scholarly journals The dynamics of motor learning through the formation of internal models

2019 ◽  
Author(s):  
Camilla Pierella ◽  
Maura Casadio ◽  
Sara A. Solla ◽  
Ferinando A. Mussa-Ivaldi
Keyword(s):  
Motor Learning ◽  
Internal Models ◽  
Inverse Model ◽  
The Body ◽  
Alternative Possibilities ◽  
Dynamical Process ◽  
External Device ◽  
Learning Mechanisms ◽  
Forward Models ◽  
Inverse Models

AbstractA medical student learning to perform a laparoscopic procedure as well as a recently paralyzed user of a powered wheelchair must learn to operate machinery via interfaces that translate their actions into commands for the external device. Mathematically, we describe this type of learning as a deterministic dynamical process, whose state is the evolving forward and inverse internal models of the interface. The forward model predicts the outcomes of actions while the inverse model generates actions designed to attain desired outcomes. Both the mathematical analysis of learning dynamics and the performance observed in a group of subjects demonstrate first-order exponential convergence of the learning process toward a particular state that depends only on the initial inverse and forward models and on the supplied sequence of targets. Noise is not only present but necessary for the convergence of learning through the minimization of the difference between actual and predicted outcomes.Author summarySeveral studies have suggested that as we learn a new skill our brain forms representations, or “internal models”, of the skill and of the environment in which we operate. Theories of motor learning postulate that the brain builds forward models that predict the sensory consequences of motor commands, and inverse models that generate successful commands from planned movements. We test this hypothesis taking advantage of a special interface that generates a novel relation between the subject’s actions and the position of a cursor on a computer monitor, thus allowing subjects to control an external device by movements of their body. We recorded the motions of the body and of the cursor, and obtained estimates of both forward and inverse models. We followed how these estimates evolved in time as subjects practiced and acquired a new skill. We found that the description of learning as a simple deterministic process driven by the sequence of targets is sufficient to capture the observed convergence to a single solution of the inverse model among an infinite variety of alternative possibilities. This work is relevant to the study of fundamental learning mechanisms as well as to the design of intelligent interfaces for people with paralysis.

scholarly journals The dynamics of motor learning through the formation of internal models

2019 ◽  
Vol 15 (12) ◽  
pp. e1007118 ◽  
Author(s):  
Camilla Pierella ◽  
Maura Casadio ◽  
Ferdinando A. Mussa-Ivaldi ◽  
Sara A. Solla
Keyword(s):  
Motor Learning ◽  
Internal Models

scholarly journals Možnosti využití teorie OPTIMAL ve školní tělesné výchově a výuce sportovních her

2019 ◽  
Vol 12 (2) ◽  
pp. 166-171
Author(s):  
Radka Peřinová
Keyword(s):  
Physical Education ◽  
Motor Learning ◽  
Teaching Practice ◽  
The Body ◽  
Traditional Teaching ◽  
Teaching Process ◽  
Teaching Games For Understanding ◽  
Active Involvement ◽  
Optimal Theory ◽  
Main Ideas

The objectives of the prepared article are to give the readers a brief account of the main ideas and foundations stones of a relatively new theory of motor learning, OPTIMAL, formulated by Gabriele Wulf and Rebecca Lewthwait, and also to point out the possibility of its application in school physical education lessons, particularly in teaching sports games. The authors critically assess “traditional” teaching of new locomotor skills stressing the frequent neglect of the internal motivation of pupils and support for their autonomy. According to them, in traditional teaching practice, internal focus of attention is imposed on the pupils, i.e. concentration on the movements of the body or its parts. They claim that the result of such an approach is learning that is not sufficiently effective. On the contrary, they recommend that the teachers should consciously raise the pupils’ expectations, support the need for autonomy by their more active involvement in the teaching process and focus their attention externally, towards the goals of the task. It seems that the practical application of the OPTIMAL theory in school physical education lessons is feasible. It is, above, all the support for autonomy that follows the current trends. However, we expect high demands set on the organization of the teaching process and on the teachers themselves. Future testing in the school practice is necessary. The TGFU (Teaching Games for Understanding) didactic paradigm has been successfully used in teaching sports games for a number of years. Due to the similarity of some principles of the OPTIMAL theory and this paradigm, it is apparent that the new theory of motor learning could be successful, too, particularly in teaching the fundamentals of game skills in sports games. This assumption, however, should also become a subject of testing in the future.

Effect of Active Rest by Oral Reading on a Mirror-Drawing Task

1998 ◽  
Vol 87 (2) ◽  
pp. 635-642
Author(s):  
Yoshitaka Sada
Keyword(s):  
Motor Learning ◽  
Oral Reading ◽  
Rest Period ◽  
The Body ◽  
Drawing Task ◽  
Perceptual Motor Learning

This study investigated the effect of active rest on perceptual-motor learning. Two groups received different techniques for promoting recovery during an 8-min. rest period between practice on a mirror-drawing task. The two techniques were active rest by reading orally a book unrelated to the experiment and passive rest during which the group sat without moving the body or thinking about the experiment. Significantly fewer number of errors in the mirror drawing occurred for those subjects who used oral reading during rest. The possibility of raising arousal was discussed.

