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Author Zacks, O.; Friedman, J.
Title Analogies can speed up the motor learning process Type Journal Article
Year 2020 Publication Scientific Reports Abbreviated Journal Sci Rep
Volume 10 Issue 1 Pages (up) 6932
Keywords
Abstract Analogies have been shown to improve motor learning in various tasks and settings. In this study we tested whether applying analogies can shorten the motor learning process and induce insight and skill improvement in tasks that usually demand many hours of practice. Kinematic measures were used to quantify participant's skill and learning dynamics. For this purpose, we used a drawing task, in which subjects drew lines to connect dots, and a mirror game, in which subjects tracked a moving stimulus. After establishing a baseline, subjects were given an analogy, explicit instructions or no further instruction. We compared their improvement in skill (quantified by coarticulation or smoothness), accuracy and movement duration. Subjects in the analogy and explicit groups improved their coarticulation in the target task, while significant differences were found in the mirror game only at a slow movement frequency between analogy and controls.We conclude that a verbal analogy can be a useful tool for rapidly changing motor kinematics and movement strategy in some circumstances, although in the tasks selected it did not produce better performance in most measurements than explicit guidance. Furthermore, we observed that different movement facets may improve independently from others, and may be selectively affected by verbal instructions. These results suggest an important role for the type of instruction in motor learning.
Address Dept. of Physical Therapy, Stanley Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
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Series Volume Series Issue Edition
ISSN 2045-2322 ISBN Medium
Area Expedition Conference
Notes PMID:32332826; PMCID:PMC7181737 Approved no
Call Number Penn State @ write.to.jason @ Serial 105
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Author Swissa, Y.; Hacohen, S.; Friedman, J.; Frenkel-Toledo, S.
Title Sensorimotor performance after high-definition transcranial direct current stimulation over the primary somatosensory or motor cortices in men versus women Type Journal Article
Year 2022 Publication Scientific Reports Abbreviated Journal Sci Rep
Volume 12 Issue Pages (up) 11117
Keywords
Abstract The primary somatosensory (S1) cortex is a central structure in motor performance. However, transcranial direct current stimulation (tDCS) research aimed at improving motor performance usually targets the primary motor cortex (M1). Recently, sex was found to mediate tDCS response. Thus, we investigated whether tDCS with an anodal electrode placed over S1 improves motor performance and sensation perception in men versus women. Forty-five participants randomly received 15-min high-definition tDCS (HD-tDCS) at 1 mA to S1, M1, or sham stimulation. Reaching performance was tested before and immediately following stimulation. Two-point orientation discrimination (TPOD) of fingers and proprioception of a reaching movement were also tested. Although motor performance did not differ between groups, reaching reaction time improved in the M1 group men. Reaching movement time and endpoint error improved in women and men, respectively. Correct trials percentage for TPOD task was higher in the S1 compared to the M1 group in the posttest and improved only in the S1 group. Reaching movement time for the proprioception task improved, overall, and endpoint error did not change. Despite the reciprocal connections between S1 and M1, effects of active tDCS over S1 and M1 may specifically influence sensation perception and motor performance, respectively. Also, sex may mediate effects of HD-tDCS on motor performance.
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ISSN 2045-2322 ISBN Medium
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Notes Approved no
Call Number Serial 114
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Author Friedman, J.; Amiaz, A.; Korman, M.
Title The online and offline effects of changing movement timing variability during training on a finger-opposition task Type Journal Article
Year 2022 Publication Scientific Reports Abbreviated Journal Sci Rep
Volume 12 Issue 1 Pages (up) 13319
Keywords Fingers; Humans; *Learning; *Motor Skills; Movement; Psychomotor Performance; Upper Extremity
Abstract In motor learning tasks, there is mixed evidence for whether increased task-relevant variability in early learning stages leads to improved outcomes. One problem is that there may be a connection between skill level and motor variability, such that participants who initially have more variability may also perform worse on the task, so will have more room to improve. To avoid this confound, we experimentally manipulated the amount of movement timing variability (MTV) during training to test whether it improves performance. Based on previous studies showing that most of the improvement in finger-opposition tasks comes from optimizing the relative onset time of the finger movements, we used auditory cues (beeps) to guide the onset times of sequential movements during a training session, and then assessed motor performance after the intervention. Participants were assigned to three groups that either: (a) followed a prescribed random rhythm for their finger touches (Variable MTV), (b) followed a fixed rhythm (Fixed control MTV), or (c) produced the entire sequence following a single beep (Unsupervised control MTV). While the intervention was successful in increasing MTV during training for the Variable group, it did not lead to improved outcomes post-training compared to either control group, and the use of fixed timing led to significantly worse performance compared to the Unsupervised control group. These results suggest that manipulating MTV through auditory cues does not produce greater learning than unconstrained training in motor sequence tasks.
