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Journal articles on the topic 'Perceptual-motor learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

McGregor, Heather R., Joshua G. A. Cashaback, and Paul L. Gribble. "Somatosensory perceptual training enhances motor learning by observing." Journal of Neurophysiology 120, no. 6 (December 1, 2018): 3017–25. http://dx.doi.org/10.1152/jn.00313.2018.

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Action observation activates brain regions involved in sensory-motor control. Recent research has shown that action observation can also facilitate motor learning; observing a tutor undergoing motor learning results in functional plasticity within the motor system and gains in subsequent motor performance. However, the effects of observing motor learning extend beyond the motor domain. Converging evidence suggests that observation also results in somatosensory functional plasticity and somatosensory perceptual changes. This work has raised the possibility that the somatosensory system is also involved in motor learning that results from observation. Here we tested this hypothesis using a somatosensory perceptual training paradigm. If the somatosensory system is indeed involved in motor learning by observing, then improving subjects' somatosensory function before observation should enhance subsequent motor learning by observing. Subjects performed a proprioceptive discrimination task in which a robotic manipulandum moved the arm, and subjects made judgments about the position of their hand. Subjects in a Trained Learning group received trial-by-trial feedback to improve their proprioceptive perception. Subjects in an Untrained Learning group performed the same task without feedback. All subjects then observed a learning video showing a tutor adapting her reaches to a left force field. Subjects in the Trained Learning group, who had superior proprioceptive acuity before observation, benefited more from observing learning than subjects in the Untrained Learning group. Improving somatosensory function can therefore enhance subsequent observation-related gains in motor learning. This study provides further evidence in favor of the involvement of the somatosensory system in motor learning by observing. NEW & NOTEWORTHY We show that improving somatosensory performance before observation can improve the extent to which subjects learn from watching others. Somatosensory perceptual training may prime the sensory-motor system, thereby facilitating subsequent observational learning. The findings of this study suggest that the somatosensory system supports motor learning by observing. This finding may be useful if observation is incorporated as part of therapies for diseases affecting movement, such as stroke.

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12

Cammisa, Kathryne M. "Educational Kinesiology with Learning Disabled Children: An Efficacy Study." Perceptual and Motor Skills 78, no. 1 (February 1994): 105–6. http://dx.doi.org/10.2466/pms.1994.78.1.105.

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Educational Kinesiology is a treatment using specific movements to access different parts of the brain in maximizing learning potential. It has been recommended for use with learning disabled children; however, studies validating its effects are limited. The school records of 25 students each with a diagnosis of specific learning disability were examined for pre- and posttest scores on academic and perceptual motor skill measures following an Educational Kinesiology program. Analysis indicated significant improvement in perceptual motor skills following the Educational Kinesiology program. The change in academic skills was not significant. Educational Kinesiology is recommended as a treatment to improve perceptual motor function of learning disabled children. Other variables affecting this study as well as clinical and research implications are discussed.

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13

Willingham, Daniel B. "Implicit motor sequence learning is not purely perceptual." Memory & Cognition 27, no. 3 (May 1999): 561–72. http://dx.doi.org/10.3758/bf03211549.

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14

Censor, Nitzan, Dov Sagi, and Leonardo G. Cohen. "Common mechanisms of human perceptual and motor learning." Nature Reviews Neuroscience 13, no. 9 (August 20, 2012): 658–64. http://dx.doi.org/10.1038/nrn3315.

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15

Nemeth, Dezso, Emese Hallgató, Karolina Janacsek, Timea Sándor, and Zsuzsa Londe. "Perceptual and motor factors of implicit skill learning." NeuroReport 20, no. 18 (December 2009): 1654–58. http://dx.doi.org/10.1097/wnr.0b013e328333ba08.

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16

Wilson, Andrew D., Winona Snapp-Childs, and Geoffrey P. Bingham. "Perceptual learning immediately yields new stable motor coordination." Journal of Experimental Psychology: Human Perception and Performance 36, no. 6 (2010): 1508–14. http://dx.doi.org/10.1037/a0020412.

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17

Franks, Ian M., and Mary L. Stanley. "Learning the invariants of a perceptual motor skill." Canadian Journal of Psychology/Revue canadienne de psychologie 45, no. 3 (1991): 303–20. http://dx.doi.org/10.1037/h0084294.

