/34022.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2006.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (leaves 178-192).
This thesis presents a self-supervised framework for perceptual and motor learning based upon correlations in different sensory modalities. The brain and cognitive sciences have gathered an enormous body of neurological and phenomenological evidence in the past half century demonstrating the extraordinary degree of interaction between sensory modalities during the course of ordinary perception. We develop a framework for creating artificial perceptual systems that draws on these findings, where the primary architectural motif is the cross-modal transmission of perceptual information to enhance each sensory channel individually. We present self-supervised algorithms for learning perceptual grounding, intersensory influence, and sensorymotor coordination, which derive training signals from internal cross-modal correlations rather than from external supervision. Our goal is to create systems that develop by interacting with the world around them, inspired by development in animals. We demonstrate this framework with: (1) a system that learns the number and structure of vowels in American English by simultaneously watching and listening to someone speak. The system then cross-modally clusters the correlated auditory and visual data.
(cont.) It has no advance linguistic knowledge and receives no information outside of its sensory channels. This work is the first unsupervised acquisition of phonetic structure of which we are aware, outside of that done by human infants. (2) a system that learns to sing like a zebra finch, following the developmental stages of a juvenile zebra finch. It first learns the song of an adult male and then listens to its own initially nascent attempts at mimicry through an articulatory synthesizer. In acquiring the birdsong to which it was initially exposed, this system demonstrates self-supervised sensorimotor learning. It also demonstrates afferent and efferent equivalence - the system learns motor maps with the same computational framework used for learning sensory maps.
by Michael Harlan Coen.
Ph.D.

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Patterson, Jae Todd Lee Timothy Donald. "The impact of effortful practice in learning a task of varying degrees of cognitive and motor complexity /." *McMaster only, 2004.

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5

Stanley, Mary Louise. "Invariant relative timing in the learning of a perceptual motor skill." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28130.

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The concept of invariant relative timing has typically been associated with the concept of a generalized motor program. The present study approaches the phenomenon of invariant relative timing from the perspective of learning. The underlying question of concern for this study is "What is learned?". The specific question addressed by the present study is whether relative timing is one of the essential properties of movement that is learned during skill acquisition. In the present experiment, subjects were given extensive practice in learning to visually track and reproduce a criterion waveform using a joystick control for their response. In order to test whether subjects learn the relative timing of a movement, they were transferred to waveforms which were identical to the criterion in terms of relative timing, but different in terms of absolute timing. Measurements were taken on all waveforms in two conditions: 1) in a pursuit tracking condition where subjects were temporally constrained by the stimulus, and 2) in a reproduction condition where subjects' timing was not constrained. Pursuit tracking performance was evaluated using three dependent measures: RMS error, lead-lag index, and variability. Performance in the reproduction condition was subjected to three analyses: 1) an harmonic analysis, which described each response waveform in terms of its phase, frequency, amplitude, and period; 2)proportional interval durations; and 3) proportional interval displacements. The outcome from both conditions gives support to the idea that the invariant relative timing of movement is one of the aspects of a movement that humans learn.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Clarke, Steven W. "The effect of mental practice immediately prior to performance on the acquisition of a motor skill." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/104311.

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De, Haan Ann I. "The effects of a sensory motor development programme on selected variables of school readiness." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50147.

