Haptic guidance can enhance motor learning of a steering task.
Identifieur interne : 001383 ( PubMed/Corpus ); précédent : 001382; suivant : 001384Haptic guidance can enhance motor learning of a steering task.
Auteurs : Laura Marchal Crespo ; David J. ReinkensmeyerSource :
- Journal of motor behavior [ 0022-2895 ] ; 2008.
English descriptors
- KwdEn :
- MESH :
Abstract
Haptic guidance can improve the immediate performance of a motor task by enforcing a desired pattern of kinematics, but several studies have found that it impairs motor learning. In this study, we studied whether guidance from a robotic steering wheel can improve one's short-term learning of steering a simulated vehicle. We developed a computer algorithm that adapted the firmness of the guidance based on ongoing error. Training with "guidance-as-needed" or "fixed guidance" allowed participants to learn to steer without experiencing large errors and produced slightly better immediate retention than did training without guidance, apparently because participants were better able to learn when to initiate turns. Training with guidance-as-needed produced slightly better results than training with fixed guidance: the guidance-as-needed participants' errors were significantly smaller when guidance was removed. However, this difference quickly dissipated with more practice. We conclude that haptic guidance can benefit short-term learning of a steering-type task while also limiting performance errors during training.
DOI: 10.3200/JMBR.40.6.545-557
PubMed: 18980907
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Reinkensmeyer</name></author></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="2008">2008</date><idno type="doi">10.3200/JMBR.40.6.545-557</idno><idno type="RBID">pubmed:18980907</idno><idno type="pmid">18980907</idno><idno type="wicri:Area/PubMed/Corpus">001383</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en">Haptic guidance can enhance motor learning of a steering task.</title><author><name sortKey="Marchal Crespo, Laura" sort="Marchal Crespo, Laura" uniqKey="Marchal Crespo L" first="Laura" last="Marchal Crespo">Laura Marchal Crespo</name><affiliation><nlm:affiliation>Department of Mechanical and Aerospace Engineering, University of California-Irvine, CA 92697, USA. lmarchal@uci.edu</nlm:affiliation></affiliation></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">Journal of motor behavior</title><idno type="ISSN">0022-2895</idno><imprint><date when="2008" type="published">2008</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Analysis of Variance</term><term>Association Learning (physiology)</term><term>Automobile Driving</term><term>Computer Simulation</term><term>Feedback, Psychological (physiology)</term><term>Humans</term><term>Kinesthesis (physiology)</term><term>Motor Skills (physiology)</term><term>Reference Values</term><term>Touch (physiology)</term></keywords><keywords scheme="MESH" qualifier="physiology" xml:lang="en"><term>Association Learning</term><term>Feedback, Psychological</term><term>Kinesthesis</term><term>Motor Skills</term><term>Touch</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Analysis of Variance</term><term>Automobile Driving</term><term>Computer Simulation</term><term>Humans</term><term>Reference Values</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Haptic guidance can improve the immediate performance of a motor task by enforcing a desired pattern of kinematics, but several studies have found that it impairs motor learning. In this study, we studied whether guidance from a robotic steering wheel can improve one's short-term learning of steering a simulated vehicle. We developed a computer algorithm that adapted the firmness of the guidance based on ongoing error. Training with "guidance-as-needed" or "fixed guidance" allowed participants to learn to steer without experiencing large errors and produced slightly better immediate retention than did training without guidance, apparently because participants were better able to learn when to initiate turns. Training with guidance-as-needed produced slightly better results than training with fixed guidance: the guidance-as-needed participants' errors were significantly smaller when guidance was removed. However, this difference quickly dissipated with more practice. We conclude that haptic guidance can benefit short-term learning of a steering-type task while also limiting performance errors during training.</div></front></TEI><pubmed><MedlineCitation Owner="NLM" Status="MEDLINE"><PMID Version="1">18980907</PMID><DateCreated><Year>2008</Year><Month>11</Month><Day>04</Day></DateCreated><DateCompleted><Year>2008</Year><Month>12</Month><Day>18</Day></DateCompleted><Article PubModel="Print"><Journal><ISSN IssnType="Print">0022-2895</ISSN><JournalIssue CitedMedium="Print"><Volume>40</Volume><Issue>6</Issue><PubDate><Year>2008</Year><Month>Nov</Month></PubDate></JournalIssue><Title>Journal of motor behavior</Title><ISOAbbreviation>J Mot Behav</ISOAbbreviation></Journal><ArticleTitle>Haptic guidance can enhance motor learning of a steering task.</ArticleTitle><Pagination><MedlinePgn>545-56</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.3200/JMBR.40.6.545-557</ELocationID><Abstract><AbstractText>Haptic guidance can improve the immediate performance of a motor task by enforcing a desired pattern of kinematics, but several studies have found that it impairs motor learning. In this study, we studied whether guidance from a robotic steering wheel can improve one's short-term learning of steering a simulated vehicle. We developed a computer algorithm that adapted the firmness of the guidance based on ongoing error. Training with "guidance-as-needed" or "fixed guidance" allowed participants to learn to steer without experiencing large errors and produced slightly better immediate retention than did training without guidance, apparently because participants were better able to learn when to initiate turns. Training with guidance-as-needed produced slightly better results than training with fixed guidance: the guidance-as-needed participants' errors were significantly smaller when guidance was removed. However, this difference quickly dissipated with more practice. 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