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Badets A, Jeunet C, Dellu-Hagedorn F, Ployart M, Chanraud S, Boutin A. Conscious awareness of others' actions during observational learning does not benefit motor skill performance. Conscious Cogn 2023; 113:103553. [PMID: 37454403 DOI: 10.1016/j.concog.2023.103553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2022] [Revised: 06/26/2023] [Accepted: 07/07/2023] [Indexed: 07/18/2023]
Abstract
The conscious awareness of motor success during motor learning has recently been revealed as a learning factor. In these studies, participants had to learn a motor sequence and to detect when they assumed the execution had reached a maximal fluidity. The consciousness groups showed better motor performance during a delayed post-training test than the non-consciousness control groups. Based on the "similar mechanism" hypothesis between observational and physical practice, we tested this beneficial effect of the conscious awareness of action in an observational learning context. In the present study, two groups learned a motor sequence task by observing a videotaped human model performing the task. However, only the consciousness group had to detect the maximal fluidity of the learning human model during observational practice. Unpredictably, no difference was detected between groups during the post-training test. However, the consciousness group outperformed the non-consciousness control group for tests that assessed the motor knowledges.
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Affiliation(s)
- Arnaud Badets
- Univ. Bordeaux, CNRS, INCIA, UMR 5287, F-33000 Bordeaux, France.
| | - Camille Jeunet
- Univ. Bordeaux, CNRS, INCIA, UMR 5287, F-33000 Bordeaux, France
| | | | - Mélissa Ployart
- Univ. Bordeaux, CNRS, INCIA, UMR 5287, F-33000 Bordeaux, France
| | - Sandra Chanraud
- Univ. Bordeaux, CNRS, INCIA, UMR 5287, F-33000 Bordeaux, France; Section of Life and Earth Sciences, Ecole Pratique des Hautes Etudes, PSL Research University, 75014 Paris, France
| | - Arnaud Boutin
- Université Paris-Saclay, CIAMS, 91405 Orsay, France; Université d'Orléans, CIAMS, 45067, Orléans, France
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Yabuki J, Akizuki K, Yamamoto R, Yamaguchi K, Ohashi Y. Effectiveness of adjusted bandwidth knowledge of results in motor learning. COGENT PSYCHOLOGY 2022. [DOI: 10.1080/23311908.2022.2131039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/10/2022] Open
Affiliation(s)
- Jun Yabuki
- Ibaraki Prefectural University of Health Sciences Hospital, Ibaraki, Japan
| | - Kazunori Akizuki
- Department of Physical Therapy, Mejiro University, Saitama, Japan
| | - Ryohei Yamamoto
- Department of Rehabilitation, Kumamoto Health Science University Kumamoto Japan
| | - Kazuto Yamaguchi
- Department of Rehabilitation, Nihon Institute of Medical Science Morohong? Japan
| | - Yukari Ohashi
- Department of Physical Therapy, Ibaraki Prefectural University of Health Sciences, Ibaraki, Japan
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Moeller B, Pfister R. Ideomotor learning: Time to generalize a longstanding principle. Neurosci Biobehav Rev 2022; 140:104782. [PMID: 35878792 DOI: 10.1016/j.neubiorev.2022.104782] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2022] [Revised: 07/01/2022] [Accepted: 07/15/2022] [Indexed: 10/17/2022]
Abstract
The ideomotor principle holds that anticipating the sensory consequences of a movement triggers an associated motor response. Even though this framework dates back to the 19th century, it continues to lie at the heart of many contemporary approaches to human action control. Here we specifically focus on the ideomotor learning mechanism that has to precede action initiation via effect anticipation. Traditional approaches to this learning mechanism focused on establishing novel action-effect (or response-effect) associations. Here we apply the theoretical concept of common coding for action and perception to argue that the same learning principle should result in response-response and stimulus-stimulus associations just as well. Generalizing ideomotor learning in such a way results in a powerful and general framework of ideomotor action control, and it allows for integrating the two seemingly separate fields of ideomotor approaches and hierarchical learning.