Perceptual Sequence Learning Is More Severely Impaired than Motor Sequence Learning in Patients with Chronic Cerebellar Stroke

2013 ◽  
Vol 25 (12) ◽  
pp. 2207-2215 ◽  
Author(s):  
Georg Dirnberger ◽  
Judith Novak ◽  
Christian Nasel
Keyword(s):  
Motor Learning ◽  
Perceptual Learning ◽  
Sequence Learning ◽  
Procedural Learning ◽  
Perceptual Information ◽  
Healthy Controls ◽  
Learning Mechanisms ◽  
Cerebellar Stroke ◽  
Stimulus Response ◽  
Significant Motor

Patients with cerebellar stroke are impaired in procedural learning. Several different learning mechanisms contribute to procedural learning in healthy individuals. The aim was to compare the relative share of different learning mechanisms in patients and healthy controls. Ten patients with cerebellar stroke and 12 healthy controls practiced a visuomotor serial reaction time task. Learning blocks with high stimulus–response compatibility were exercised repeatedly; in between these, participants performed test blocks with the same or a different (mirror-inverted or unrelated) stimulus sequence and/or the same or a different (mirror-inverted) stimulus–response allocation. This design allowed to measure the impact of motor learning and perceptual learning independently and to separate both mechanisms from the learning of stimulus–response pairs. Analysis of the learning blocks showed that, as expected, both patients and controls improved their performance over time, although patients remained significantly slower. Analysis of the test blocks revealed that controls showed significant motor learning as well as significant visual perceptual learning, whereas cerebellar patients showed only significant motor learning. Healthy participants were able to use perceptual information for procedural learning even when the rule linking stimuli and responses had been changed, whereas patients with cerebellar lesions could not recruit this perception-based mechanism. Therefore, the cerebellum appears involved in the accurate processing of perceptual information independent from prelearned stimulus–response mappings.

scholarly journals Motor expertise facilitates the precision of state extrapolation in perception

2017 ◽  
Author(s):  
Nicolas Ludolph ◽  
Jannis Plöger ◽  
Martin A. Giese ◽  
Winfried Ilg
Keyword(s):  
Individual Differences ◽  
Motor Learning ◽  
Motor Behavior ◽  
Motor Training ◽  
Second Phase ◽  
Sensorimotor System ◽  
Action Perception ◽  
Forward Models ◽  
The Difference ◽  
Pole System

AbstractPredicting the behavior of objects in the environment is an important requirement to overcome latencies in the sensorimotor system and realize precise actions in rapid situations. Internal forward models that were acquired during motor training might not only be used for efficiently controlling fast motor behavior but also to facilitate extrapolation performance in purely perceptual tasks. In this study, we investigated whether preceding virtual cart-pole balancing training facilitates the ability to extrapolate the pole motion. We compared a group of 10 subjects, proficient in performing the cart-pole balancing task, to 10 naïve subjects. Our results demonstrate that preceding motor training increases the precision of pole movement extrapolation, although extrapolation is not trained explicitly. Additionally, we modelled subjects’ behaviors and show that the difference in extrapolation performance can be explained by individual differences in the accuracy of internal forward models. When subjects are provided with feedback about the true pole movement in a second phase, both groups improve rapidly. The results indicate that the perceptual capability to extrapolate the state of the cart-pole system accurately is implicitly trained during motor learning. We discuss these results in the context of shared representations and action-perception transfer.

scholarly journals Brain activity reveals multiple motor-learning mechanisms in a real-world task

2020 ◽  
Author(s):  
Shlomi Haar ◽  
A. Aldo Faisal
Keyword(s):  
Motor Learning ◽  
Real World ◽  
Brain Activity ◽  
Skill Learning ◽  
Neural Dynamics ◽  
Complex Task ◽  
Motor Skill Learning ◽  
Learning Mechanisms ◽  
Learning Mechanism ◽  
Eeg Recordings

AbstractMany recent studies found signatures of motor learning in neural Beta oscillations (13– 30Hz), and specifically in the post-movement Beta rebound (PMBR). All these studies were in controlled laboratory-tasks in which the task designed to induce the studied learning mechanism. Interestingly, these studies reported opposing dynamics of the PMBR magnitude over learning for the error-based and reward-based tasks (increase versus decrease, respectively). Here we explored the PMBR dynamics during real-world motor-skill-learning in a billiards task using mobile-brain-imaging. Our EEG recordings highlight the opposing dynamics of PMBR magnitudes (increase versus decrease) between different subjects performing the same task. The groups of subjects, defined by their neural dynamics, also showed behavioural differences expected for different learning mechanisms. Our results suggest that when faced with the complexity of the real-world different subjects might use different learning mechanisms for the same complex task. We speculate that all subjects combine multi-modal mechanisms of learning, but different subjects have different predominant learning mechanisms.

