Absence Of Feedback Research Articles

The affective response to positive performance feedback is associated with motor learning.

Motor skill learning and performance are improved when successful actions are paired with extrinsic rewards, such as money. Positive feedback indicating successful task performance is thought to induce intrinsic reward associated with goal attainment, evidenced by increases in positive affect that correlate with neural reward signaling. However, it is not clear whether the subjective, internal reward processes elicited by positive feedback promote motor learning and performance.Here, we tested the hypothesis that intrinsic reward elicited by positive feedback promotes motor learning and performance. Participants practiced a visuomotor interception task using a joystick, and received feedback during practice indicating success or failure depending on their accuracy. During practice, the accuracy demands were adapted to control and vary the frequency of positive feedback across randomly ordered blocks of practice at either 50%, 70%, or 90%. Performance was measured for each condition as the average accuracy during practice. Learning was estimated by measuring the accuracy pre and post practice in the absence of feedback. We queried participants periodically on their enjoyment of the task to index affective responses to performance feedback.The intrinsic reward elicited by positive feedback, operationalized by the increase in enjoyment immediately following positive versus negative feedback, was positively correlated with learning from pre to post practice. However, increasing the overall amount of positive feedback by lower accuracy demands did not improve performance. These results suggest that experiencing intrinsic reward due to positive feedback benefits motor learning only when it is contingent on good performance.

Exploring EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice

This study explores English as a Foreign Language (EFL) learners' perceptions of the promise and limitations of EAP Talk, an AI-based speech evaluation system, for speaking practice. Using a mixed-methods approach, data were collected from 366 EFL learners across five universities through questionnaires and semi-structured interviews. The findings reveal that EAP Talk significantly enhances speaking skills, including pronunciation, grammar accuracy, idea-organization, read-aloud, and presentation skills. Participants appreciated the convenience, motivational aspects, and institutional efficiency of EAP Talk, which allowed for flexible and autonomous learning. However, several limitations were identified. Issues with the accuracy of voice recognition and score feedback affected learners' confidence in the feedback. The relevance of practice materials to academic courses was another concern, as was the limited detail in the feedback provided by EAP Talk, which often lacked comprehensive explanations and corrective guidance. The absence of feedback on grammar accuracy and speech organization further limited the tool's effectiveness for developing comprehensive speaking proficiency. These findings suggest that while EAP Talk holds significant potential for enhancing language learning, ongoing improvements are necessary to address its limitations. This study contributes to the understanding of how AI tools can support EFL learners for speaking practice.

BRAND PERFORMANCE AND IMPACT OF SOCIAL MEDIA ENGAGEMENT ACTIVITIES

This research examines the correlation between users’ engagement with social media, their feedback mechanisms, and their overall satisfaction regarding the social media efficacy of three prominent brands: Myntra, Zomato, and BigBasket. A survey was administered to 44 participants, predominantly from urban locales, concentrating on their social media utilization patterns, brand interaction, and feedback mechanisms. The primary variables assessed encompassed the duration of social media usage, the platforms engaged, satisfaction with brand interaction, and the characteristics of feedback provided.The findings revealed that individuals categorized as moderate social media users (2-3 hours per day) demonstrated elevated levels of satisfaction with brand performance, with 61% indicating either satisfaction or neutral perspectives, whereas heavy users (4+ hours) tended to express neutrality or dissatisfaction more frequently. Zomato and Myntra emerged as the most engaged brands, with 64% of participants interacting with Zomato and 54% with Myntra, in stark contrast to a mere 2% engagement for BigBasket. Cross-tabulation analysis illustrated that positive feedback exhibited a robust correlation with increased satisfaction levels, as 58% of respondents providing feedback reported being either satisfied or very satisfied. Notably, neutral feedback or the absence of feedback was more prevalent among individuals with diminished satisfaction levels, thereby underscoring the significance of proactive consumer-brand interactions. This investigation concludes that moderate engagement with social media and constructive feedback play a crucial role in fostering a positive perception of brands, while excessive exposure does not necessarily enhance satisfaction. Hence, brands ought to prioritize responsiveness, tailor content to individual preferences, and capitalize on promotional strategies to sustain and elevate consumer satisfaction on social media platforms.

