Questions related to Motor Learning
I'm looking for an online course about motor learning or motor control. I could not find anything in the main MOOCs sites (Coursera, Udemy). Does anyone know such a course that I can audit?
What would be considered as reaction time outliers in the Serial Reaction Time Task (SRTT)?
Some previous studies suggested RT below 300 ms and above 4000 ms should be excluded.
1) Is there a more flexible range for outliers specially for fast RTs? for example 200 ms or less?
2) is it possible to consider fast RTs (e.g., 300-150 ms) in the analysis? Because these fast RTs are indicative of learning and excluding them just affect the results.
Educational guidance on muscle torque and its use in motor learning. .The combination of biomechanics and motor learning in sport. (Book or article)
Many studies suggest that virtual reality rehabilitation can activate the cerebral cortex and improve the function of patients with neurological impairments. Also we hear hippo therapy has a positive effect on the physical function and psychological problems of children with Autism.
May hippo therapy and virtual reality together lead to overall improvements in the daily functioning and quality of life of these children?
Imagination is creativity in action. It can be using our brain and our senses to create an image within our mind. Imagination draws on our experiences and knowledge of the world around us and combines them with the complete unknown to make something new.
It allows us to explore beyond the constraints of our environment and our reality, into a world of dreams, where creativity and invention are at their strongest.
How does it work?
Is imagination unique to humans?
the very routine method of learning of an skill or subject is physical practicing. such as reading, driving or just talking. but can it maybe possible to learn skills with just imagining them and being focus on them? if it is possible, a new learning method can be learn with just mind!
Prior to the actual training of movement in rehabilitation with a medical device, it is often necessary to introduce the exercise and the way the device and/or the training software (program) works, and how the feedback and the movement are tied together. But how can you define the threshold for: the patient has understood the task and is now ready to proceed to the actual training (with less or no assistance). What are feasable markers or parameters (e.g., time to achieve a goal, number of successful repetitions, etc.)? And how can you best show and teach the exercise?
Is it possible to show the recovery of motor function of upper limbs or elbows of individuals with stroke by observing simple elbow flexion and changes in the EMG pattern of the extension muscles?
In addition to simply increasing the potential, please tell me the detail relationship between the phase pattern change of the flexor muscle and extensor muscle, the degree of synchronization with the joint motion or smoothness of the joint movement.
Are there papers showing evidence?
We know that action observation and motor imagery produce changes in the mu rhythm event-related desynchronization, make the mu rhythm more focal and producing a higher % decrease (see for example Naima Rüther et al 2014).
However, I am wondering if anybody is aware of studies that specifically addressed the changes in mu rhythm and its desynchronization, after a motor learning protocol with actual movements, and of various length?
I am designing a study on motor imagery modulation after an intervention. At the moment I have some issues with the inclusion criteria "motor imagery (MI) ablity". In order to reduce the variability of my data, I would like to include only the low-aptitude motor imagers, under the rationale that high-aptitude motor imagers may not improve significantly with the intervention, since their MI level is already higher that the low-aptitude counterpart.
I thought of asking the potential participant to complete the MIQ 3 (the latest version of the motor imagery questionnaire, Williams et al 2012). However I still need a threshold that would allow me to characterize the result as belonging to the low- or high-aptitude group.
Has such thing already been done? Any suggestion on how to exclude the highe-aptitude motor imagers?
Thank you very much!
It is clear that if we exercise something for example walking or shooting , our brain learn this function and we can do this better.
It is normal process of motor learning.
but the question is if we imagine these exersice in our mind without any physical activity, Can it have the same effect on our brain and our function?
Can we improve motor learning with just mental training?
For people with central nervous system disorders, how much joint assistance or individual's effort is required for joint movement to restore motor function or better motor learning? What factor that defines The optimum assistance for reorganization of CNS is? Please tell me the papers or information on these.
Im interested in how they are studying motor learning, and outcomes with implicit vs explicit learning styles
As we know, mirror neuron system (MNS) has important role on our observational motor learning, and suppression of alpha mu rhythm (8-12 Hz) on C3 and C4 sites is a sign of participation of MNS in action perception and imitation. Have you studied any research about effect of motor learning on changes of brain waves? Please share your knowledge with us ;)
I'm interested in provision of skill acquisition/motor learning sessions for pre-school children as a means to encourage activity and improve sporting ability. Has anyone considered providing a structured program for pre-schoolers?
Performance coefficient (CP) is a unit of measurement to determine the performance of the volleyball skills.
However, PC had a problem, this unit of measurement does not determine the low performance, medium and high of the volleyball skills.
Which statistical model I can use to make this classification of the volleyball skills?
I am working on a family with autosomal recessive in which affected members have CP characters so how will i differentiate between whether it is Cerebral Palsy or Heredity Spastic Paraplegia?
This is for an undergraduate motor learning class that has been learning how stress affects motor performance.
I'm doing an experiment in which I would like to get information whether the person was about to click the pad or the finger was still. I'd like to know whether the inhibition was successful before any movement or after initial preparation for the movement. I'm going to use EMG recording for that. Can anyone recommend some papers that describe similar procedures or have experience with such setup? I'm especially interested in the right placement of electrodes. Thank you for any help.