scholarly journals From internal models toward metacognitive AI

2021 ◽  
Author(s):  
Mitsuo Kawato ◽  
Aurelio Cortese
Keyword(s):  
Reinforcement Learning ◽  
Computational Models ◽  
Monitoring Network ◽  
Internal Models ◽  
Inverse Model ◽  
Small Samples ◽  
Prediction Errors ◽  
Hierarchical Reinforcement Learning ◽  
Reward Prediction ◽  
Higher Cognitive Functions

AbstractIn several papers published in Biological Cybernetics in the 1980s and 1990s, Kawato and colleagues proposed computational models explaining how internal models are acquired in the cerebellum. These models were later supported by neurophysiological experiments using monkeys and neuroimaging experiments involving humans. These early studies influenced neuroscience from basic, sensory-motor control to higher cognitive functions. One of the most perplexing enigmas related to internal models is to understand the neural mechanisms that enable animals to learn large-dimensional problems with so few trials. Consciousness and metacognition—the ability to monitor one’s own thoughts, may be part of the solution to this enigma. Based on literature reviews of the past 20 years, here we propose a computational neuroscience model of metacognition. The model comprises a modular hierarchical reinforcement-learning architecture of parallel and layered, generative-inverse model pairs. In the prefrontal cortex, a distributed executive network called the “cognitive reality monitoring network” (CRMN) orchestrates conscious involvement of generative-inverse model pairs in perception and action. Based on mismatches between computations by generative and inverse models, as well as reward prediction errors, CRMN computes a “responsibility signal” that gates selection and learning of pairs in perception, action, and reinforcement learning. A high responsibility signal is given to the pairs that best capture the external world, that are competent in movements (small mismatch), and that are capable of reinforcement learning (small reward-prediction error). CRMN selects pairs with higher responsibility signals as objects of metacognition, and consciousness is determined by the entropy of responsibility signals across all pairs. This model could lead to new-generation AI, which exhibits metacognition, consciousness, dimension reduction, selection of modules and corresponding representations, and learning from small samples. It may also lead to the development of a new scientific paradigm that enables the causal study of consciousness by combining CRMN and decoded neurofeedback.

scholarly journals A More Proximate Form of Theory: Tracing New Interdisciplinary Ground through Discourses of Diaspora and Haptic Aesthetics

2020 ◽  
Vol 5 (1) ◽  
pp. 1-18
Author(s):  
Nicole Birch-Bayley
Keyword(s):  
Cultural Studies ◽  
The Body ◽  
Community Formation ◽  
Alternative Possibilities ◽  
Transnational Identity ◽  
Interdisciplinary Field ◽  
Transnational Community ◽  
Cultural Boundaries ◽  
Sense Of Identity ◽  
Sense Of Touch

Cultural geographers Nigel Thrift and Stephen Pile have asked, “how is it possible to make sense of our selves, if the boundaries that tell us who ‘we’ are are incoherent, or fragmented, or fuzzy[?]” (1995: 179). One promising answer to this question has been to deconstruct the otherwise stable sense of identity that has marked the body in discourses of culture and transnational geography. The emerging interdisciplinary field of haptics (referring to the study of the sense of touch) offers a new way of investigating the boundaries that mark the body in the contexts of culture and literature, specifically exploring who is touched, who touches, when touch begins, and when it ends, in order to creatively examine boundaries of culture, which although fragmented, shifting, topographically uneven, offer unique and productive ways of re-conceptualizing transnational identity. Tracing the expanding the field of haptics to the discourses of diaspora and cultural studies, this paper will discuss haptic aesthetics in the shifting terrain of cultural studies and diasporic theory, for what this emerging field suggests about the incoherent nature of cultural boundaries and alternative possibilities for transnational community formation.

A Novel Walking-Aid for Paralytic Patients Caused due to Stroke

2015 ◽  
Vol 813-814 ◽  
pp. 938-942
Author(s):  
V. Indra Tej ◽  
G. Sasank ◽  
M. Asish ◽  
M. Nitheesh ◽  
Anjan Kumar Dash
Keyword(s):  
Motor Learning ◽  
Dc Motor ◽  
Active Participation ◽  
The Body ◽  
Paretic Limb ◽  
Wheel Chair ◽  
Robotic Wheelchairs ◽  
Hemiplegic Patient ◽  
Walking Aid

The aim of this project is to fabricate an economical walking aid for Paralytic patients caused due to a stroke. The Paralysis caused due to stroke is referred as Hemiplegia or Hemiparesis. In general these patients walk with the assistance of another person. The patient first moves his unaffected leg as the assistant holds him firmly to give him support. Then the assistant pushes the impaired leg of the patient with his own leg while supporting him with his hands. In this way walking is achieved for the hemiplegic patient. To eliminate human assistance, the patient can also use a wheel chair to move from one place to another, especially the Autonomous Robotic Wheelchairs (ARW) that are being used these days. However, in order to gain back his motor capabilities, he should promote the use of hemi paretic limb during functional tasks. Active participation is critical to the motor learning and recovery. So designing a mechanism which enables movements on paralyzed body is crucial for functioning of other parts of the body as this prevents blood stagnation due to continuous rest given to specific parts. A DC motor along with some pulleys are used for actuating the leg and a telescopic tripod wheeled balancing support is used for providing counter-torque that helps the person from falling down on paralyzed side.

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