The relationship between prescribed ratings of perceived exertion and force production in repeated isometric contractions

Ratings of perceived exertion (RPE) are frequently used to monitor and prescribe exercise intensity. However, studies examining the shape and robustness of how feelings of effort map onto objective outputs are limited and report inconsistent results. To address this, we investigated whether (1) producing isometric forces according to RPE levels reliably leads to differences in force output, (2) if feelings of effort map linearly or non-linearly onto force output, and (3) if this mapping is robust when visual feedback and social facilitation are present. In a counterbalanced repeated measures design, N = 26 participants performed isometric handgrip contractions prescribed by ten levels of the Borg CR-10 scale. They did so either with or without the availability of concurrent visual feedback regarding their force production, and in the presence or absence of another person performing the same task simultaneously. We found that subjects reliably produced different force outputs that corresponded to each RPE level. Furthermore, concurrent visual feedback led to a linearization of force output, while in the absence of feedback, the produced forces could also be described by quadratic and cubic functions. Exploratory post-hoc analyses revealed that participants perceived moderate RPE levels to be more challenging to produce. By shedding light on the dynamic nature of the mapping between RPE and objective performance, our findings provide helpful insights regarding the utility of RPE scales.

Trust my gesture or my word: How do listeners choose the information channel during communication?

Information can be conveyed via multiple channels such as verbal and gestural (visual) channels during communication. Sometimes the information from different channels does not match (e.g., saying right while pointing to the left). How do addressees choose which information to act upon in such cases? In two experiments, we investigated this issue by having participants follow instructions on how to move objects on the screen. Experiment 1 examined whether people's choice of channel can be altered by feedback favoring either the verbal or the gestural channel. In Experiment 2, there was no feedback and participants were free to choose either channel. We also assessed participants' verbal and visuospatial working memory capacities. Results showed that, when faced with contradicting information, there is a natural bias at the group level toward relying on the verbal channel, although this bias can be temporarily altered by probabilistic feedback. Moreover, when labels were shorter and of higher frequency, participants relied more on the verbal channel. In the absence of feedback, the capacity of individuals' visual, but not verbal, working memory determined reliance on one channel versus the other. Collectively, these results show that information selection in communication is influenced by group-level biases, as well as the properties of items and characteristics of individuals. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Controlling gene-expression variability via sequestration-based feedbacks

Expressed Transcription Factors (TFs) not only bind to sites at target promoters but also to decoy sites scattered across the genome. Binding to such “decoys” sequesters TFs critically impacting the response time and stochasticity (noise) in TF and target gene expression level. When the TF is a stable molecule, whose concentration is diluted by cellular growth, our results show that for fixed mean concentration levels, such decoy bindings can both enhance or suppress random fluctuations in TF levels depending on the source of noise (i.e., intrinsic vs. extrinsic noise) and the strength of binding (i.e., weak vs. strong decoys). We implement negative autoregulation where free (unbound) TF molecules inhibit their synthesis. Our analytical results corroborated by numerical simulations reveal that sequestration accentuates the effects of feedback in the sense that noise attenuation by negative feedback is higher with sequestration than in the absence of feedback. We next consider an alternative form of feedback where the TF increases the production of its decoys, and such feedback architectures are frequently seen in endogenous gene regulation involving microRNA-TF circuits and in controlling cellular stress responses. For these circuits where decoy numbers are TF-regulated, we identify limits of noise suppression, and in many cases, these limits occur at intermediate TF-decoy binding affinities.

Preferences for advisor agreement and accuracy.

Previous research has shown that people are more influenced by advisors who are objectively more accurate, but also by advisors who tend to agree with their own initial opinions. The present experiments extend these ideas to consider people's choices of who they receive advice from-the process of source selection. Across a series of nine experiments, participants were first exposed to advisors who differed in objective accuracy, the likelihood of agreeing with the participants' judgments, or both, and then were given choice over who would advise them across a series of decisions. Participants saw these advisors in the context of perceptual decision and general knowledge tasks, sometimes with feedback provided and sometimes without. We found evidence that people can discern accurate from inaccurate advice even in the absence of feedback, but that without feedback they are biased to select advisors who tend to agree with them. When choosing between advisors who are accurate vs. likely to agree with them, participants overwhelmingly choose accurate advisors when feedback is available, but show wide individual differences in preference when feedback is absent. These findings extend previous studies of advice influence to characterise patterns of advisor choice, with implications for how people select information sources and learn accordingly.