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Irie K, Zhao S, Okamoto K, Liang N. Examining the Effect of Adverbs and Onomatopoeia on Physical Movement. Front Psychol 2021; 12:723602. [PMID: 34630234 PMCID: PMC8492989 DOI: 10.3389/fpsyg.2021.723602] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Accepted: 09/02/2021] [Indexed: 11/13/2022] Open
Abstract
Introduction: The effect of promoting a physical reaction by the described action is called the action-sentence compatibility effect (ACE). It has been verified that physical motion changes depending on the time phase and grammatical expression. However, it is unclear how adverbs and onomatopoeia change motion simulations and subsequent movements. Methods: The subjects were 35 healthy adults (11 females; mean age 21.3). We prepared 20 sentences each, expressing actions related to hands and feet. These were converted into 80 sentences (stimulus set A), with the words "Slow" or "Quick" added to the words related to the speed of movement, and 80 sentences (stimulus set B) with the words "Fast" and onomatopoeia "Satto" added. Additionally, 20 unnatural sentences were prepared for each stimulus set as pseudo sentences. Choice reaction time was adopted; subjects pressed the button with their right hand only when the presented text was correctly understood (Go no-go task). The reaction time (RTs) and the number of errors (NoE) were recorded and compared. Results: As a result of a two-way repeated ANOVA, an interaction effect (body parts × words) was observed in RTs and NoE in set A. "Hand and Fast" had significantly faster RTs than "Hand and Slow" and "Foot and Fast." Furthermore, "Hand and Fast" had a significantly higher NoE than others. In set B, the main effects were observed in both RTs and NoE. "Hand" and "Satto" had significantly faster RTs than "Foot" and "Quick," respectively. Additionally, an interaction effect was observed in NoE, wherein "Foot and Satto" was significantly higher than "Hand and Satto" and "Foot and Quick." Conclusion: In this study, the word "Fast" promoted hand response, reaffirming ACE. The onomatopoeia "Satto" was a word that conveys the speed of movement, but it was suggested that the degree of understanding may be influenced by the body part and the attributes of the subject.
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Affiliation(s)
- Keisuke Irie
- Cognitive Motor Neuroscience, Department of Human Health Sciences, Graduate School of Medicine, Kyoto University, Kyoto, Japan
| | - Shuo Zhao
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Kazuhiro Okamoto
- Department of Rehabilitation, Faculty of Health Science, Fukui Health Science University, Fukui, Japan
| | - Nan Liang
- Cognitive Motor Neuroscience, Department of Human Health Sciences, Graduate School of Medicine, Kyoto University, Kyoto, Japan
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Physical and observational practices of unusual actions prime action verb processing. Brain Cogn 2019; 138:103630. [PMID: 31739234 DOI: 10.1016/j.bandc.2019.103630] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2019] [Revised: 10/25/2019] [Accepted: 11/04/2019] [Indexed: 12/31/2022]
Abstract
Numerous studies have highlighted a strong relationship between language and sensorimotor processes, showing, for example, that perceiving an action influences subsequent language processing. Moreover, previous studies have demonstrated that the context in which actions are perceived is crucial to enable this action-language relationship. In particular, action verb processing is facilitated when an action is perceived in its usual context (e.g., someone watering a plant) but not in an unusual context (e.g., someone watering a computer). This difference could be explained in terms of experience; because people always practice actions in accordance with the context, they have no (visual or motor) experience related to the unusual context. The aim of the present study was to test this assumption by assessing and comparing the effect of physical practice and observational learning on the action-language relationship. The results of two experiments showed a facilitation effect of both training methods. Whereas usual actions systematically prime action verb processing, the link between action and language appears for unusual actions only after training by practicing (experiment 1, physical practice) or observing (experiment 2, observational learning). Overall, these findings support the role of experience in the activation of sensorimotor representations during action verb processing.