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18

Ito, Satoshi, Mohammad Darainy, Minoru Sasaki, and David J. Ostry. "Computational model of motor learning and perceptual change." Biological Cybernetics 107, no. 6 (August 30, 2013): 653–67. http://dx.doi.org/10.1007/s00422-013-0565-3.

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19

Pettigrew, Frank E., and Cathy M. Buell. "Relation of Two Perceptual Styles to Learning a Novel Motor Skill." Perceptual and Motor Skills 63, no. 3 (December 1986): 1097–98. http://dx.doi.org/10.2466/pms.1986.63.3.1097.

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Whether specific perceptual styles are related in learning a novel motor skill was investigated. Using scores on the perceptual component of the Dunn, Dunn, and Price Learning Style Inventory, to determine perceptual style, 98 secondary school students were divided into two groups, kinesthetic/tactile and auditory/visual. No significant difference in skill was observed.

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20

Kirsch, Waldemar, and Joachim Hoffmann. "Stimulus-dependent modulation of perceptual and motor learning in a serial reaction time task." Advances in Cognitive Psychology 8, no. 2 (June 28, 2012): 155–64. http://dx.doi.org/10.5709/acp-0112-2.

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21

Benavides Pando, Elia Verónica, Carolina Jiménez Lira, Daniel Susana Paz García, María Inés Susperreguy, Lucia Consepción Palma Gardea, and Fernando Mondaca Fernández. "Early symbolic numeracy and gross, fine, and perceptual-motor skills in Mexican preschool children." Retos 51 (December 2, 2023): 1452–62. http://dx.doi.org/10.47197/retos.v51.101477.

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The relation between early numeracy and motor skills has previously been examined, however, different results have been obtained depending on whether gross, fine, or perceptual-motor skills were considered in the study and the numeracy outcomes that were analyzed. The goal of the present research was to examine the relation between preschool children’s performance on two assessments of symbolic numeracy and gross, fine, and perceptual-motor skills. A total of one-hundred-and-twenty-three Mexican preschool children were assessed on their gross, fine, and perceptual-motor skills, their numeracy skills (i.e., applied problem-solving and symbolic number comparison) their numeracy precursor skills (i.e., number identification, cardinality and verbal counting), inhibitory control and visual-spatial working memory. Results from hierarchical linear regressions showed that applied problem-solving was predicted only by children’s numeracy precursor skills while the ability to compare two symbolic numbers was significantly predicted only by perceptual-motor skills. The study highlights the importance of perceptual-motor skills to children’s early numeracy learning. Keywords: Early numeracy skills; motor skills; perceptual-motor skills; preschool children.

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22

Dirnberger, Georg, Judith Novak, and Christian Nasel. "Perceptual Sequence Learning Is More Severely Impaired than Motor Sequence Learning in Patients with Chronic Cerebellar Stroke." Journal of Cognitive Neuroscience 25, no. 12 (December 2013): 2207–15. http://dx.doi.org/10.1162/jocn_a_00444.

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Patients with cerebellar stroke are impaired in procedural learning. Several different learning mechanisms contribute to procedural learning in healthy individuals. The aim was to compare the relative share of different learning mechanisms in patients and healthy controls. Ten patients with cerebellar stroke and 12 healthy controls practiced a visuomotor serial reaction time task. Learning blocks with high stimulus–response compatibility were exercised repeatedly; in between these, participants performed test blocks with the same or a different (mirror-inverted or unrelated) stimulus sequence and/or the same or a different (mirror-inverted) stimulus–response allocation. This design allowed to measure the impact of motor learning and perceptual learning independently and to separate both mechanisms from the learning of stimulus–response pairs. Analysis of the learning blocks showed that, as expected, both patients and controls improved their performance over time, although patients remained significantly slower. Analysis of the test blocks revealed that controls showed significant motor learning as well as significant visual perceptual learning, whereas cerebellar patients showed only significant motor learning. Healthy participants were able to use perceptual information for procedural learning even when the rule linking stimuli and responses had been changed, whereas patients with cerebellar lesions could not recruit this perception-based mechanism. Therefore, the cerebellum appears involved in the accurate processing of perceptual information independent from prelearned stimulus–response mappings.

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23

Rüsseler, Jascha, Erwin Hennighausen, and Frank Rösler. "Response Anticipation Processes in the Learning of a Sensorimotor Sequence." Journal of Psychophysiology 15, no. 2 (April 2001): 95–105. http://dx.doi.org/10.1027//0269-8803.15.2.95.

