Comparison of error-amplification and haptic-guidance training techniques for learning of a timing-based motor task by healthy individuals.
Identifieur interne : 003795 ( Main/Exploration ); précédent : 003794; suivant : 003796Comparison of error-amplification and haptic-guidance training techniques for learning of a timing-based motor task by healthy individuals.
Auteurs : Marie-Hélène Milot [États-Unis] ; Laura Marchal-Crespo ; Christopher S. Green ; Steven C. Cramer ; David J. ReinkensmeyerSource :
- Experimental brain research [ 1432-1106 ] ; 2010.
English descriptors
- KwdEn :
- Adolescent, Adult, Algorithms, Computer Simulation, Cross-Over Studies, Data Interpretation, Statistical, Executive Function (physiology), Feedback, Psychological, Female, Humans, Learning (physiology), Male, Motor Skills (physiology), Psychomotor Performance (physiology), Robotics, Time Perception (physiology), Video Games, Wrist (physiology), Young Adult.
- MESH :
Abstract
Performance errors drive motor learning for many tasks. Some researchers have suggested that reducing performance errors with haptic guidance can benefit learning by demonstrating correct movements, while others have suggested that artificially increasing errors will force faster and more complete learning. This study compared the effect of these two techniques--haptic guidance and error amplification--as healthy subjects learned to play a computerized pinball-like game. The game required learning to press a button using wrist movement at the correct time to make a flipper hit a falling ball to a randomly positioned target. Errors were decreased or increased using a robotic device that retarded or accelerated wrist movement, based on sensed movement initiation timing errors. After training with either error amplification or haptic guidance, subjects significantly reduced their timing errors and generalized learning to untrained targets. However, for a subset of more skilled subjects, training with amplified errors produced significantly greater learning than training with the reduced errors associated with haptic guidance, while for a subset of less skilled subjects, training with haptic guidance seemed to benefit learning more. These results suggest that both techniques help enhanced performance of a timing task, but learning is optimized if training subjects with the appropriate technique based on their baseline skill level.
DOI: 10.1007/s00221-009-2014-z
PubMed: 19787345
Affiliations:
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Green</name></author><author><name sortKey="Cramer, Steven C" sort="Cramer, Steven C" uniqKey="Cramer S" first="Steven C" last="Cramer">Steven C. Cramer</name></author><author><name sortKey="Reinkensmeyer, David J" sort="Reinkensmeyer, David J" uniqKey="Reinkensmeyer D" first="David J" last="Reinkensmeyer">David J. 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Green</name></author><author><name sortKey="Cramer, Steven C" sort="Cramer, Steven C" uniqKey="Cramer S" first="Steven C" last="Cramer">Steven C. Cramer</name></author><author><name sortKey="Reinkensmeyer, David J" sort="Reinkensmeyer, David J" uniqKey="Reinkensmeyer D" first="David J" last="Reinkensmeyer">David J. Reinkensmeyer</name></author></analytic><series><title level="j">Experimental brain research</title><idno type="eISSN">1432-1106</idno><imprint><date when="2010" type="published">2010</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Adolescent</term><term>Adult</term><term>Algorithms</term><term>Computer Simulation</term><term>Cross-Over Studies</term><term>Data Interpretation, Statistical</term><term>Executive Function (physiology)</term><term>Feedback, Psychological</term><term>Female</term><term>Humans</term><term>Learning (physiology)</term><term>Male</term><term>Motor Skills (physiology)</term><term>Psychomotor Performance (physiology)</term><term>Robotics</term><term>Time Perception (physiology)</term><term>Video Games</term><term>Wrist (physiology)</term><term>Young Adult</term></keywords><keywords scheme="MESH" qualifier="physiology" xml:lang="en"><term>Executive Function</term><term>Learning</term><term>Motor Skills</term><term>Psychomotor Performance</term><term>Time Perception</term><term>Wrist</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Adolescent</term><term>Adult</term><term>Algorithms</term><term>Computer Simulation</term><term>Cross-Over Studies</term><term>Data Interpretation, Statistical</term><term>Feedback, Psychological</term><term>Female</term><term>Humans</term><term>Male</term><term>Robotics</term><term>Video Games</term><term>Young Adult</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Performance errors drive motor learning for many tasks. Some researchers have suggested that reducing performance errors with haptic guidance can benefit learning by demonstrating correct movements, while others have suggested that artificially increasing errors will force faster and more complete learning. This study compared the effect of these two techniques--haptic guidance and error amplification--as healthy subjects learned to play a computerized pinball-like game. The game required learning to press a button using wrist movement at the correct time to make a flipper hit a falling ball to a randomly positioned target. Errors were decreased or increased using a robotic device that retarded or accelerated wrist movement, based on sensed movement initiation timing errors. After training with either error amplification or haptic guidance, subjects significantly reduced their timing errors and generalized learning to untrained targets. However, for a subset of more skilled subjects, training with amplified errors produced significantly greater learning than training with the reduced errors associated with haptic guidance, while for a subset of less skilled subjects, training with haptic guidance seemed to benefit learning more. These results suggest that both techniques help enhanced performance of a timing task, but learning is optimized if training subjects with the appropriate technique based on their baseline skill level.</div></front></TEI><affiliations><list><country><li>États-Unis</li></country><region><li>Californie</li></region></list><tree><noCountry><name sortKey="Cramer, Steven C" sort="Cramer, Steven C" uniqKey="Cramer S" first="Steven C" last="Cramer">Steven C. Cramer</name><name sortKey="Green, Christopher S" sort="Green, Christopher S" uniqKey="Green C" first="Christopher S" last="Green">Christopher S. Green</name><name sortKey="Marchal Crespo, Laura" sort="Marchal Crespo, Laura" uniqKey="Marchal Crespo L" first="Laura" last="Marchal-Crespo">Laura Marchal-Crespo</name><name sortKey="Reinkensmeyer, David J" sort="Reinkensmeyer, David J" uniqKey="Reinkensmeyer D" first="David J" last="Reinkensmeyer">David J. Reinkensmeyer</name></noCountry><country name="États-Unis"><region name="Californie"><name sortKey="Milot, Marie Helene" sort="Milot, Marie Helene" uniqKey="Milot M" first="Marie-Hélène" last="Milot">Marie-Hélène Milot</name></region></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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