Abstract
Previous studies have shown that bimanual coordination learning is more resistant to the removal of augmented feedback when acquired with auditory than with visual channel. However, it is unclear whether this differential “guidance effect” between feedback modalities is due to enhanced sensorimotor integration via the non-dominant auditory channel or strengthened linkage to kinesthetic information under rhythmic input. The current study aimed to examine how modalities (visual vs. auditory) and information types (continuous visuospatial vs. discrete rhythmic) of concurrent augmented feedback influence bimanual coordination learning. Participants either learned a 90°-out-of-phase pattern for three consecutive days with Lissajous feedback indicating the integrated position of both arms, or with visual or auditory rhythmic feedback reflecting the relative timing of the movement. The results showed diverse performance change after practice when the feedback was removed between Lissajous and the other two rhythmic groups, indicating that the guidance effect may be modulated by the type of information provided during practice. Moreover, significant performance improvement in the dual-task condition where the irregular rhythm counting task was applied as a secondary task also suggested that lower involvement of conscious control may result in better performance in bimanual coordination.
Highlights
When acquiring a novel motor skill, augmented feedback such as the usage of mirrors in a dance studio or a haptic guidance during physical therapy is usually provided to facilitate error correction and to help learners acquire basic knowledge about the movement
Post hoc analyses showed that Lissajous group performed better on average as compared with Color and Tone groups, while the difference between Color and Tone groups did not reach significance (p = 1.000)
Maslovat et al [30] addressed a similar question of how the information types of concurrent augmented feedback influence bimanual coordination learning by examining the effects of continuous Lissajous feedback and discrete visual feedback in the same 90°-out-of-phase bimanual coordination learning
Summary
When acquiring a novel motor skill, augmented feedback such as the usage of mirrors in a dance studio or a haptic guidance during physical therapy is usually provided to facilitate error correction and to help learners acquire basic knowledge about the movement. The term “augmented feedback”, known as “extrinsic feedback”, refers to externally presented information about the outcome or the execution process of a movement. It can often lead to significant improvement in the acquisition phase, continuously using the augmented feedback seems to result in dependence as revealed by performance deterioration upon its removal [1, 2]. The nature of augmented feedback in motor learning has elicited some discussions in the literature. Some researchers suggest that motor learning involves a shift from closed-loop to PLOS ONE | DOI:10.1371/journal.pone.0149221. Some researchers suggest that motor learning involves a shift from closed-loop to PLOS ONE | DOI:10.1371/journal.pone.0149221 February 19, 2016
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