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Abstract We investigated the contribution of motor processes to implicit and explicit serial learning by means of event-related brain potentials. An otherwise predictable sequence of S-R pairs was occasionally interrupted by stimuli that violated either the stimulus or the response sequence (perceptual or motor deviants). After performing the task, participants were asked to recall as much of the sequence as possible. On the basis of these free recall results, two groups of subjects (explicit and implicit learners) were formed. Reaction time was prolonged for motor deviants but not for perceptual deviants, which violated the predictable sequence of stimulus locations. Early activation in the lateralized readiness potential (LRP) for standard stimuli and an activation of the expected but incorrect response for deviants violating the response sequence indicate the contribution of motor processes to serial learning. ERPs did not show any learning-related changes. Furthermore, in all dependent measures no differences between explicit and implicit learners were observed. The results are at variance with previous claims that serial learning is a purely perceptual process.

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24

Masselink, Jana, Alexis Cheviet, Caroline Froment-Tilikete, Denis Pélisson, and Markus Lappe. "A triple distinction of cerebellar function for oculomotor learning and fatigue compensation." PLOS Computational Biology 19, no. 8 (August 4, 2023): e1011322. http://dx.doi.org/10.1371/journal.pcbi.1011322.

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The cerebellum implements error-based motor learning via synaptic gain adaptation of an inverse model, i.e. the mapping of a spatial movement goal onto a motor command. Recently, we modeled the motor and perceptual changes during learning of saccadic eye movements, showing that learning is actually a threefold process. Besides motor recalibration of (1) the inverse model, learning also comprises perceptual recalibration of (2) the visuospatial target map and (3) of a forward dynamics model that estimates the saccade size from corollary discharge. Yet, the site of perceptual recalibration remains unclear. Here we dissociate cerebellar contributions to the three stages of learning by modeling the learning data of eight cerebellar patients and eight healthy controls. Results showed that cerebellar pathology restrains short-term recalibration of the inverse model while the forward dynamics model is well informed about the reduced saccade change. Adaptation of the visuospatial target map trended in learning direction only in control subjects, yet without reaching significance. Moreover, some patients showed a tendency for uncompensated oculomotor fatigue caused by insufficient upregulation of saccade duration. According to our model, this could induce long-term perceptual compensation, consistent with the overestimation of target eccentricity found in the patients’ baseline data. We conclude that the cerebellum mediates short-term adaptation of the inverse model, especially by control of saccade duration, while the forward dynamics model was not affected by cerebellar pathology.

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25

Namy, Laura L., and Lynne C. Nygaard. "Perceptual-motor constraints on sound-to-meaning correspondence in language." Behavioral and Brain Sciences 31, no. 5 (October 2008): 528–29. http://dx.doi.org/10.1017/s0140525x08005190.

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AbstractThe proposal that language has evolved to conform to general cognitive and learning constraints inherent in the human brain calls for specification of these mechanisms. We propose that just as cognition appears to be grounded in cross-modal perceptual-motor capabilities, so too must language. Evidence for perceptual-motor grounding comes from non-arbitrary sound-to-meaning correspondences and their role in word learning.

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26

Bueti, Domenica, and Dean V. Buonomano. "Temporal Perceptual Learning." Timing & Time Perception 2, no. 3 (2014): 261–89. http://dx.doi.org/10.1163/22134468-00002023.

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Our interaction with the environment and each other is inherently time-varying in nature. It is thus not surprising that the nervous systems of animals have evolved sophisticated mechanisms to not only tell time, but to learn to discriminate and produce temporal patterns. Indeed some of the most sophisticated human behaviors, such as speech and music, would not exist if the human brain was unable to learn to discriminate and produce temporal patterns. Compared to the study of other forms of learning, such as visual perceptual learning, the study of the learning of interval and temporal pattern discrimination in the subsecond range is relatively recent. A growing number of studies over the past 15 years, however, have established that perceptual and motor timing undergo robust learning. One of the principles to have emerged from these studies is that temporal learning is generally specific to the trained interval, an observation that has important implications to the neural mechanisms underlying our ability to tell time.