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Thesis (MScSportSc)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: The purpose of this investigation was to determine whether a sensory motor development programme could have an effect on some of the underlying physical and perceptual abilities that support school readiness. The control group consisted of 23 children and the two intervention groups of 79 children in total. All of the children were enrolled in a pre-primary school programme in a local community. They were all six years old by the end of the intervention. The Movement Assessment Battery for Children (Henderson & Sugden, 1992) was used to assess the children on their manual dexterity, eye-hand coordination, static balance and dynamic balance. The intervention programme consisted of two phases of 10 weeks each, during which the sensory motor development activities were presented to the two intervention groups. Results of the investigation revealed there were significant improvements for some of the children on selected variables that underlie school readiness. It can be concluded that participation in a sensory motor development programme can make a significant contribution to school readiness for many children.
AFRIKAANSE OPSOMMING: Die doel van hierdie ondersoek was om te bepaal of 'n sensories-motoriese ontwikkelingsprogram enige uitwerking op bepaalde onderliggende fisiese en perseptuele vermoëns wat tot skoolgereedheid by jong kinders bydra, sou kon hê. Die kontrolegroep het uit drie-en-twintig kinders bestaan. Die twee tussentredende groepe het altesaam uit nege-en-sewentig kinders bestaan. Die kinders was almal pre-primêre skoolprogramleerders vanuit 'n plaaslike gemeenskap. Teen die einde van die intrede het al die betrokke kinders sesjarige ouderdom bereik. Movement Assessment Battery for Children (Hendersen & Sugden, 1992) is as riglyn gebruik om die kinders se handvaardigheid, oog-hand-koërdinasie, statiese en dinamiese balans te evalueer. Die tussentredeprogram het bestaan uit twee fases van tien weke elk. Die sensoriese-motoriese ontwikkelingsaktiwiteite is terselfdertyd vir die twee tussentredegroepe aangebied. Die resultate van die ondersoek het beduidende vordering in sommige kinders getoon, spesifiek ten opsigte van bepaalde veranderlikes onderliggend aan skoolgereedheid. Hierdie bevinding dui daarop dat sodanige deelname in 'n sensories-motoriese ontwikkelingsprogram wel 'n betekenisvolle bydrae tot die ontwikkeling van skoolgereedheid in baie kinders kan maak.

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Ropeleski, Tom. "The effect of arousal on performance in sensation seeking males /." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=64005.

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Uji, Makoto. "Practice conditions leading to the acquisition of perceptual-cognitive-motor processing." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4324/.

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In this thesis, specific practice conditions were examined for skill acquisition and transfer of perceptual-cognitive-motor processes underlying dynamic and complex performance. The availability of visual and cognitive processes during practice was modulated to examine contribution of each process to the skill acquisition using a novel computer-based task where participants were required to select and execute decisions to move a cursor to a target whilst avoiding random moving objects. Results demonstrated that practice with necessary information and processes improved the task performance, whereas limiting the underlying processes attenuated skill acquisition. Subsequently, the underlying processes were examined by measuring eye movements and condition-action pairs. Successful skill acquisition was underpinned by the modified visual search and decision making processes through practice. However, limiting necessary sensory information and decoupling cognitive processing during practice developed specific sensorimotor behaviour that did not lead to successful task performance. These results provided an insight of the skill acquisition by suggesting that when a task requires the acquisition of perceptual-cognitive-motor processes to be successful, integration of these processes would be necessary, whereas decoupling of these processes would limit skill acquisition. Moreover, transfer of acquired processes was examined between two tasks. Both tasks required the acquisition of similar perceptual-cognitive processes in order to select successful cursor trajectories, but the main goal differed between tasks. In addition, for both tasks a yoked condition aimed to limit cognitive processes to investigate the role of transfer-appropriate processing in skill acquisition. Results showed positive transfer indicating that practice on another task improved performance on the other task, whereas limiting cognitive processes attenuated the skill acquisition and transfer. Transfer would be maximised when the underlying processes between practice and transfer domain are similar or matched, whereas the transfer would be attenuated when the necessary processes are decoupled during practice. The overall findings extend the research in perceptual-cognitive-motor processes and have several theoretical and applied implications.

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Kotwal, Shernaz. "The effects of background music on the learning of a motor skill." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35201.

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The purpose of this study was to investigate the effects of easy listening popular music on the learning of a perceptual motor task by elementary school aged children. Specifically, forty nine grade four children were analyzed on learning five variables of a dribbling task either with or without background music.
The students' social behaviour for the nonmusic and music groups was also observed and analyzed. Finally, the subjects completed a written questionnaire which helped determine their personal preferences with respect to learning with background music.
A Group (2) by Trial (2) by Dribbling Variables (5) ANOVA with repeated measures on Trial was conducted on the dribbling performance scores. Results showed that there was no significant difference between the nonmusic and the music groups on these dribbling performances for four out of the five dribble variables. However, scores of the music group increased more than those of the nonmusic group for three of the five variables. Subjects in the music group demonstrated a more desirable social behaviour than the subjects in the nonmusic group. In addition, the subjects' responses to the questionnaire showed that an overwhelming number of subjects in both groups preferred to have background music played during activity. Therefore, background music may have an important place in the learning environment in terms of behaviour and attitude, which might ultimately enhance learning.