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Observational Practice Promotes Action-Related Order Formation in Long-Term Memory: Investigating Action Observation and the Development of Cognitive Representation in Complex Motor Action. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2018. [DOI: 10.1123/jmld.2017-0007] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
To date, it is commonly agreed that physical practice, as well as mental types of practice, have the potential to bring about improvements in motor performance and to induce motor learning. The perceptual-cognitive representational background of these changes, however, is still being debated. In this experiment, we investigated the influence of observational practice on the performance and the representation of the golf putt. With this we aimed at adding to the ongoing debate on the particular contribution of observational practice to motor learning. Novices were assigned to one of two groups: observational and combined observational and physical practice. Motor performance and mental representation were measured prior to and after practice and after a three-day retention interval. Performance improved in both practice groups from pre- to retention-test. Together with performance improvements, mental representation structures developed functionally and became more elaborate over the course of the experiment. Interestingly, however, the pattern of changes over the course of the experiment and across the two practice types was different. Combined practice led to improvements in motor performance from pre- to post-test with representations developing alongside these improvements. Observational practice alone did not lead to performance improvement until after task execution, as shown by improvements in motor performance from post- to retention-test, even though mental representations changed from pre- to post-test. From this, observational practice seems to promote the development of representational frameworks of complex action, and thus action-related order formation in long-term memory.
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Abstract
This empirical article presents the first evidence of a "safety mechanism" based on an observational-learning paradigm. It is accepted that during observational learning, a person can use different strategies to learn a motor skill, but it is unknown whether the learner is able to circumvent the encoding of an uncompleted observed skill. In this study, participants were tested in a dyadic protocol in which an observer watched a participant practicing two different motor sequences during a learning phase. During this phase, one of the two motor sequences was interrupted by a stop signal that precluded motor learning. The results of the subsequent retention test revealed that both groups learned the two motor sequences, but only the physical practice group showed worse performance for the interrupted sequence. The observers were consequently able to use a safety strategy to learn both sequences equally. Our findings are discussed in light of the implications of the action observation network for sequence learning and the cognitive mechanisms of error-based observation.
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Neville KM, Trempe M. Serial practice impairs motor skill consolidation. Exp Brain Res 2017; 235:2601-2613. [PMID: 28573308 DOI: 10.1007/s00221-017-4992-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2016] [Accepted: 05/17/2017] [Indexed: 10/19/2022]
Abstract
Recent reports have revealed that motor skill learning is impaired if two skills are practiced one after the other, that is before the first skill has had the time to become consolidated. This suggests that motor skills should be practiced in isolation from one another to minimize interference. At the moment, little is known about the effect of practice schedules high in contextual interference on motor skill consolidation. In Experiment 1, we investigated whether a serial practice schedule impairs motor skill consolidation. Participants had to learn two distinct sequences of finger movements (A and B) under either a blocked practice schedule or a serial practice schedule before being retested the following day. A control group also practiced Sequence A only. Our results revealed that a blocked practice schedule led to no interference between the sequences, whereas a serial practice schedule impaired the consolidation of Sequence B. In Experiment 2, we investigated the origin of the interference caused by a serial practice schedule by replacing the physical practice of Sequence A with either the observation of a model performing Sequence A or by asking participants to produce random finger movements. Our results revealed that both tasks interfered with the consolidation of Sequence B. Thus, we suggest that a serial practice schedule impairs motor skill consolidation through a conflict in the brain networks involved in the acquisition of the cognitive representation of the sequence and its execution.
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Affiliation(s)
- Kristin-Marie Neville
- Sports Studies program, Bishop's University, 2600 College St., Sherbrooke, QC, J1M 1Z7, Canada
| | - Maxime Trempe
- Sports Studies program, Bishop's University, 2600 College St., Sherbrooke, QC, J1M 1Z7, Canada.