Good to have an agreement on ubiquity of 1/f scaling, I also am of the opinion experimental control is essential (see Hasselman, 2013). I would add that direct confrontation of theoretical predictions is crucial as well:
"In order to advance scientific knowledge about scaling phenomena in living systems a program of strong inference that aims to produce closed theories of principles is needed. In order to reach this goal, empirical inquiries need to go beyond describing scaling phenomena in different populations in the context of impaired performance or pathology (e.g., Goldberger et al., 2002; Gilden and Hancock, 2007; West, 2010; Wijnants et al., 2012a). Several recent studies reveal scaling phenomena can be brought under experimental control, which is essential for a program of strong inference (e.g., Kello et al., 2007; Wijnants et al., 2009; Van Orden et al., 2010; Correll, 2011; Holden et al., 2011; Kuznetsov et al., 2011; Stephen et al., 2012). The diverging theoretical predictions examined in most studies reveal that the observed waveforms are more likely to originate from interaction-dominant complexity than from component-dominant mechanics (also see Turvey, 2007; Kello et al., 2010; Diniz et al., 2011)."
At least these articles revealing experimental control over scaling exponents should have been discussed:
- Wijnants et al., 2009 (Practice motor learning http://fredhasselman.com/main/wp-content/papercite-data/pdf/wijnants2009.pdf)
- Wijnants et al., 2012 (Speed-Accuracy TradeOff http://dx.doi.org/10.3389/fphys.2012.00116 )
- Correll, 2008; 2011 (Correll, 2008 was replicated, manipulation failed, but all subjects showed 1/f noise)
- Kuznetsov et al., 2011; (instruction manipulation)
Then, there are many more studies that make risky predictions or directly confront two or more competing predictions (in fact, all predictions in 1/f studies are more risky than mainstream, because they concern interval predictions and not merely > 0). In any case, they do much more than 'just' show another case of 1/f noise in some population.
- Van Orden (2005) Tested presence of a low-frequency plateau predicted by AR models by recording a timeseries of several hours.
- Den Hartig et al. (Rowing proficiency https://www.researchgate.net/publication/274318392_Pink_Noise_in_Rowing_Ergometer_Performance_and_the_Role_of_Skill_Level )
- Wijnants et al. 2012 (correlations between scaling and reading in dyslexic readers, but not in average readers http://dx.doi.org/10.1007/s11881-012-0067-3 )
- Lowie et al. 2014 (multilingual speech production: http://www.tandfonline.com/doi/abs/10.1080/10407413.2014.929479 )
All the best,
I am specifically looking to see if the literature says they enhance the development of fine motor skills, specifically pincer grasp for writing or not. I am finding it hard to get anything from searches as I'm not sure what key terms to use.
I am looking for any experience or paper in which a coach/teacher designs affordances into learning programmes, especially in motor learning and acquisition of movement skills, in nonlinear pedagogy and constraints-led approach.
Perhaps the climbing fibre teaching signal varies in strength as proposed in my 1974 paper and recently demonstrated by Yang and Lisberger Nature 2014 510 529-32
I am looking into a 3D-experiment on spatial awareness. The software we want to use can either be projected using a 3D-TV (active shutter, at least 1920x1080, 65") or a 3D-projector (DLP link, refresh rate min 120z).
However, the question is, what is the better solution for high qualitative presentation of the stimuli. Does anyone have experience with the different setups? Are there any studies comparing both projection modes?
Thanks for the help
For example, the golf swing training, it has very fast motion, so trainee cannot adjust his/her path even though he/she gets the real-time feedback.
Therefore, He/She performs different golf swing that has low velocity, then the trainee can modify his/her path easily by using the real-time feedback.
However, I wonder the motor learning of specific velocity of motion can be applied other velocity of that.
For example, how can we teach a person with right hemiplegia, 3 months post-stroke and having no to minimal voluntary control in upper limb and hand to eat independently using task oriented approach? What are all the factors that will influence your clinical decision making?
This is a very interesting debate. There is evidence supporting that an errorless training is more efficient for learning a new skill in people with cognitive/memory impairments. However, some authors suggest that a generalization to other motor skills and self-regulation of skills can only be obtained with an error-based training (see for example, Ownsworth et al., 2013). Does anyone having an opinion on this debate?
I'm a Motor Behavior's Ph.D. student. My interest is how performance in fundamental skills changes with age (children, adolescents and adults). l am having troubles finding articles in this area. I need some recommendations of authors or studies in this area.
Since there are a lot of references in this field, I'd like to find one or a few references that define 'coordination' once and for all (if possible).
I mean, are there any mental characteristics that increase the efficiency of self-controlled feedback? In other words, which characteristics should the performer have to get more and more benefit from self-controlled feedback in motor learning?
We record the EMG signals of dart throwing. Now, we are going to calculate the relative timing of the throws. can I do this?
Why do some therapists ask patients for feedback in stretching and some just ' feel ' where the stretch is and do it. Will there be any long term neurological proprioceptive changes in engaging the cortex in the activity?
I am designing a sequential motor learning program for improving diabetes gait, but I don't know which parameter has priority over others to show trend of improvement in the process of gait training?