Evaluating the impact of sling provision and training upon maternal mental health, wellbeing and parenting: A randomised feasibility trial.

Close body contact interventions such as Kangaroo Mother Care have been shown to improve maternal mental health following birth. Infant carriers ('slings') facilitate hands-free close body contact. No studies have specifically examined whether sling use improves maternal mental health. A full-scale efficacy study is needed to examine whether sling use is beneficial to maternal mental health. The current study is a feasibility study designed to gather information to support the design of a future RCT, such as acceptability and study parameters, including recruitment rates, consent rate and attrition. Mothers of infants aged 0-6 weeks were randomised to one of two conditions: intervention (n = 35) vs. waitlist control (n = 32). Intervention participants received sling training, support, and free sling hire for 12 weeks. Participants completed self-report measures of mood, wellbeing and parenting at baseline (Time 1), and 6- (Time 2) and 12- (Time 3) weeks post-baseline. Eligibility and consent rates met feasibility objectives, though there were some difficulties with retention of participants in the study. Preliminary effectiveness analyses showed a non-significant improvement with a small effect size in postnatal depression from T1 to T3, and a significant improvement with a medium effect size in maternal self-efficacy from T1 to T3. Qualitative feedback indicated acceptability of the intervention and study participation. Intervention participants attributed greater autonomy, bonding with their baby, and parental self-confidence, to the intervention. These findings indicate a randomised study of the impact of a sling and related support intervention upon maternal mental health is feasible. These findings should be interpreted within the context of sampling bias (due to the use of volunteer sampling methods), an absence of feedback from those who discontinued participation in the study, and the study not being adequately powered. Registration number ISRCTN88575352.

Effects of visual-electrotactile stimulation feedback on brain functional connectivity during motor imagery practice

The use of neurofeedback is an important aspect of effective motor rehabilitation as it offers real-time sensory information to promote neuroplasticity. However, there is still limited knowledge about how the brain’s functional networks reorganize in response to such feedback. To address this gap, this study investigates the reorganization of the brain network during motor imagery tasks when subject to visual stimulation or visual-electrotactile stimulation feedback. This study can provide healthcare professionals with a deeper understanding of the changes in the brain network and help develop successful treatment approaches for brain–computer interface-based motor rehabilitation applications. We examine individual edges, nodes, and the entire network, and use the minimum spanning tree algorithm to construct a brain network representation using a functional connectivity matrix. Furthermore, graph analysis is used to detect significant features in the brain network that might arise in response to the feedback. Additionally, we investigate the power distribution of brain activation patterns using power spectral analysis and evaluate the motor imagery performance based on the classification accuracy. The results showed that the visual and visual-electrotactile stimulation feedback induced subject-specific changes in brain activation patterns and network reorganization in the alpha band. Thus, the visual-electrotactile stimulation feedback significantly improved the integration of information flow between brain regions associated with motor-related commands and higher-level cognitive functions, while reducing cognitive workload in the sensory areas of the brain and promoting positive emotions. Despite these promising results, neither neurofeedback modality resulted in a significant improvement in classification accuracy, compared with the absence of feedback. These findings indicate that multimodal neurofeedback can modulate imagery-mediated rehabilitation by enhancing motor-cognitive communication and reducing cognitive effort. In future interventions, incorporating this technique to ease cognitive demands for participants could be crucial for maintaining their motivation to engage in rehabilitation.

Liberating and Oppressive Factors for Self-Directed Learning: A Systematic Literature Review

Self-directed learning (SDL) is one of the key competencies that provides the conditions necessary for adjustments to changes in the social context, and it should be developed from the early years of schooling. The effect of SDL on learners’ motivation and attainments has been proven, and its value in enabling learners to change has been substantiated. When applying it in practice, difficulties are faced because SDL-based pedagogy sets challenges for both school students and teachers. It is important to carry out a systematic analysis investigating factors that provide the conditions for the self-directed learning of students. A systematic analysis (applying methods of systematic reviews and meta-analysis (PRISMA)) allows us to emphasize that the liberating factors of SDL include learning environments (support/scaffolding, teaching and learning strategies, physical environment and technological resources, autonomy, assessment and self-assessment, feedback, sustainable and positive climate), obtained knowledge, abilities (self-efficacy, cognitive competence, time management, meta-learning skills), and the learner’s proactivity (collaboration, meeting learners’ needs, possibilities, search for learning support, and raising questions). The oppressive factors of SDL when dealing with learning environments for both learners and teachers (learning load, teaching and learning strategies, teacher power, anxiety, negative emotions, assessment, absence of feedback, control, lack of learning support) as well as educational institutions (teacher support, learning facilities, culture of encouragement and support) are discussed.

