Abstract
Perceptual processes play an important role in motor learning. While it is evident that visual information greatly contributes to learning new movements, much less is known about provision of prescriptive proprioceptive information. Here, we investigated whether passive (proprioceptively-based) movement training was comparable to active training for learning a new bimanual task. Three groups practiced a bimanual coordination pattern with a 1∶2 frequency ratio and a 90° phase offset between both wrists with Lissajous feedback over the course of four days: 1) passive training; 2) active training; 3) no training (control). Retention findings revealed that passive as compared to active training resulted in equally successful acquisition of the frequency ratio but active training was more effective for acquisition of the new relative phasing between the limbs in the presence of augmented visual feedback. However, when this feedback was removed, performance of the new relative phase deteriorated in both groups whereas the frequency ratio was better preserved. The superiority of active over passive training in the presence of augmented feedback is hypothesized to result from active involvement in processes of error detection/correction and planning.
Highlights
Learning new motor skills is associated with a transition from a cognitive stage to an autonomous stage in which skill automaticity is accomplished [1]
By the end of the first day of practice, participants in the active training group were able to produce the 1:2 frequency ratio more correctly with a 90u phase offset between the limbs, as can be seen in the second panel of figure 2A showing the ‘figure 8’ configuration
In comparison with the considerable progress being made during active training, more difficulties were experienced during passive training
Summary
Learning new motor skills is associated with a transition from a cognitive (attention-demanding) stage to an autonomous stage in which skill automaticity is accomplished [1]. Active involvement of the learner in processes of error detection and correction is critical for memory formation and retention. Depending on the complexity of the skill, external support from a trainer or therapist is invaluable for shaping skilled performance. This external support for learning consists of at least two modes. Information can be provided about how the movement should be performed (prescriptive information), such as verbal instructions or demonstrations of the intended skill. It is critical that information about actual performance (what was done) can be compared to a standard referring to correct movement (what should be done). If the learner fails to conduct this comparison process, external help becomes more valuable
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