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Robotic Skill Acquisition Based on Biological Principles
Published in Abraham Kandel, Gideon Langholz, Lotfi A. Zadeh, Hybrid Architectures for Intelligent Systems, 2020
David A. Handelman, Stephen H. Lane, Jack J. Gelfand
Humans pass through various levels of competence as motor skills are acquired [5–12]. For example, Fitts and Posner [5] define three phases of human skill learning: (1) the Cognitive (Early) Phase, wherein a beginner tries to understand the task, (2) the Associative (Intermediate) Phase, where patterns of response emerge and gross errors are eliminated, and (3) the Autonomous (Final) Phase, when task execution requires little cognitive control and motions are refined. Adams [6] defines two phases of motor learning: (1) the Verbal-Motor Stage, where corrections are based on verbal descriptions of how well the task is being accomplished, and (2) the Motor Stage, where “conscious” behavior eventually becomes “automatic,” and attentional mechanisms pick out only those channels of information relevant to learning.
Physical Development
Published in Krystina Castella, Designing for Kids, 2018
Have you ever seen a 1-year-old walk and fall down over and over again? What about a preschooler trying to tie his/her shoes? Do you remember being an awkward and clumsy teenager? These experiences all involve gross and fine motor developments of the body that allow children to learn how to interact with the physical world. Motor learning consists of complex processes in the brain that occur in response to practice or experience. Practice results in changes in the central nervous system and muscle memory such that all kids acquire skills in daily living such as feeding, dressing, mobility, drawing and writing. Nurturing these skills even further allows individuals to excel in sports, the arts, music, dance, keyboarding and penmanship. Additional factors that influence motor development include growth, genetics, muscle tone, gender, teachers or coaches, race, family position and additional social influences.8
Feedback-Based Technologies for Adult Physical Rehabilitation
Published in Christopher M. Hayre, Dave J. Muller, Marcia J. Scherer, Everyday Technologies in Healthcare, 2019
Leanne Hassett, Natalie Allen, Maayken van den Berg
The feedback delivered by technologies used in rehabilitation can play an important role in motor learning. Motor learning refers to the acquisition, reacquisition or improvement of motor skills and is associated with physiological changes that occur following practice or experience (Schmidt and Wrisberg, 2008; Magill and Anderson, 2014). Clearly, motor learning is a key component of rehabilitation programmes, and studies have shown that people with neurological conditions are able to learn motor skills (Tomassini et al., 2011; van Vliet and Wulf, 2006; Nackaerts et al., 2013). There is a continuum of motor learning from implicit (i.e. learning without conscious awareness) to explicit (i.e. learning with a high degree of awareness of the process and outcomes) (Magill and Anderson, 2014). Feedback facilitates motor learning by providing the learner with information that can be used to improve performance (Schmidt and Wrisberg, 2008; Magill and Anderson, 2014). Intrinsic feedback (i.e. feedback automatically occurring as part of the movement) can be supplemented by extrinsic feedback (i.e. feedback provided by an outside source, such as a game) (Schmidt and Wrisberg, 2008; Magill and Anderson, 2014). There is evidence that people with neurological conditions have impaired implicit learning and difficulty using intrinsic feedback, meaning that learning will be better if it is more explicit (Verschueren et al., 1997; Nieuwboer et al., 2009; van Vliet and Wulf, 2006). This can be achieved through extrinsic feedback. However, the delivery of this feedback needs to be carefully considered in order to optimally facilitate learning rather than just short-term improvements in performance (Wulf et al., 2010), so that improved performance is retained and transferable to other situations.
Implicit motor learning in primary school children: A systematic review
Published in Journal of Sports Sciences, 2021
Femke van Abswoude, Remo Mombarg, Wouter de Groot, Gwennyth Eileen Spruijtenburg, Bert Steenbergen
Traditionally, motor skill learning is conceptualized as a succession through stages, in which the first stage is directed towards increasing awareness and gaining explicit knowledge about skill execution (Anderson, 1983; Fitts & Posner, 1967). This verbal-cognitive stage is frequently accompanied by extensive explicit instructions. All acquired knowledge needs to be kept active and available for processing and is subsequently manipulated and/or applied to the next attempt in order to improve performance. As such, this type of motor learning places a high demand on cognitive resources and, in particular, working memory. As motor learning progresses, motor control becomes more automated and less dependent on working memory availability (Masters, 1992). In contrast to this explicit mode of learning, it has been argued that an initial verbal-cognitive stage in motor skill learning is not necessary for motor learning to take place. Specifically, with implicit learning, a context is created that aims to prevent or minimize the accumulation of declarative knowledge. With this, unconscious, automated control processes to regulate movement execution are promoted (Masters, 1992).
A screening protocol incorporating brain-computer interface feature matching considerations for augmentative and alternative communication
Published in Assistive Technology, 2020
Motor (imagery)-based BCIs use neural signals and control strategies related to imagined movements (simulation of an action without physical performance). Learning to perform motor imagery tasks has been likened to learning new physical motor actions, which is influenced by a range of factors (e.g., attention, working memory visuomotor and visuospatial skills, self-monitoring; Marinelli, Quartarone, Hallett, Frazzitta, & Ghilardi, 2017). Attention, engagement, and executive function are especially important during the early stages of motor learning for attending to and manipulating stored information (Marinelli et al., 2017; Sakai et al., 1998). For instance, during an n-back (e.g., 2-back) paradigm, individuals are asked to identify whether a presented shape in a sequence is the same as one given n turns back in the sequence, and requires individuals to monitor task performance, and update/remember information (Owen, McMillan, Laird, & Bullmore, 2005). Therefore, an n-back task was chosen for inclusion in the screening protocol to test attention, monitoring and recall (supplemental data A and B item 12A).
An exploration of motor learning concepts relevant to use of speech-generating devices
Published in Assistive Technology, 2019
Elena Dukhovny, Jennifer J. Thistle
Motor learning is a “set of processes associated with practice or experience leading to relatively permanent changes in the capability for movement” (Zwicker & Harris, 2009, p. 30). The movement, or sequence of movements, is typically directed toward a particular goal, like riding a bicycle, writing, typing, or, given the right conditions, SGD access. There are several models that describe the progression of motor learning. These models vary on the number of stages they assign to the process, but agree on the premise that motor learning begins with an initial explicit cognitive stage and fades into implicit memory with practice (Fitts & Posner, 1967; Gentile, 1972). Once a motor pattern has been learned, an individual can perform the movement fluently and efficiently with little to no feedback (Keele, 1968), and can be said to have formed a schema or general motor program (GMP; Schmidt, 1975). The following sections describe the stages of motor learning, together with their potential applications to SGD-based communication.