Active Prospective Control Is Required for Effective Sensorimotor Learning
Identifieur interne : 001E09 ( Main/Merge ); précédent : 001E08; suivant : 001E10Active Prospective Control Is Required for Effective Sensorimotor Learning
Auteurs : Winona Snapp-Childs [États-Unis] ; Elizabeth Casserly [États-Unis] ; Mark Mon-Williams [Royaume-Uni] ; Geoffrey P. Bingham [États-Unis]Source :
- PLoS ONE [ 1932-6203 ] ; 2013.
English descriptors
- KwdEn :
- MESH :
- methods : Exercise Movement Techniques, Motion Therapy, Continuous Passive.
- physiology : Learning, Motor Activity.
- rehabilitation : Movement Disorders.
- Adult, Analysis of Variance, Female, Humans, Male, Psychomotor Performance, Time Factors.
Abstract
Passive modeling of movements is often used in movement therapy to overcome disabilities caused by stroke or other disorders (e.g. Developmental Coordination Disorder or Cerebral Palsy). Either a therapist or, recently, a specially designed robot moves or guides the limb passively through the movement to be trained. In contrast, action theory has long suggested that effective skill acquisition requires movements to be actively generated. Is this true? In view of the former, we explicitly tested the latter. Previously, a method was developed that allows children with Developmental Coordination Disorder to produce effective movements actively, so as to improve manual performance to match that of typically developing children. In the current study, we tested practice using such active movements as compared to practice using passive movement. The passive movement employed, namely haptic tracking, provided a strong test of the comparison, one that showed that the mere inaction of the muscles is not the problem. Instead, lack of prospective control was. The result was no effective learning with passive movement while active practice with prospective control yielded significant improvements in performance.
Url:
DOI: 10.1371/journal.pone.0077609
PubMed: 24194891
PubMed Central: 3806834
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PMC:3806834Le document en format XML
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Bingham</name><affiliation wicri:level="2"><nlm:aff id="aff1"><addr-line>Department of Psychological & Brain Sciences, Indiana University, Bloomington, Indiana, United States of America</addr-line></nlm:aff><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Psychological & Brain Sciences, Indiana University, Bloomington, Indiana</wicri:regionArea><placeName><region type="state">Indiana</region></placeName></affiliation></author></analytic><series><title level="j">PLoS ONE</title><idno type="eISSN">1932-6203</idno><imprint><date when="2013">2013</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Adult</term><term>Analysis of Variance</term><term>Exercise Movement Techniques (methods)</term><term>Female</term><term>Humans</term><term>Learning (physiology)</term><term>Male</term><term>Motion Therapy, Continuous Passive (methods)</term><term>Motor Activity (physiology)</term><term>Movement Disorders (rehabilitation)</term><term>Psychomotor Performance</term><term>Time Factors</term></keywords><keywords scheme="MESH" qualifier="methods" xml:lang="en"><term>Exercise Movement Techniques</term><term>Motion Therapy, Continuous Passive</term></keywords><keywords scheme="MESH" qualifier="physiology" xml:lang="en"><term>Learning</term><term>Motor Activity</term></keywords><keywords scheme="MESH" qualifier="rehabilitation" xml:lang="en"><term>Movement Disorders</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Adult</term><term>Analysis of Variance</term><term>Female</term><term>Humans</term><term>Male</term><term>Psychomotor Performance</term><term>Time Factors</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p>Passive modeling of movements is often used in movement therapy to overcome disabilities caused by stroke or other disorders (e.g. Developmental Coordination Disorder or Cerebral Palsy). Either a therapist or, recently, a specially designed robot moves or guides the limb passively through the movement to be trained. In contrast, action theory has long suggested that effective skill acquisition requires movements to be actively generated. Is this true? In view of the former, we explicitly tested the latter. Previously, a method was developed that allows children with Developmental Coordination Disorder to produce effective movements actively, so as to improve manual performance to match that of typically developing children. In the current study, we tested practice using such active movements as compared to practice using passive movement. The passive movement employed, namely haptic tracking, provided a strong test of the comparison, one that showed that the mere inaction of the muscles is not the problem. Instead, lack of prospective control was. The result was no effective learning with passive movement while active practice with prospective control yielded significant improvements in performance.</p></div></front><back><div1 type="bibliography"><listBibl><biblStruct><analytic><author><name sortKey="Bingham, Gp" uniqKey="Bingham G">GP Bingham</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Turvey, Mt" uniqKey="Turvey M">MT Turvey</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Goodwin, Gm" uniqKey="Goodwin G">GM Goodwin</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Mccloskey, Di" uniqKey="Mccloskey D">DI McCloskey</name></author></analytic></biblStruct><biblStruct></biblStruct><biblStruct></biblStruct><biblStruct><analytic><author><name sortKey="Feldman, Ag" uniqKey="Feldman A">AG Feldman</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Feldman, Ag" uniqKey="Feldman A">AG 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