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Books on the topic "Perceptual-motor learning"

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H, Holding D., ed. Human skills. 2nd ed. Chichester: Wiley, 1989.

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Linde, Lucille M. J. Motor-perceptual training and visual-perceptual research: How students improved in seven lessons! Stockton, Calif: L.M.J. Linde, 1992.

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Fisk, Arthur D. The role of stimulus-to-rule consistency in learning rapid application of spatial rules. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1989.

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Gabriella, Romano, and Movimento di cooperazione educativa, eds. Piccole sedute: Proposte di educazione psicomotoria nella scuola dell'infanzia. Scandicci, Firenze: La nuova Italia, 1993.

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Pradillo, José Luis Pastor. Motricidad, ámbitos y técnicas de intervención. [Alcalá de Henares (Madrid)]: Universidad de Alcalá, 2007.

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Dunn, Klein Marsha, ed. Prepare: An interdisciplinary approach to perceptual-motor readiness. Tucson, Ariz: Communication Skill Builders, 1990.

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J, Glencross Denis, Piek Jan P, and Motor Control & Human Skill Research Workshop (2nd : 1993 : Mandurah, W.A.), eds. Motor control and sensory motor integration: Issues and directions. Amsterdam: Elsevier, 1995.

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L, Gregory R., ed. The artful eye. Oxford, [Eng.]: Oxford University Press, 1995.

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Munzert, Jörn. Sprache und Bewegungsorganisation: Untersuchungen zur Selbstinstruktion beim Bewgungslernen. Schorndorf: Hoffmann, 1997.

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Laszlo, Judith I. Perceptual-motor behaviour: Developmental assessment and therapy. London: Holt, Rinehart and Winston, 1985.

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Book chapters on the topic "Perceptual-motor learning"

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Boucher, Jean-David, and Peter Ford Dominey. "Perceptual-Motor Sequence Learning Via Human-Robot Interaction." In From Animals to Animats 9, 224–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11840541_19.

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Kober, Jens, Betty Mohler, and Jan Peters. "Imitation and Reinforcement Learning for Motor Primitives with Perceptual Coupling." In Studies in Computational Intelligence, 209–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-05181-4_10.

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Patil, Gaurav, Patrick Nalepka, Lillian Rigoli, Rachel W. Kallen, and Michael J. Richardson. "Dynamical Perceptual-Motor Primitives for Better Deep Reinforcement Learning Agents." In Lecture Notes in Computer Science, 176–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85739-4_15.

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Grossberg, Stephen. "Neural Dynamics of the Basal Ganglia During Perceptual, Cognitive, and Motor Learning and Gating." In Innovations in Cognitive Neuroscience, 457–512. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42743-0_19.

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Lepecq, Jean-Claude. "Self-Produced Movement, Position Constancy and the Perceptual Learning Approach." In Sensory-Motor Organizations and Development in Infancy and Early Childhood, 445–53. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-2071-2_34.

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"Perception and Perceptual-Motor Learning." In Studies in Perception and Action XIII, 113–90. Psychology Press, 2015. http://dx.doi.org/10.4324/9781315657752-9.

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"Perception and Perceptual-Motor Learning." In Studies in Perception and Action XIV, edited by Julie A. Weast-Knapp and Gert-Jan Pepping, 43–61. Routledge, 2017. http://dx.doi.org/10.4324/9781315145471-3.

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Wiemeyer, Josef, and Sandro Hardy. "Serious Games and Motor Learning." In Serious Games and Virtual Worlds in Education, Professional Development, and Healthcare, 197–220. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3673-6.ch013.

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Digital games in general require fine motor skills, i.e., operating the computer mouse, the keyboard, the touch-screen, or a joystick. With the development of new gaming interfaces, the performance of whole-body movements became possible to control a game. This opens up new lines of application, e.g. improving motor skills and motor abilities. The most important question is whether and how virtual game-based perceptual-motor training transfers to real motor tasks. Theory distinguishes between specific motor skill learning and generic motor ability improvement. Existing evidence shows that the improvement of motor abilities (e.g., balance) is possible by particular exergames while the improvement of motor skills (e.g., basketball throw) depends on several moderators like accuracy of the interface and correspondence of virtual and real tasks. The authors conclude that there are two mechanisms of transfer, located at the elementary and fundamental perceptual-motor level and at the cognitive level. Current issues for technology comprise adaptivity, personalization, game mastering, accuracy of interfaces and sensors, activity recognition, and error detection.