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27

Ingram, Tony G. J., Sarah N. Kraeutner, Jack P. Solomon, David A. Westwood, and Shaun G. Boe. "Skill acquisition via motor imagery relies on both motor and perceptual learning." Behavioral Neuroscience 130, no. 2 (2016): 252–60. http://dx.doi.org/10.1037/bne0000126.

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28

Grafton, Scott T., Joanna Salidis, and Daniel B. Willingham. "Motor Learning of Compatible and Incompatible Visuomotor Maps." Journal of Cognitive Neuroscience 13, no. 2 (February 1, 2001): 217–31. http://dx.doi.org/10.1162/089892901564270.

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Brain imaging studies demonstrate increasing activity in limb motor areas during early motor skill learning, consistent with functional reorganization occurring at the motor output level. Nevertheless, behavioral studies reveal that visually guided skills can also be learned with respect to target location or possibly eye movements. The current experiments examined motor learning under compatible and incompatible perceptual/motor conditions to identify brain areas involved in different perceptual-motor transformations. Subjects tracked a continuously moving target with a joystick-controlled cursor. The target moved in a repeating sequence embedded within random movements to block sequence awareness. Psychophysical studies of behavioral transfer from incompatible (joystick and cursor moving in opposite directions) to compatible tracking established that incompatible learning was occurring with respect to target location. Positron emission tomography (PET) functional imaging of compatible learning identified increasing activity throughout the precentral gyrus, maximal in the arm area. Incompatible learning also led to increasing activity in the precentral gyrus, maximal in the putative frontal eye fields. When the incompatible task was switched to a compatible response and the previously learned sequence was reintroduced, there was an increase in arm motor cortex. The results show that learning-related increases of brain activity are dynamic, with recruitment of multiple motor output areas, contingent on task demands. Visually guided motor sequences can be linked to either oculomotor or arm motor areas. Rather than identifying changes of motor output maps, the data from imaging experiments may better reflect modulation of inputs to multiple motor areas.

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29

Millichap, J. Gordon. "Perceptual Motor and Sensory Integrative Therapy for Learning Disabilities." Pediatric Neurology Briefs 6, no. 5 (May 1, 1992): 34. http://dx.doi.org/10.15844/pedneurbriefs-6-5-2.

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30

Shiller, Douglas M., and Marie-Lyne Rochon. "Auditory-perceptual learning improves speech motor adaptation in children." Journal of Experimental Psychology: Human Perception and Performance 40, no. 4 (2014): 1308–15. http://dx.doi.org/10.1037/a0036660.

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31

Lee, Kwee-Yum, Nicholas O'Dwyer, Mark Halaki, and Richard Smith. "Perceptual and motor learning underlies human stick-balancing skill." Journal of Neurophysiology 113, no. 1 (January 1, 2015): 156–71. http://dx.doi.org/10.1152/jn.00538.2013.

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We investigated the acquisition of skill in balancing a stick (52 cm, 34 g) on the fingertip in nine participants using three-dimensional motion analysis. After 3.5 h of practice over 6 wk, the participants could more consistently balance the stick for longer durations with greatly reduced magnitude and speed of stick and finger movements. Irrespective of level of skill, the balanced stick behaved like a normal noninverted pendulum oscillating under greater-than-gravity torque with simple harmonic motion about a virtual pivot located at the radius of gyration above the center of mass. The control input parameter was the magnitude ratio between the torque applied on the stick by the participant and the torque due to gravity. The participants utilized only a narrow range of this parameter, which did not change with practice, to rotate the stick like a linear mass-spring system. With increased skill, the stick therefore maintained the same period of oscillation but showed marked reductions in magnitude of both oscillation and horizontal translation. Better balancing was associated with 1) more accurate visual localization of the stick and proprioceptive localization of the finger and 2) reduced cross-coupling errors between finger and stick movements in orthogonal directions; i.e., finger movements in the anteroposterior plane became less coupled with stick tip movements in the mediolateral plane, and vice versa. Development of this fine motor skill therefore depended on perceptual and motor learning to provide improved estimation of sensorimotor state and precision of motor commands to an unchanging internal model of the rotational dynamics.

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32

Shiller, Douglas M., Marc Sato, Vincent L. Gracco, and Shari R. Baum. "Perceptual recalibration of speech sounds following speech motor learning." Journal of the Acoustical Society of America 125, no. 2 (February 2009): 1103–13. http://dx.doi.org/10.1121/1.3058638.