Informational feedback accelerates learning in multi-alternative perceptual judgements of orientation

Experience or training can substantially improve perceptual performance through perceptual learning, and the extent and rate of these improvements may be affected by feedback. In this paper, we first developed a neural network model based on the integrated reweighting theory (Dosher et al., 2013) to account for perceptual learning and performance in n-alternative identification tasks and the dependence of learning on different forms of feedback. We then report an experiment comparing the effectiveness of response feedback (RF) versus accuracy feedback (AF) or no feedback (NF) (full versus partial versus no supervision) in learning a challenging eight-alternative visual orientation identification (8AFC) task. Although learning sometimes occurred in the absence of feedback (NF), RF had a clear advantage above AF or NF in this task. Using hybrid supervision learning rules, a new n-alternative identification integrated reweighting theory (I-IRT) explained both the differences in learning curves given different feedback and the dynamic changes in identification confusion data. This study shows that training with more informational feedback (RF) is more effective, though not necessary, in these challenging n-alternative tasks, a result that has implications for developing training paradigms in realistic tasks.

Performance-related feedback as a strategy to overcome spontaneous occupational stereotypes.

This article investigates the use of performance-related feedback as a strategy for overcoming spontaneous occupational stereotyping when certain social role nouns and professional terms are read. Across two studies participants were presented with two terms: a role noun (e.g., surgeon) and a kinship term (e.g., mother) and asked to quickly decide whether both terms could refer to the same person. The feedback training involved telling participants whether their responses were correct or incorrect and providing them with their cumulative percentage correct score. In the absence of feedback, responding to stereotype-incongruent pairings was typically slower and less accurate than in stereotype-congruent and neutral conditions. However, the results demonstrated that performance significantly improved to stimuli on which participants received the feedback training (Experiment 1), and to a novel set of stimuli (Experiment 2). In addition, the effects were still evident 1 week later (Experiment 2). It is concluded that performance-related feedback is a valuable strategy for overcoming spontaneous activation of occupational stereotypes and can result in lower levels of stereotype use.

Children Learn Simple, Adaptive Decision Strategies from Probabilistic Feedback

ABSTRACT In two studies, children learned simple but adaptive decision strategies from decision feedback. In a probabilistic multi-cue decision task, we investigated children's decision strategies under different feedback conditions. In Study 1 (N = 313), 7- and 9-year-old German children learned the selective decision strategy Take-the-Best. Children learned Take-the-Best equally well in both strict and lenient feedback environments, but worse than adult controls. In Study 2 (N = 246), feedback reinforced either the selective Take-the-Best strategy or the holistic Equal-Weight strategy. Results showed that children adapted to both decision environments. Children used both strategies more or less frequently depending on the feedback structure. Adaptation to the environment favoring Equal-Weight was better overall. This was not because the feedback was more effective, but rather because children, especially the younger ones, tended to use the Equal-Weight strategy even in the absence of feedback. Consistent with this, both studies showed an age effect on strategy use: overall, older children used the selective Take-the-Best strategy more often, while younger children used the holistic Equal-Weight strategy more often. Our results show that feedback can quickly improve decisions and increase the use of adaptive decision strategies in children as young as six years old.

Set Up to Fail? Barriers Impeding Resident Communication Training in Neonatal Intensive Care Units.