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Schorn, Julia M., and Barbara J. Knowlton. "Implicit Learning of Motor and Perceptual Skills." In The Cognitive Unconscious, 155—C8.P150. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197501573.003.0008.

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Abstract Humans and other animals exhibit an astonishing capacity to learn motor and perceptual skills through practice and experience. Both can occur without awareness and explicit knowledge of what has been learned. They follow similar learning trajectories and involve offline gains in performance. Work with neuropsychological patients has revealed the importance of interactions between cortex and the basal ganglia in both types. One difference that appears to exist is the capacity for transfer to similar learning situations. While skills are relatively less flexible than conscious knowledge, perceptual skills are particularly specific to the training stimuli. However, both types of skill learning may benefit from contextual interference during training, leading to skills that can transfer more readily. Many of the procedures learned during daily life have components of both motor and perceptual learning. Thus understanding how to facilitate these forms of implicit skill learning can improve training in rehabilitation and educational settings.

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C. Lola, Afroditi, and George C. Tzetzis. "The Development of Motor and Perceptual Skills in Young Athletes." In Sport Psychology in Sports, Exercise and Physical Activity. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99245.

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Human movement is a complex phenomenon. For people involved in teaching motor or perceptual skills in sports, effective models of training in children are a major challenge. Topics related to learning and the development of motor or perceptual skills help people involved in learning movements (coaches, physical education teachers, kinesiologists, physiotherapists) to have a deeper knowledge of the learning processes. An attempt is made to combine theory and practice so that this chapter can be a simple but useful tool for learning, evaluation, proper guidance, planning practice, and providing simple practical approaches to make the work of professionals more effective.

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Conference papers on the topic "Perceptual-motor learning"

1

Kober, J., B. Mohler, and J. Peters. "Learning perceptual coupling for motor primitives." In 2008 IEEE/RSJ International Conference on Intelligent Robots and Systems. IEEE, 2008. http://dx.doi.org/10.1109/iros.2008.4650953.

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Rechtik, Zdeněk, Ludmila Miklánková, Michaela Pugnerová, and Alena Navrátilová. "MOTOR SKILLS IN RELATION WITH PERCEPTUAL MATURITY IN FIRST GRADERS." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2042.

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Darainy, Mohammad, Shahabeddin Vahdat, and David J. Ostry. "Plasticity in the human motor system induced by perceptual learning." In 2014 40th Annual Northeast Bioengineering Conference (NEBEC). IEEE, 2014. http://dx.doi.org/10.1109/nebec.2014.6972767.

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Boucher, Jean-david, and Peter Dominey. "Programming by Cooperation: Perceptual-Motor Sequence Learning via Human-Robot Interaction." In 2006 6th IEEE-RAS International Conference on Humanoid Robots. IEEE, 2006. http://dx.doi.org/10.1109/ichr.2006.321388.

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Dyer, John, Paul Stapleton, and Matthew Rodger. "Sonification of Movement for Motor Skill Learning in a Novel Bimanual Task: Aesthetics and Retention Strategies." In The 22nd International Conference on Auditory Display. Arlington, Virginia: The International Community for Auditory Display, 2016. http://dx.doi.org/10.21785/icad2016.027.

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Here we report early results from an experiment designed to investigate the use of sonification for the learning of a novel perceptual-motor skill. We find that sonification which employs melody is more effective than a strategy which provides only bare timing information. We additionally show that it might be possible to ‘refresh’ learning after performance has waned following training - through passive listening to the sound that would be produced by perfect performance. Implications of these findings are discussed in terms of general motor performance enhancement and sonic feedback design.

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Grosdemouge, Cristol, Peter Weyhrauch, James Niehaus, Steven Schwaitzberg, and Caroline G. L. Cao. "Design of Training Protocol for Perceptual and Technical Skills in a Minimally Invasive Surgery." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82869.