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9
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Cordovani L, Cordovani D. A literature review on observational learning for medical motor skills and anesthesia teaching. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2016; 21:1113-1121. [PMID: 26506843 DOI: 10.1007/s10459-015-9646-5] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2015] [Accepted: 10/21/2015] [Indexed: 06/05/2023]
Abstract
Motor skill practice is very important to improve performance of medical procedures and could be enhanced by observational practice. Observational learning could be particularly important in the medical field considering that patients' safety prevails over students' training. The mechanism of observational learning is based on the mirror neuron system, originally discovered in the monkey pre-motor cortex. Today we know that humans have a similar system, and its role is to understand and reproduce the observed actions of others. Many studies conclude that humans are able to plan and to make movements based on visual information by mapping a representation of observed actions, especially when the motor system is committed to do it. Moreover most researchers considered observational learning effective for complex skills, such as medical procedures. Additionally, observational learning could play a relevant role during anesthesia training since the learner works in pairs most of the time (dyad practice). Some teaching approaches should be taken into consideration: an implicit engagement of the observer motor system is required, immediate feedback seems to have an important effect, and a combination of observational and physical practice could be better than physical practice alone. In an environment where effectiveness and efficacy are essential, observational learning seems to fit well.
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Affiliation(s)
- Ligia Cordovani
- Master of Sciences in Health Sciences Education (in Progress), McMaster University, Hamilton, ON, Canada.
| | - Daniel Cordovani
- Anesthesia Department, McMaster University, Hamilton, ON, Canada
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10
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Buchanan JJ, Park I. Observation and physical practice: different practice contexts lead to similar outcomes for the acquisition of kinematic information. PSYCHOLOGICAL RESEARCH 2015; 81:83-98. [DOI: 10.1007/s00426-015-0723-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2015] [Accepted: 11/06/2015] [Indexed: 10/22/2022]
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Snider EJ, Pamperin K, Johnson JC, Shurtz NR, Degenhardt BF. Assessing palpation thresholds of osteopathic medical students using static models of the lumbar spine. J Osteopath Med 2014; 114:460-9. [PMID: 24917633 DOI: 10.7556/jaoa.2014.096] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
CONTEXT Although spinal somatic dysfunction diagnosis is taught at all colleges of osteopathic medicine, few objective measures have been used to evaluate student accuracy. OBJECTIVE To assess the palpatory skills of osteopathic medical students in evaluating positional asymmetry in the transverse plane using static block transverse process and lumbar spine models. METHODS For this observational study, first-year osteopathic medical students completed 3 palpatory assessments using uncovered and covered block transverse process and lumbar spine models to simulate a range of positional asymmetries of the transverse processes. With use of logistic regression, 80%, 90%, and 95% thresholds were defined as the magnitude of asymmetry for which the predicted probability of students correctly determining the direction of asymmetry exceeded a specified amount (.80, .90, or .95). RESULTS A total of 346 students completed the assessments. For the uncovered block transverse process model (assessment 1), students correctly identified the direction of asymmetry with .89 probability at 1 mm of asymmetry (80% threshold), .94 probability at 2 mm (90% threshold), and .95 probability at 3 mm (95% threshold). For the covered block transverse process model, students correctly identified the direction of asymmetry with .80 probability at 1 mm (80% threshold), .92 probability at 2 mm (90% threshold), and .98 probability at 3 mm (95% threshold) by the third assessment. For the uncovered lumbar spine model (assessment 2), students correctly identified the direction of asymmetry with .93 probability at 2 mm (80% and 90% thresholds) and .95 probability at 3 mm (95% threshold). For the covered lumbar spine model (assessments 2 and 3), students correctly identified the direction of asymmetry with .87 probability at 4 mm (80% threshold); 90% and 95% thresholds were not reached with the range of asymmetries tested. CONCLUSION Most first-year osteopathic medical students were able to discern the direction of positional asymmetry of transverse processes on static models. Depending on the model type, student performance improved (block transverse process models) or declined (lumbar spine models) over time. Future studies should evaluate whether accuracy of palpating lumbar spine models translates to accuracy of palpating human lumbar spines.