Learning to navigate difficult clinical conversations is an essential feature of residency training, yet much of this learning occurs "on the job," often without the formative, multisource feedback trainees need. To generate insight into how on-the-job training influences trainee performance, the perspectives of parents and health care providers (HCPs) who engaged in or observed difficult conversations with Neonatal Intensive Care Unit (NICU) trainees were explored. The iterative data generation and analysis process was informed by constructivist grounded theory. Parents (n = 14) and HCPs (n = 10) from 2 Canadian NICUs were invited to participate in semistructured interviews informed by rich pictures-a visual elicitation technique useful for exploring complex phenomena like difficult conversations. Themes were identified using the constant comparative approach. The study was conducted between 2018 and 2021. According to participants, misalignment between parents' and trainees' communication styles, HCPs intervening to protect parents when trainee-led communication went awry, the absence of feedback, and a culture of sole physician responsibility for communication all conspired against trainees trying to develop communication competence in the NICU. Given beliefs that trainees' experiential learning should not trump parents' well-being, some physicians perceived the art of communication was best learned by observing experts. Sometimes, already limited opportunities for trainees to lead conversations were further constricted by perceptions that trainees lacked the interest and motivation to focus on so-called "soft" skills like communication during their training. Parents and NICU staff described that trainees face multiple barriers against learning to navigate difficult conversations that may set them up to fail. A deeper understanding of the layered challenges trainees face, and the hierarchies and sociocultural norms that interfere with teaching, may be the start of breaking down multiple barriers trainees and their clinician supervisors need to overcome to succeed.

Overexertion of Effort under Working Time Autonomy and Feedback Provision

Working time autonomy is often accompanied by output-based incentives to counterbalance the loss of monitoring that comes with granting autonomy. However, in such settings, overprovision of effort could arise if workers are uncertain whether their performance suffices to secure the output-based rewards. Performance feedback can reduce or eliminate such uncertainty. We demonstrate in a laboratory experiment that a precautionary effort motive can lead to overprovision of costly effort in work environments with working time autonomy in the absence of feedback. A key feature of our design is that it allows for a clean measurement of effort overprovision by keeping performance per unit of time fixed, which we achieve by calibrating subjects’ productivity on a real effort task ex ante. This novel design can serve as a workhorse for various experiments as it allows for exogenous variation of performance certainty (i.e., by providing feedback), working time autonomy, productivity, effort costs, and the general incentive structure. We find that subjects provide significantly more costly effort beyond a level necessary to meet their performance targets in the presence of uncertainty, i.e., the absence of feedback, which suggests that feedback shields workers from overprovision of costly effort.

The effect of positive and negative evaluation on state anxiety and repetitive negative thinking in social evaluative situations: An experimental study

The Bivalent Fear of Evaluation (BFOE) Model suggests that fears of negative and positive evaluation are core cognitive vulnerability and maintenance factors for social anxiety disorder The aim of this study was to experimentally assess cognitive and emotional effects of positive and negative feedback in social anxiety. False positive or negative feedback (vs no feedback) was provided following a speech task to high and low socially anxious individuals to investigate impacts on state anxiety and repetitive negative thinking (N = 152, Mage = 22.13, 69 % female). Measures were completed prior to the speech and after the false feedback but prior to an anticipated discussion with the group about participants’ feedback and performance. High socially anxious participants reporting higher state anxiety and repetitive negative thinking than low socially anxious participants. There were no feedback type by group interactions, indicating that high socially anxious individuals experienced heightened social anxiety and repetitive negative thinking regardless of feedback type (or the absence of feedback). Exploratory analyses revealed that state fear of negative evaluation but not state fear of positive evaluation uniquely predicted both outcomes. Implications for theory and clinical practice are discussed.

Self-regulation of visual word form area activation with real-time fMRI neurofeedback

The Visual Word Form Area (VWFA) is a key region of the brain’s reading network and its activation has been shown to be strongly associated with reading skills. Here, for the first time, we investigated whether voluntary regulation of VWFA activation is feasible using real-time fMRI neurofeedback. 40 adults with typical reading skills were instructed to either upregulate (UP group, N = 20) or downregulate (DOWN group, N = 20) their own VWFA activation during six neurofeedback training runs. The VWFA target region was individually defined based on a functional localizer task. Before and after training, also regulation runs without feedback (“no-feedback runs”) were performed. When comparing the two groups, we found stronger activation across the reading network for the UP than the DOWN group. Further, activation in the VWFA was significantly stronger in the UP group than the DOWN group. Crucially, we observed a significant interaction of group and time (pre, post) for the no-feedback runs: The two groups did not differ significantly in their VWFA activation before neurofeedback training, but the UP group showed significantly stronger activation than the DOWN group after neurofeedback training. Our results indicate that upregulation of VWFA activation is feasible and that, once learned, successful upregulation can even be performed in the absence of feedback. These results are a crucial first step toward the development of a potential therapeutic support to improve reading skills in individuals with reading impairments.