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This study investigates how the technical and perceptual skills in laparoscopic surgery, typically acquired separately in the initial learning phases, can be trained together. A task analysis and cognitive task analysis were conducted using a cholecystectomy procedure and a fundoplication procedure. An experiment was conducted to examine the interaction of technical and perceptual skill learning. Subjects were divided into three groups based on order of skills training: 1) technical-perceptual-combined skills training order, 2) perceptual-technical-combined skills training order, and 3) combined skills training. After the training sessions, performance was evaluated using the combined skill. Preliminary results indicate that performance of the group trained in the combined skills condition performed equally quickly as those who trained the technical and perceptual skills separately first. In addition, the number of technical errors and perceptual errors committed were lower. This suggests that surgical skills training may be more efficient if perceptual learning is combined with motor skills during the initial phases of training. This has implications for the design of surgical training simulators and surgical education in general.

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Wojtak, Weronika, Flora Ferreira, Wolfram Erlhagen, and Estela Bicho. "Learning joint representations for order and timing of perceptual-motor sequences: A dynamic neural field approach." In 2015 International Joint Conference on Neural Networks (IJCNN). IEEE, 2015. http://dx.doi.org/10.1109/ijcnn.2015.7280717.

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Suhartini, Bernadeta, Sumaryanti, and Dapan. "The Influence of the Perceptual-motor Activities Learning Models to Improve the Concentration and Working Memory of Kindergarten Pupils." In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009786603660371.

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Corlaci, Ionut, and Mihaela Puiu. "THE WAYS FOR IMPROVING THE USE OF VISUAL FEEDBACK BY E-PROGRAMMES IN MEN'S ARTISTIC GYMNASTICS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-225.

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An important element for improving technical performances in sport is the access of coaches and athletes to objective information regarding the form and content of specific movements. In artistic gymnastics, the organisation and regulation of motor behaviour, necessary to improve the perceptual motor skills, are based mainly on proprioceptive information. Hypothesis: We want to highlight through this research the fact that by using visual feedback we can shorten or improve time for learning elements, combinations of elements, but also create attractive exercises in high performance training. However, an important role is played by visual information in the awareness of spatial characteristics of movements and bodily sensations correctly associated with the phases that compose the technical structures. In this paper we intend to introduce a training method, successfully applied on learning, correcting and perfecting the art of men's artistic gymnastics, based on visual feedback. For this method we used a modern technical system that enables the recording, storage and playback of actions executed by athletes as a video image. Visual information was provided to athletes and coaches in different ways. Thus, they tracked and analysed both their own technical execution of the structures made in the same exercise as well as different training and execution models made by elite gymnasts compared to their own executions. Improving the attractiveness of work on training apparatus in conjunction with desire for self-improvement and reporting their evolutions to the top values of the world order represent the aim of this research. The results found a shorter learning time or correcting technical elements with greater stability executions correct them after the consolidation phase.

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Kantan, Prithvi, Erika G. Spaich, Sofia Dahl, and Stefania Serafin. "Sonifying Gait Kinematics Using the Sound of Wading: A Study on Ecological Movement Representations." In ICAD 2023: The 28th International Conference on Auditory Display. icad.org: International Community for Auditory Display, 2023. http://dx.doi.org/10.21785/icad2023.5049.

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Interactive sonification of human movement can enhance motor learning by introducing an additional sensory feedback channel during rehabilitation. Successful past work on sonifying human walking has focused primarily on providing users with feedback on the stance (ground contact) phase of the gait cycle, whilst the equally important swing phase has been largely neglected. In this work, we developed and assessed a swing phase sonification algorithm that generates ecological feedback on limb swing in the form of wading sounds at two different depths. We evaluated the perceptual qualities of the algorithm output in a test with 16 respondents, as well as the user experience of 9 healthy participants in a real-life walking pilot test. Despite our simple approach of simulating wading acoustics using gyroscope-modulated liquid sounds, our results suggested that the simulation sounded perceptually natural, unintrusive during walking, and responded well to limb swing in real-time. Future work includes further improvements to the algorithm followed by rigorous user tests with both healthy and impaired individuals. We believe that this research can contribute to the development of meaningful auditory feedback schemes targeting limb swing.

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