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33

Caruso, A., and L. Max. "Motor learning and stuttering: Perceptual, acoustic, and kinematic analyses." Journal of Fluency Disorders 22, no. 2 (May 1997): 136. http://dx.doi.org/10.1016/s0094-730x(97)89299-6.

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34

Hordacre, Brenton, Maarten A. Immink, Michael C. Ridding, and Susan Hillier. "Perceptual-motor learning benefits from increased stress and anxiety." Human Movement Science 49 (October 2016): 36–46. http://dx.doi.org/10.1016/j.humov.2016.06.002.

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35

Pohl, Patricia S., Joan M. McDowd, Diane L. Filion, Lorie G. Richards, and William Stiers. "Implicit Learning of a Perceptual-Motor Skill After Stroke." Physical Therapy 81, no. 11 (November 1, 2001): 1780–89. http://dx.doi.org/10.1093/ptj/81.11.1780.

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Background and Purpose. A motor skill can be learned implicitly, without awareness of what is being learned. The purpose of this study was to examine the ability of adults who had unilateral stroke to learn implicitly a perceptual-motor task. Subjects. Subjects were 47 people who were poststroke and 36 control subjects. Methods. Participants performed sequences of hand movements in response to target lights in 2 conditions: a patterned sequence and a random sequence. Participants were not given explicit knowledge of the presence of the 2 conditions. Those who had stroke performed with the upper-extremity ipsilateral to the lesion. Results. Subjects who had stroke performed more slowly than control subjects. For both groups, times decreased with practice of the patterned sequence, increased with introduction of the random sequence, and decreased again with reintroduction of the patterned sequence. Group differences persisted in a retention test given the next day of the patterned sequence, and both groups showed decreased times over the course of the retention test. Discussion and Conclusion. People with stroke are able to learn a perceptual-motor task even without explicit instructions regarding the patterned sequence embedded in the task.

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36

López Gómez, María José, Teresa Bajo Molina, Presentación Padilla Benítez, and Julio Santiago de Torres. "Predicting proficiency in signed language interpreting." Interpreting. International Journal of Research and Practice in Interpreting 9, no. 1 (June 1, 2007): 71–93. http://dx.doi.org/10.1075/intp.9.1.05lop.

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An empirical study was designed to identify which perceptual-motor, cognitive and personality factors may underlie both acquisition of a signed language as a B language and development of signed language interpreting skills. If abilities that are potentially needed are found, a previous assessment of candidates’ potential for developing signed-language interpreting skills could be useful in identifying which students are likely to obtain good results during training. Perceptual-motor and cognitive skills, personality factors and academic background were hypothesized as possible predictors of success. Results showed that perceptual-motor and cognitive abilities are more important than personality traits in predicting proficiency in learning a signed language and developing signed-language interpreting abilities. Perceptual-motor coordination is the most reliable factor for predicting signed language proficiency, followed by other cognitive and personal factors.

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37

Bischoff-Grethe, Amanda, Kelly M. Goedert, Daniel T. Willingham, and Scott T. Grafton. "Neural Substrates of Response-based Sequence Learning using fMRI." Journal of Cognitive Neuroscience 16, no. 1 (January 2004): 127–38. http://dx.doi.org/10.1162/089892904322755610.

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Representation of sequential structure can occur with respect to the order of perceptual events or the order in which actions are linked. Neural correlates of sequence retrieval associated with the order of motor responses were identified in a variant of the serial reaction time task in which training occurred with a spatially incompatible mapping between stimuli and finger responses. After transfer to a spatially compatible version of the task, performance enhancements indicative of learning were only present in subjects required to make finger movements in the same order used during training. In contrast, a second group of subjects performed the compatible task using an identical sequence of stimuli (and different order of finger movements) as in training. They demonstrated no performance benefit, indicating that learning was response based. Analysis was restricted to subjects demonstrating low recall of the sequence structure to rule out effects of explicit awareness. The interaction of group (motor vs. perceptual transfer) with sequence retrieval (sequencing vs. rest) revealed significantly greater activation in the bilateral supplementary motor area, cingulate motor area, ventral premotor cortex, left caudate, and inferior parietal lobule for subjects in the motor group (illustrating successful sequence retrieval at the response level). Retrieval of sequential responses occurs within mesial motor areas and related motor planning areas.