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Affiliation(s)
- Eric J Snider
- From the Department of Neurobehavioral Sciences at the A.T. Still University-Kirksville College of Osteopathic Medicine (Dr Snider); the A.T. Still Research Institute at A.T. Still University (Drs Snider and Degenhardt and Ms Johnson); and Research Support at A.T. Still University (Mr Pamperin, Ms Johnson, and Ms Shurtz), all in Kirksville, Missouri
| | - Kenneth Pamperin
- From the Department of Neurobehavioral Sciences at the A.T. Still University-Kirksville College of Osteopathic Medicine (Dr Snider); the A.T. Still Research Institute at A.T. Still University (Drs Snider and Degenhardt and Ms Johnson); and Research Support at A.T. Still University (Mr Pamperin, Ms Johnson, and Ms Shurtz), all in Kirksville, Missouri
| | - Jane C Johnson
- From the Department of Neurobehavioral Sciences at the A.T. Still University-Kirksville College of Osteopathic Medicine (Dr Snider); the A.T. Still Research Institute at A.T. Still University (Drs Snider and Degenhardt and Ms Johnson); and Research Support at A.T. Still University (Mr Pamperin, Ms Johnson, and Ms Shurtz), all in Kirksville, Missouri
| | - Natalie R Shurtz
- From the Department of Neurobehavioral Sciences at the A.T. Still University-Kirksville College of Osteopathic Medicine (Dr Snider); the A.T. Still Research Institute at A.T. Still University (Drs Snider and Degenhardt and Ms Johnson); and Research Support at A.T. Still University (Mr Pamperin, Ms Johnson, and Ms Shurtz), all in Kirksville, Missouri
| | - Brian F Degenhardt
- From the Department of Neurobehavioral Sciences at the A.T. Still University-Kirksville College of Osteopathic Medicine (Dr Snider); the A.T. Still Research Institute at A.T. Still University (Drs Snider and Degenhardt and Ms Johnson); and Research Support at A.T. Still University (Mr Pamperin, Ms Johnson, and Ms Shurtz), all in Kirksville, Missouri
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Badets A, Osiurak F. A goal-based mechanism for delayed motor intention: considerations from motor skills, tool use and action memory. PSYCHOLOGICAL RESEARCH 2014; 79:345-60. [PMID: 24913016 DOI: 10.1007/s00426-014-0581-5] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2014] [Accepted: 06/02/2014] [Indexed: 11/30/2022]
Abstract
Thinking about our behaviors for a future recall like playing a piano sonata during the next weekend (i.e., delayed motor intention) should engage at some level sensorimotor-based representations. Theoretically, such representations can be stored through both an action- and a goal-based mechanism. An action-based mechanism is related to the specific motor sequence of fingers like the key presses on the piano, and a goal-based mechanism is related to the musical tones generated by the key presses. From these considerations, the present article tries to explore whether the cognitive nature of delayed motor intention is more based on an action or goal mechanism. We reviewed empirical evidence and theoretical accounts of different domains such as motor skills, tool use, and action memory supporting the idea that such delayed motor intentions are rather represented through a goal-based mechanism. The specific role of this goal-based mechanism is to envision the future in an implementation-neutral mode to flexibly and efficiently retrieve an adapted action to environmental constraints. This goal-based account offers an interesting alternative to reshape the classical models about the representations of delayed motor intention. We also discuss how this account can be applied to practical activities in daily life situations.
