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Articoli di riviste sul tema "Motor learning"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 9 giugno 2025

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1

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

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2

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

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3

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

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4

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

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5

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

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6

Krakauer, John W., Alkis M. Hadjiosif, Jing Xu, Aaron L. Wong, and Adrian M. Haith. "Motor Learning." Comprehensive Physiology 9, no. 2 (April 2019): 613–63. https://doi.org/10.1002/j.2040-4603.2019.tb00069.x.

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Abstract (sommario):

ABSTRACTMotor learning encompasses a wide range of phenomena, ranging from relatively low‐level mechanisms for maintaining calibration of our movements, to making high‐level cognitive decisions about how to act in a novel situation. We survey the major existing approaches to characterizing motor learning at both the behavioral and neural level. In particular, we critically review two long‐standing paradigms used in motor learning research—adaptation and sequence learning. We discuss the extent to which these paradigms can be considered models of motor skill acquisition, defined as the incremental improvement in our ability to rapidly select and then precisely execute appropriate actions, and conclude that they fall short of doing so. We then discuss two classes of emerging research paradigms—learning of arbitrary visuomotor mappings de novo and learning to execute movements with improved acuity—that more effectively address the acquisition of motor skill. Future work will be needed to determine the degree to which laboratory‐based studies of skill, as described in this review, will relate to true expertise, which is likely dependent on the effects of practice on multiple cognitive processes that go beyond traditional sensorimotor neural architecture. © 2019 American Physiological Society. Compr Physiol 9:613‐663, 2019.

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

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8

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

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9

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

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10

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

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

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12

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

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

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13

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

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14

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

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15

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

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16

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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17

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

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18

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

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Sleep is a process, which happens in human body and has many functions. One relatively recently studied function of sleep is its involvement in the motor learning process. This paper presents a historical overview of the studies on sleep, and the results of two experimental research studies that explore the motor learning of a simple finger tapping tasks performed by adults, and the sleep habits of boys practicing sports. The research results show that sleep has an effect on improving motion retention of simple motor tasks, and that sports improve sleep for boys, thus contributing to better learning.

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19

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

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20

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

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21

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

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22

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

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23

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

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24

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

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25

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

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26

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

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27

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

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28

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

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29

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

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30

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

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

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31

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

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32

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

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33

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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34

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

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35

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

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36

Ari, A. Ariputra, Peri Pitriadi, Abdul Halim, Alief Maulana Ilmunandar, and Ishak Ishak. "Pembuatan Media Pembelajaran dan Pengujian Motor Starting System (207-1556 CW)." Jurnal Teknik Mesin Sinergi 22, no. 2 (January 28, 2025): 200–209. https://doi.org/10.31963/sinergi.v22i2.5323.

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Starting motors have an important role in running heavy equipment engines, accuracy in testing starting motor components is a very important factor. Practical learning using starting motor testing media is used to practice starting motor assembly and disassembly. The problems experienced by students in this course are limited practical equipment and lack of student skills regarding assembly and disassembly of motor starting systems. The aim of this research is to create learning media for testing motor starting systems and create a motor starting system testing guide so that it can be used as a practical tool in heavy equipment maintenance workshops. Experimental methods and work processes include: 1) determining materials, 2) designing the frame, 3) working on the frame, 4) making disassembly guides, testing, and starting motor assembly. The results of this research are that the learning media is equipped with the main components of the motor starting system, measurements that display motor starting system testing information, namely: the process of disassembly, testing and assembly of the starting motor, so that this learning media can increase students' understanding of the function and operation of the starting motor. system, as well as providing practical experience in testing and understanding related components.

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37

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

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

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38

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

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39

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

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

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ALFRED, M. FARID, and Aswardi Aswardi. "Efektivitas Penerapan Model Problem-Based Learning pada Mata Pelajaran Instalasi Motor Listrik." Jurnal Pendidikan Teknik Elektro 4, no. 2 (July 17, 2023): 191–97. https://doi.org/10.24036/jpte.v4i2.295.

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This study aims to determine the effectiveness of applying Problem Based Learning as a learning model in the class XI TITL electric motor installation subject at SMKN 5 Padang. Practical learning, especially in learning to install electric motors, problems are often found in circuits when carrying out practices such as motors that cannot start. Problem Based Learning is very suitable for use in this lesson so that students are accustomed to solving possible problems that occur when carrying out practical use of electric motors. This study used a quantitative approach with a quasi-experimental method with a pretest posttest nonequivalent control group design. The object of this research is Problem Based Learning and the effectiveness of its application to learning outcomes in the Electric Motor Installation subject. The subjects in this study were students of class XI TITL SMKN 5 Padang. The research instrument used was in the form of pretest and posttest questions in the form of objectives and practice assessment sheets. Based on the average value of the posttest, and practice worksheets are in the high category. Therefore the application of Problem Based Learning as a learning model in electric motor installation subjects is said to be effective because the classical value and effect size are in the high category.

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41

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

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Electric motor is an electric machine that has a function as a converter of electrical energy into mechanical energy. Electric motors are widely used as movers because they are better in terms of technical and economical, but have disadvantages such as large initial currents so that they cannot last long, to overcome this can be used Y-utan star starting method both manually and automatically created in a panel box. In the operation and manufacture of a protection system for a 3 phase induction motor, some supporting equipment can be arranged in a panel box so that motor performance can be maximized. The results of this tool design are in the form of a panel box in which there are three types of circuits, namely: 3 phase induction motor operation circuit with the starting Y-∆ automatically, reversing the direction of 3 phase induction motor rotation, and 3 phase induction motor operation in two places. Where the series is equipped with a protection system and can be operated manually and automatically.

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42

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

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

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43

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

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

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44

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

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45

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

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46

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

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

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48

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

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

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

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Abstract (sommario):

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

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