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Brown, Rachel M., and Virginia B. Penhune. "Efficacy of Auditory versus Motor Learning for Skilled and Novice Performers." Journal of Cognitive Neuroscience 30, no. 11 (November 2018): 1657–82. http://dx.doi.org/10.1162/jocn_a_01309.

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Humans must learn a variety of sensorimotor skills, yet the relative contributions of sensory and motor information to skill acquisition remain unclear. Here we compare the behavioral and neural contributions of perceptual learning to that of motor learning, and we test whether these contributions depend on the expertise of the learner. Pianists and nonmusicians learned to perform novel melodies on a piano during fMRI scanning in four learning conditions: listening (auditory learning), performing without auditory feedback (motor learning), performing with auditory feedback (auditory–motor learning), or observing visual cues without performing or listening (cue-only learning). Visual cues were present in every learning condition and consisted of musical notation for pianists and spatial cues for nonmusicians. Melodies were performed from memory with no visual cues and with auditory feedback (recall) five times during learning. Pianists showed greater improvements in pitch and rhythm accuracy at recall during auditory learning compared with motor learning. Nonmusicians demonstrated greater rhythm improvements at recall during auditory learning compared with all other learning conditions. Pianists showed greater primary motor response at recall during auditory learning compared with motor learning, and response in this region during auditory learning correlated with pitch accuracy at recall and with auditory–premotor network response during auditory learning. Nonmusicians showed greater inferior parietal response during auditory compared with auditory–motor learning, and response in this region correlated with pitch accuracy at recall. Results suggest an advantage for perceptual learning compared with motor learning that is both general and expertise-dependent. This advantage is hypothesized to depend on feedforward motor control systems that can be used during learning to transform sensory information into motor production.

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Sanchez, Daniel J., Eric N. Yarnik, and Paul J. Reber. "Quantifying transfer after perceptual-motor sequence learning: how inflexible is implicit learning?" Psychological Research 79, no. 2 (March 26, 2014): 327–43. http://dx.doi.org/10.1007/s00426-014-0561-9.

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Rohisfi, Edil, and Neviyarni Neviyarni. "Analisis Belajar Keterampilan Motorik." EDUKATIF : JURNAL ILMU PENDIDIKAN 3, no. 1 (January 26, 2021): 27–34. http://dx.doi.org/10.31004/edukatif.v3i1.196.

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This article discusses the analysis of learning motor skills using references from relevant literature studies, in the concept that learning motor skills is learning by the development of a student's bodily ability which includes gross motoric development and fine motor skills.There are four characteristics of learning motor skills, namely: (1) sequential response, (2) perceptual-motor coordination, (3) response regulation, (4) feedback.Learning motor skills can be divided into three phases or stages, namely (1) the initial or cognitive phase, (2) the fixation or associative phase, and (3) the final or autonomous phase.

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Adolph, Karen E., Ludovic M. Marin, and Frederic F. Fraisse. "Learning and exploration: Lessons from infants." Behavioral and Brain Sciences 24, no. 2 (April 2001): 213–14. http://dx.doi.org/10.1017/s0140525x01223942.

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Based on studies with infants, we expand on Stoffregen & Bardy's explanation of perceptual motor errors, given the global array. Information pick-up from the global array is not sufficient without adequate exploratory movements and learning to support perceptually guided activity.

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Lagarrigue, Yannick, Céline Cappe, and Jessica Tallet. "Regular rhythmic and audio-visual stimulations enhance procedural learning of a perceptual-motor sequence in healthy adults: A pilot study." PLOS ONE 16, no. 11 (November 15, 2021): e0259081. http://dx.doi.org/10.1371/journal.pone.0259081.

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Procedural learning is essential for the effortless execution of many everyday life activities. However, little is known about the conditions influencing the acquisition of procedural skills. The literature suggests that sensory environment may influence the acquisition of perceptual-motor sequences, as tested by a Serial Reaction Time Task. In the current study, we investigated the effects of auditory stimulations on procedural learning of a visuo-motor sequence. Given that the literature shows that regular rhythmic auditory rhythm and multisensory stimulations improve motor speed, we expected to improve procedural learning (reaction times and errors) with repeated practice with auditory stimulations presented either simultaneously with visual stimulations or with a regular tempo, compared to control conditions (e.g., with irregular tempo). Our results suggest that both congruent audio-visual stimulations and regular rhythmic auditory stimulations promote procedural perceptual-motor learning. On the contrary, auditory stimulations with irregular or very quick tempo alter learning. We discuss how regular rhythmic multisensory stimulations may improve procedural learning with respect of a multisensory rhythmic integration process.