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Affiliation(s)
- Arnaud Badets
- Centre de Recherches sur la Cognition et l'Apprentissage, CeRCA, CNRS UMR-7295, MSHS. Bât A5, 5, rue Théodore Lefebvre, 86000, Poitiers, France,
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13
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Andrieux M, Proteau L. Observation learning of a motor task: who and when? Exp Brain Res 2013; 229:125-37. [PMID: 23748693 DOI: 10.1007/s00221-013-3598-x] [Citation(s) in RCA: 42] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2012] [Accepted: 05/27/2013] [Indexed: 10/26/2022]
Abstract
Observation contributes to motor learning. It was recently demonstrated that the observation of both a novice and an expert model (mixed observation) resulted in better learning of a complex spatiotemporal task than the observation of either a novice or an expert model. In experiment 1, we aimed to determine whether mixed observation better promotes learning due to the information that can be gained from two models who exhibit different skill levels or simply because multiple models, regardless of their level of expertise, better promote learning than would a single model. The results revealed that the observation of both an expert and a novice model resulted in better short-term retention than the observation of either two novice or two expert models. In experiment 2, we wanted to determine whether these benefits would last longer if physical practice trials were interspersed with observation. Mixed and (to some extent) expert observations resulted in better long-term retention than observation of a novice model. We suggest that alternating mixed/expert observation with physical practice trials makes one's error more salient than when all observation trials are completed before one first starts performing the experimental task, which increases activation of the action observation network.
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Affiliation(s)
- Mathieu Andrieux
- Département de kinésiologie, Université de Montréal, Station Downtown, P.O. Box 6128, Montréal, QC, H3C 3J7, Canada
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Boutin A, Panzer S, Salesse RN, Blandin Y. Testing promotes effector transfer. Acta Psychol (Amst) 2012; 141:400-7. [PMID: 23098907 DOI: 10.1016/j.actpsy.2012.09.014] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2012] [Revised: 09/17/2012] [Accepted: 09/23/2012] [Indexed: 11/26/2022] Open
Abstract
The retrieval of information from memory during testing has recently been shown to promote transfer in the verbal domain. Motor-related research, however, has ignored testing as a relevant method to enhance motor transfer. We thus investigated whether testing has the potential to induce generalised motor memories by favouring effector transfer. Participants were required to reproduce a spatial-temporal pattern of elbow extensions and flexions with their dominant right arm. We tested the ability of participants to transfer the original pattern (extrinsic transformation; i.e., goal-based configuration) or the mirrored pattern (intrinsic transformation; i.e., movement-based configuration) to the unpractised non-dominant left arm. To evaluate how testing affects motor transfer at 24-h testing, participants were either administered an initial testing session during early practice (early testing group) or shortly after the end of practice (late testing group; i.e., no alternation between practice and testing sessions). No initial testing session was completed for the control group. We found better effector transfer at 24-h testing for the early testing group for both extrinsic and intrinsic transformations of the movement pattern when compared with the control group, while no testing benefit was observed for the late testing group. This indicates that testing positively affects motor learning, yielding enhanced long-term transfer capabilities. We thus demonstrate the critical role of retrieval practice via testing during the process of motor memory encoding, and provide the conditions under which testing effectively contributes to the generalisation of motor memories.
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15
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Biomechanics – Review of approaches for performance training in spinal manipulation. J Electromyogr Kinesiol 2012; 22:732-9. [DOI: 10.1016/j.jelekin.2012.03.011] [Citation(s) in RCA: 44] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2011] [Revised: 03/15/2012] [Accepted: 03/27/2012] [Indexed: 11/23/2022] Open
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Badets A, Albinet CT, Blandin Y. Sensory-based mechanism for delayed motor intention. Acta Psychol (Amst) 2012; 141:205-13. [PMID: 22968194 DOI: 10.1016/j.actpsy.2012.08.004] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2012] [Revised: 06/18/2012] [Accepted: 08/16/2012] [Indexed: 11/29/2022] Open
Abstract
Prospective motor learning (PML) can be defined as learning an action to be performed in the future. The privileged retrieval mechanism behind this delayed motor performance remains unknown. From a motor control and learning perspective, we may conceive of two forms of retrieval: a stimulus- and an intention-based control. Retrieval from intention-based control is based on the anticipation of intended sensory effects related to an action in order to select and control the appropriate motor procedure (i.e., the ideomotor mechanism). In contrast, in a stimulus-based control a connection between stimuli-features and their related action-features is stored in the memory and serves as the retrieval mechanism. In this view, action retrieval from external stimuli is based on the detection of events in the environment to perform the intended behaviour (i.e., the sensorimotor mechanism). In this study, we report an advantage in the action retrieval for participants who use an intention-based mode of control in comparison to a stimulus-based control. Furthermore, a control task reveals that the intention-based advantage is specific to PML. Our findings show that PML is benefited by mental anticipation of a sensory effect that is efficiently processed through an ideomotor mechanism to fulfil delayed motor intentions.