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Language English Summary Language Original Title
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Series Volume Series Issue Edition
ISSN 2045-2322 ISBN Medium
Area Expedition Conference
Notes PMID:35922460; PMCID:PMC9349301 Approved no
Call Number Serial 115
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Author Friedman, J.; Korman, M.
Title Kinematic Strategies Underlying Improvement in the Acquisition of a Sequential Finger Task with Self-Generated vs. Cued Repetition Training Type Journal Article
Year 2012 Publication PLoS one Abbreviated Journal PLoS One
Volume 7 Issue 12 Pages (up) e52063
Keywords
Abstract Many motor skills, such as typing, consist of articulating simple movements into novel sequences that are executed faster and smoother with practice. Dynamics of re-organization of these movement sequences with multi-session training and its dependence on the amount of self-regulation of pace during training is not yet fully understood. In this study, participants practiced a sequence of key presses. Training sessions consisted of either externally (Cued) or self-initiated (Uncued) training. Long-term improvements in performance speed were mainly due to reducing gaps between finger movements in both groups, but Uncued training induced higher gains. The underlying kinematic strategies producing these changes and the representation of the trained sequence differed significantly across subjects, although net gains in speed were similar. The differences in long-term memory due to the type of training and the variation in strategies between subjects, suggest that the different neural mechanisms may subserve the improvements observed in overall performance.
Address Department of Cognitive Science, Macquarie University, Sydney, Australia ; ARC Centre of Excellence in Cognition and its Disorders, Macquarie University, Sydney, Australia
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ISSN 1932-6203 ISBN Medium
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Notes PMID:23272210 Approved no
Call Number Serial 41
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Author Friedman, J.; Raveh, E.; Weiss, T.; Itkin, S.; Niv, D.; Hani, M.; Portnoy, S.
Title Applying Incongruent Visual-Tactile Stimuli during Object Transfer with Vibro-Tactile Feedback Type
Year 2019 Publication Journal of Visualized Experiments : JoVE Abbreviated Journal J Vis Exp
Volume 147 Issue Pages (up) e59493
Keywords
Abstract The application of incongruent sensory signals that involves disrupted tactile feedback is rarely explored, specifically with the presence of vibrotactile feedback (VTF). This protocol aims to test the effect of VTF on the response to incongruent visual-tactile stimuli. The tactile feedback is acquired by grasping a block and moving it across a partition. The visual feedback is a real-time virtual presentation of the moving block, acquired using a motion capture system. The congruent feedback is the reliable presentation of the movement of the block, so that the subject feels that the block is grasped and see it move along with the path of the hand. The incongruent feedback appears as the movement of the block diverts from the actual movement path, so that it seems to drop from the hand when it is actually still held by the subject, thereby contradicting the tactile feedback. Twenty subjects (age 30.2 +/- 16.3) repeated 16 block transfers, while their hand was hidden. These were repeated with VTF and without VTF (total of 32 block transfers). Incongruent stimuli were presented randomly twice within the 16 repetitions in each condition (with and without VTF). Each subject was asked to rate the difficulty level of performing the task with and without the VTF. There were no statistically significant differences in the length of the hand paths and durations between transfers recorded with congruent and incongruent visual-tactile signals – with and without the VTF. The perceived difficulty level of performing the task with the VTF significantly correlated with the normalized path length of the block with VTF (r = 0.675, p = 0.002). This setup is used to quantify the additive or reductive value of VTF during motor function that involves incongruent visual-tactile stimuli. Possible applications are prosthetics design, smart sport-wear, or any other garments that incorporate VTF.
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Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 1940-087X ISBN Medium
Area Expedition Conference
Notes PMID:31180348 Approved no
Call Number Serial 101
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