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Campagnoli, Carlo, Fulvio Domini, and Jordan A. Taylor. "Taking aim at the perceptual side of motor learning: exploring how explicit and implicit learning encode perceptual error information through depth vision." Journal of Neurophysiology 126, no. 2 (August 1, 2021): 413–26. http://dx.doi.org/10.1152/jn.00153.2021.

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We leveraged a classic sensorimotor adaptation task to perform a first systematic assessment of the role of perceptual cues in the estimation of an error signal in the 3-D space during motor learning. We crossed two conditions presenting different amounts of depth information, with two manipulations emphasizing explicit and implicit learning processes. Explicit learning responded to the visual conditions, consistent with perceptual reports, whereas implicit learning appeared to be independent of them.

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Lobo, Lorena. "Current alternatives on perceptual learning: introduction to special issue on post-cognitivist approaches to perceptual learning." Adaptive Behavior 27, no. 6 (September 16, 2019): 355–62. http://dx.doi.org/10.1177/1059712319875147.

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This special issue is focused on how perceptual learning is understood from a post-cognitivist approach to cognition. The process of perceptual learning is key in our cognitive life and development: we can learn to discriminate environmental aspects and hence adapt ourselves to it, using our resources intelligently. Perceptual learning, according to the classic cognitivist view, is based on the enrichment of passively received stimuli, a linear operation on sensations that results in a representation of the original information. This representation can be useful for other processes that generate an output, like a motor command, for example. On the contrary, alternative approaches to perceptual learning, different from the one depicted in the classic cognitivist theory, share the ideas that perception and action are intrinsically tied and that cognitive processes rely on embodiment and situatedness. These approaches usually claim that mental representations are not useful concepts, at least when portraying a process of perceptual learning. Approaches within post-cognitivism are not a unified theory, but a diversity of perspectives that need to establish a dialogue among their different methodologies. In particular, this special issue is focused on ecological psychology and enactivism as key traditions within the post-cognitivist constellation.

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Addy, Lois M. "A Perceptuo-Motor Approach to Handwriting." British Journal of Occupational Therapy 59, no. 9 (September 1996): 427–32. http://dx.doi.org/10.1177/030802269605900909.

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The process of handwriting involves the complicated coordination of motor, perceptual and cognitive skills, which do not develop spontaneously but require considerable explanation, experimentation, demonstration and practice. This is an area in which pupil support services and occupational therapists are increasingly being asked for advice. This article describes the evaluation of a unique programme of motor and perceptual exercises, which aims to develop the control and presentation of the written word. The ‘Teodorescu’ programme has been found to be beneficial in improving the handwriting of many children, including those with mild learning difficulties and those with perceptuo-motor weaknesses.

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ITO, Satoshi, Yasuaki ISHIKAWA, and Minoru SASAKI. "Experiments on Perceptual Change Accompanying Motor Learning in Seated Balance." Transactions of the Society of Instrument and Control Engineers 50, no. 12 (2014): 852–60. http://dx.doi.org/10.9746/sicetr.50.852.

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SADA, YOSHITAKA. "Active Mental Rest (Oral Reading) Effect on Perceptual-Motor Learning." Japanese Journal of Educational Psychology 48, no. 2 (2000): 138–44. http://dx.doi.org/10.5926/jjep1953.48.2_138.

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Marsolek, Chad J., and Jason E. Field. "Perceptual–motor sequence learning of general regularities and specific sequences." Journal of Experimental Psychology: Human Perception and Performance 25, no. 3 (1999): 815–36. http://dx.doi.org/10.1037/0096-1523.25.3.815.

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Kennedy, Jon S., Marc J. Buehner, and Simon K. Rushton. "Adaptation to Sensory-Motor Temporal Misalignment: Instrumental or Perceptual Learning?" Quarterly Journal of Experimental Psychology 62, no. 3 (March 2009): 453–69. http://dx.doi.org/10.1080/17470210801985235.

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Houweling, S., A. Daffertshofer, B. W. van Dijk, and P. J. Beek. "Neural changes induced by learning a challenging perceptual-motor task." NeuroImage 41, no. 4 (July 2008): 1395–407. http://dx.doi.org/10.1016/j.neuroimage.2008.03.023.

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