Persistent coordination patterns in a complex task after 10 years delay

Nourrit-Lucas D,Delignières D,Deschamps T,Zelic G,Hilpron M

doi:10.1051/bioconf/20110100070

Abstract

The aim of this experiment was to examine the qualitative behavioral reorganizations of a complex skill acquisition on a ski-simulator that occur after a long term delay. 10 years before, five subjects practiced for 39 sessions of ten 1-min trials on a modified version of the ski-simulator. In the present study, a retention test (10 years after) was conducted for 1 session of ten 1-min trials, with the same subjects in the same conditions. Analyses focused on the motion of the apparatus platform modeled as a self-sustained oscillator. At the beginning of the experiment, all subjects adopted a behavior that could be modeled with a moderate non-linear stiffness function, a van der Pol damping function, a frequency and amplitude values under the previous experiment. In the final part of the experiment we observed: a linear stiffness function, a van der Pol damping behaviour and frequency and amplitude values near but always under the previous study. The results indicate that the acquisition of expert pattern behaviour persists well over a long delay.

Highlights

Since the resumpWLRQRI%HUQVWHLQ¶VZRUNV[1], iW¶V widely accepted that motor learning is a discontinuous, non-linear process, marked by deep qualitative behavioural reorganizations [2]-[3]
Motor learning is characterized by persistent change in behaviour over time [4]
The results show that the coordination mode adopted during the previous study was highly stable and persistent overtime

Summary

Introduction

Since the resumpWLRQRI%HUQVWHLQ¶VZRUNV[1], iW¶V widely accepted that motor learning is a discontinuous, non-linear process, marked by deep qualitative behavioural reorganizations [2]-[3]. Motor learning is characterized by persistent change in behaviour over time [4]. The persistent changes that characterize learning are relatively slow, occur over a single practice session, after several days, months or years [2] and improve performance within and even between practice sessions [5]. The dynamical system theory emphasizes the notion of qualitative reorganization in learning between the initial behaviour of the beginner (first stage), and the behaviour exhibited at the end of learning (VNLOOHGRUH[SHUWEHKDYLRXU¶V second stage). The first stage is characterized by first preferred coordination mode that is persistent and stable [6][7]. A number of studies provided evidence for qualitative differences between novice and expert coordination modes in gross motor skill and each of them reveals much of behaviour stability [6]

Methods

Results

Conclusion