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Affiliation(s)
- Arnaud Badets
- Centre de Recherches sur la Cognition et l'Apprentissage, UMR-7295, Centre National de la Recherche Scientifique (CNRS), 86000 Poitiers, France.
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Ellenbuerger T, Boutin A, Blandin Y, Shea CH, Panzer S. Scheduling observational and physical practice: influence on the coding of simple motor sequences. Q J Exp Psychol (Hove) 2012; 65:1260-73. [PMID: 22494362 DOI: 10.1080/17470218.2011.654126] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
The main purpose of the present experiment was to determine the coordinate system used in the development of movement codes when observational and physical practice are scheduled across practice sessions. The task was to reproduce a 1,300-ms spatial-temporal pattern of elbow flexions and extensions. An intermanual transfer paradigm with a retention test and two effector (contralateral limb) transfer tests was used. The mirror effector transfer test required the same pattern of homologous muscle activation and sequence of limb joint angles as that performed or observed during practice, and the non-mirror effector transfer test required the same spatial pattern movements as that performed or observed. The test results following the first acquisition session replicated the findings of Gruetzmacher, Panzer, Blandin, and Shea (2011) . The results following the second acquisition session indicated a strong advantage for participants who received physical practice in both practice sessions or received observational practice followed by physical practice. This advantage was found on both the retention and the mirror transfer tests compared to the non-mirror transfer test. These results demonstrate that codes based in motor coordinates can be developed relatively quickly and effectively for a simple spatial-temporal movement sequence when participants are provided with physical practice or observation followed by physical practice, but physical practice followed by observational practice or observational practice alone limits the development of codes based in motor coordinates.
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Affiliation(s)
- Thomas Ellenbuerger
- IfADo-Leibniz Research Centre for Working Environment and Human Factors, Dortmund, Germany
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Boutin A, Fries U, Panzer S, Shea CH, Blandin Y. Role of action observation and action in sequence learning and coding. Acta Psychol (Amst) 2010; 135:240-51. [PMID: 20673569 DOI: 10.1016/j.actpsy.2010.07.005] [Citation(s) in RCA: 42] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2009] [Revised: 06/25/2010] [Accepted: 07/06/2010] [Indexed: 11/30/2022] Open
Abstract
A complex sequence learning task was used to determine if the type of coding acquired through physical practice (PP), observation of the stimulus (Obs-S), or observation of stimulus and action (Obs-SA) differs between conditions and whether the type of observation influences subsequent learning of the task when physical practice was permitted. Participants in the Obs-S group were permitted to watch the sequentially illuminated stimuli on the screen. In the Obs-SA group participants could see both flexion-extension movements of the model's arm performing the sequence and the sequentially illuminated stimuli on the screen. Participants in the PP group actually performed the 16-element sequence with their dominant right arm. Delayed retention tests and two inter-manual transfer tests were completed following each of two acquisition sessions. First, the data indicated that learning the sequence structure, as revealed by response time per element, occurred similarly irrespective of the initial practice condition. Secondly, the movement sequence appeared to be coded in abstract visual-spatial coordinates resulting in effector-independent performance. Finally, observing the model's action and sequential stimuli allows participants to transfer the perceived aspects of the movement sequence into efficient coordination patterns when additional physical practice is permitted.
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