The effects of visual and proprioceptive feedback on motor learning

Motor learning in the locust flight system requires proprioceptive feedback

The Science of Nature ◽

10.1007/bf01206265 ◽

1991 ◽

Vol 78 (2) ◽

pp. 84-87 ◽

Cited By ~ 1

Author(s):

B. M�hl

Keyword(s):

Motor Learning ◽

Proprioceptive Feedback ◽

Flight System ◽

Locust Flight

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The Effects of Visual and Proprioceptive Feedback on Motor Learning

Proceedings of the Human Factors Society Annual Meeting ◽

10.1177/154193127501900204 ◽

1975 ◽

Vol 19 (2) ◽

pp. 162-165 ◽

Cited By ~ 7

Author(s):

Jack A. Adams ◽

Daniel Gopher ◽

Gavan Lintern

Keyword(s):

Motor Learning ◽

Visual Feedback ◽

Sensory Feedback ◽

Closed Loop ◽

Motor Program ◽

Absolute Error ◽

Proprioceptive Feedback ◽

Knowledge Of Results ◽

And Performance ◽

Effective Source

A self paced linear positioning task was used to study the effects of visual and proprioceptive feedback on learning and performance. Subjects were trained with knowledge of results (KR) and tested without it. The analysis of the absolute error scores of the no-KR trials is discussed in this paper. Visual feedback was the more effective source of sensory feedback, but proprioceptive feedback was also effective. An observation that the response did not become independent of sensory feedback as a result of learning, was interpreted as supporting Adams closed loop theory of motor learning in preference to the motor program hypothesis. Other data showed that the presence of visual feedback during learning could inhibit the later effectiveness of proprioceptive feedback.

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Reaching articular limits can negatively impact embodiment in virtual reality.

10.1101/2021.08.04.455114 ◽

2021 ◽

Author(s):

Thibault Porssut ◽

Olaf Blanke ◽

Bruno Herbelin ◽

Ronan Boulic

Keyword(s):

Virtual Reality ◽

Motor Learning ◽

Task Performance ◽

Experimental Research ◽

Virtual World ◽

Proprioceptive Feedback ◽

Reaching Movement ◽

3D Representation ◽

The Impact ◽

Full Body

Providing Virtual Reality(VR) users with a 3D representation of their body complements the experience of immersion and presence in the virtual world with the experience of being physically located and more personally involved. A full-body avatar representation is known to induce a Sense of Embodiment (SoE) for this virtual body, which is associated with improvements in task performance, motivation and motor learning. Recent experimental research on embodiment provides useful guidelines, indicating the extent of discrepancy tolerated by users and, conversely, the limits and disruptive events that lead to a break in embodiment (BiE). Based on previous works on the limit of agency under movement distortion, this paper describes, studies and analyses the impact of a very common yet overlooked embodiment limitation linked to articular limits when performing a reaching movement. We demonstrate that perceiving the articular limit when fully extending the arm provides users with an additional internal proprioceptive feedback which, if not matched in the avatar's movement, leads to the disruptive realization of an incorrect posture mapping. This study complements previous works on self-contact and visuo-haptic conflicts and emphasizes the risk of disrupting the SoE when distorting users’ movements or using a poorly-calibrated avatar.

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Motor Learning and Synaptic Plasticity in the Cerebellum

10.1017/cbo9780511666896 ◽

1997 ◽

Cited By ~ 3

Keyword(s):

Synaptic Plasticity ◽

Motor Learning

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Human Cerebral Potentials During Motor Training Under Different Forms of Sensory Feedback

Journal of Psychophysiology ◽

10.1027//0269-8803.13.4.234 ◽

1999 ◽

Vol 13 (4) ◽

pp. 234-244

Author(s):

Uwe Niederberger ◽

Wolf-Dieter Gerber

Keyword(s):

Healthy Subjects ◽

Sensory Feedback ◽

Motor Task ◽

Tactile Feedback ◽

Proprioceptive Feedback ◽

Motor Training ◽

Feedback Group ◽

Emg Feedback ◽

The Right ◽

Training Success

Abstract In two experiments with four and two groups of healthy subjects, a novel motor task, the voluntary abduction of the right big toe, was trained. This task cannot usually be performed without training and is therefore ideal for the study of elementary motor learning. A systematic variation of proprioceptive, tactile, visual, and EMG feedback was used. In addition to peripheral measurements such as the voluntary range of motion and EMG output during training, a three-channel EEG was recorded over Cz, C3, and C4. The movement-related brain potential during distinct periods of the training was analyzed as a central nervous parameter of the ongoing learning process. In experiment I, we randomized four groups of 12 subjects each (group P: proprioceptive feedback; group PT: proprioceptive and tactile feedback; group PTV: proprioceptive, tactile, and visual feedback; group PTEMG: proprioceptive, tactile, and EMG feedback). Best training results were reported from the PTEMG and PTV groups. The movement-preceding cortical activity, in the form of the amplitude of the readiness potential at the time of EMG onset, was greatest in these two groups. Results of experiment II revealed a similar effect, with a greater training success and a higher electrocortical activation under additional EMG feedback compared to proprioceptive feedback alone. Sensory EMG feedback as evaluated by peripheral and central nervous measurements appears to be useful in motor training and neuromuscular re-education.

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