Older adults recover more marginal knowledge and use feedback more effectively than younger adults: evidence using "I don't know" vs. "I don't remember" for general knowledge questions.

Through three experiments, we examined older and younger adults' metacognitive ability to distinguish between what is not stored in the knowledge base versus merely inaccessible. Difficult materials were selected to test this ability when retrieval failures were very frequent. Of particular interest was the influence of feedback (and lack thereof) in potential new learning and recovery of marginal knowledge across age groups. Participants answered short-answer general knowledge questions, responding "I do not know" (DK) or "I do not remember" (DR) when retrieval failed. After DKs, performance on a subsequent multiple-choice (Exp. 1) and short-answer test following correct-answer feedback (Exp. 2) was lower than after DRs, supporting self-reported not remembering reflects failures of accessibility whereas not knowing captures a lack of availability. Yet, older adults showed a tendency to answer more DK questions correctly on the final tests than younger adults. Experiment 3 was a replication and extension of Experiment 2 including two groups of online participants in which one group was not provided correct answer feedback during the initial short-answer test. This allowed us to examine the degree to which any new learning and recovery of access to marginal knowledge was occurring across the age groups. Together, the findings indicate that (1) metacognitive awareness regarding underlying causes of retrieval failures is maintained across different distributions of knowledge accessibility, (2) older adults use correct answer feedback more effectively than younger adults, and (3) in the absence of feedback, older adults spontaneously recover marginal knowledge.

Altered learning and transfer abilities in Korsakoff’s syndrome depending on task complexity

Korsakoff’s syndrome (KS) is characterized by episodic memory impairment due to damage to the medial diencephalic structures. Although commonly associated with chronic alcoholism, starvation due to the hunger strike is one of its nonalcoholic causes. Learning the stimulus-response associations and transferring the just-learned associations to novel combinations were previously tested by specific tasks in memory-impaired patients with hippocampal, basal forebrain, and basal ganglia damage. To add to this previous research, we aimed to use the same tasks in a group of patients with hunger strike-related KS presenting a stable isolated amnestic profile. Twelve patients with hunger strike-related KS and matched healthy controls were tested in two tasks varying in task complexity. Each task included two phases: the initial phase is feedback-based learning of (simple vs. complex) stimulus-response associations, and the following phase is transfer generalization (in the presence vs. absence of feedback). On a task involving simple associations, five patients with KS failed to learn the associations, while the other seven patients showed intact learning and transfer. On the other task involving more complex associations, seven patients showed slower learning and failed at transfer generalization, whereas the other five patients failed even at the acquisition phase. These findings of a task-complexity-related impairment on associative learning and transfer represent a distinct pattern from the spared learning but impaired transfer previously observed on these tasks in patients with medial temporal lobe amnesia.

Delaying feedback during pre-device training facilitates the retention of novel myoelectric skills: a laboratory and home-based study

Objective. The objective of this study was to assess the impact of delayed feedback training on the retention of novel myoelectric skills, and to demonstrate the use of this training approach in the home environment. Approach. We trained limb-intact participants to use a motor learning-based upper-limb prosthesis control scheme called abstract decoding. A delayed feedback paradigm intended to prevent within-trial adaptation and to facilitate motor learning was used. We conducted two multi-day experiments. Experiment 1 was a laboratory-based study consisting of two groups trained over a 4 day period with concurrent or delayed feedback. An additional follow-up session took place after 18 days to assess the retention of motor skills. Experiment 2 was a home-based pilot study that took place over five consecutive days to investigate delayed feedback performance when using bespoke training structures. Main Results. Approximately 35 000 trials were collected across both experiments. Experiment 1 found that the retention of motor skills for the delayed feedback group was significantly better than that of their concurrent feedback counterparts. In addition, the delayed feedback group improved their retention of motor skills across days, whereas the concurrent feedback group did not. Experiment 2 demonstrated that by using a bespoke training protocol in an environment that is more conducive to learning, it is possible for participants to become highly accurate in the absence of feedback. Significance. These results show that with delayed feedback training, it is possible to retain novel myoelectric skills. Using abstract decoding participants can activate four distinct muscle patterns without using complex algorithms. The accuracy achieved in the pilot study supports the feasibility of motor learning-based upper-limb prosthesis control after home-based myoelectric training.