Effects of Visual Feedback Distortion on Gait Adaptation: Comparison of Implicit Visual Distortion Versus Conscious Modulation on Retention of Motor Learning

2015 ◽  
Vol 62 (9) ◽  
pp. 2244-2250 ◽  
Author(s):  
Seung-Jae Kim ◽  
Mitchell Ogilvie ◽  
Nathan Shimabukuro ◽  
Trevor Stewart ◽  
Joon-Ho Shin
Keyword(s):  
Motor Learning ◽  
Visual Feedback ◽  
Gait Adaptation ◽  
Visual Distortion ◽  
Visual Feedback Distortion

scholarly journals Exposure to auditory feedback delay while speaking induces perceptual habituation but does not mitigate the disruptive effect of delay on speech auditory-motor learning

2020 ◽  
Author(s):  
Douglas M. Shiller ◽  
Takashi Mitsuya ◽  
Ludo Max
Keyword(s):  
Motor Learning ◽  
Visual Feedback ◽  
Auditory Feedback ◽  
Detrimental Effect ◽  
Negative Impact ◽  
Motor Adaptation ◽  
List Type ◽  
Disruptive Effect ◽  
Feedback Delay ◽  
Spectral Perturbation

ABSTRACTPerceiving the sensory consequences of our actions with a delay alters the interpretation of these afferent signals and impacts motor learning. For reaching movements, delayed visual feedback of hand position reduces the rate and extent of visuomotor adaptation, but substantial adaptation still occurs. Moreover, the detrimental effect of visual feedback delay on reach motor learning—selectively affecting its implicit component—can be mitigated by prior habituation to the delay. Auditory-motor learning for speech has been reported to be more sensitive to feedback delay, and it remains unknown whether habituation to auditory delay reduces its negative impact on learning. We investigated whether 30 minutes of exposure to auditory delay during speaking (a) affects the subjective perception of delay, and (b) mitigates its disruptive effect on speech auditory-motor learning. During a speech adaptation task with real-time perturbation of vowel spectral properties, participants heard this frequency-shifted feedback with no delay, 75 ms delay, or 115 ms delay. In the delay groups, 50% of participants had been exposed to the delay throughout a preceding 30-minute block of speaking whereas the remaining participants completed this block without delay. Although habituation minimized awareness of the delay, no improvement in adaptation to the spectral perturbation was observed. Thus, short-term habituation to auditory feedback delays is not effective in reducing the negative impact of delay on speech auditory-motor adaptation. Combined with previous findings, the strong negative effect of delay and the absence of an influence of delay awareness suggest the involvement of predominantly implicit learning mechanisms in speech.HIGHLIGHTSSpeech auditory-motor adaptation to a spectral perturbation was reduced by ~50% when feedback was delayed by 75 or 115 ms.Thirty minutes of prior delay exposure without perturbation effectively reduced participants’ awareness of the delay.However, habituation was ineffective in remediating the detrimental effect of delay on speech auditory-motor adaptation.The dissociation of delay awareness and adaptation suggests that speech auditory-motor learning is mostly implicit.

The Effects of Visual Feedback Distortion with Unilateral Leg Loading on Gait Symmetry

2017 ◽  
Vol 46 (2) ◽  
pp. 324-333 ◽  
Author(s):  
Carlos Tobar ◽  
Eva Martinez ◽  
Nada Rhouni ◽  
Seung-Jae Kim
Keyword(s):  
Visual Feedback ◽  
Gait Symmetry ◽  
Visual Feedback Distortion

The Effects of Visual and Proprioceptive Feedback on Motor Learning

1975 ◽  
Vol 19 (2) ◽  
pp. 162-165 ◽  
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.

scholarly journals Embodied virtual reality for the study of real-world motor learning

PLoS ONE ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. e0245717
Author(s):  
Shlomi Haar ◽  
Guhan Sundar ◽  
A. Aldo Faisal
Keyword(s):  
Virtual Reality ◽  
Motor Learning ◽  
Visual Feedback ◽  
Real World ◽  
Motion Tracking ◽  
Body Motion ◽  
Controlled Environment ◽  
Short Term ◽  
Learning And Adaptation ◽  
Full Body

Motor-learning literature focuses on simple laboratory-tasks due to their controlled manner and the ease to apply manipulations to induce learning and adaptation. Recently, we introduced a billiards paradigm and demonstrated the feasibility of real-world-neuroscience using wearables for naturalistic full-body motion-tracking and mobile-brain-imaging. Here we developed an embodied virtual-reality (VR) environment to our real-world billiards paradigm, which allows to control the visual feedback for this complex real-world task, while maintaining sense of embodiment. The setup was validated by comparing real-world ball trajectories with the trajectories of the virtual balls, calculated by the physics engine. We then ran our short-term motor learning protocol in the embodied VR. Subjects played billiard shots when they held the physical cue and hit a physical ball on the table while seeing it all in VR. We found comparable short-term motor learning trends in the embodied VR to those we previously reported in the physical real-world task. Embodied VR can be used for learning real-world tasks in a highly controlled environment which enables applying visual manipulations, common in laboratory-tasks and rehabilitation, to a real-world full-body task. Embodied VR enables to manipulate feedback and apply perturbations to isolate and assess interactions between specific motor-learning components, thus enabling addressing the current questions of motor-learning in real-world tasks. Such a setup can potentially be used for rehabilitation, where VR is gaining popularity but the transfer to the real-world is currently limited, presumably, due to the lack of embodiment.

Visual-Feedback Distortion in a Robotic Rehabilitation Environment

2006 ◽  
Vol 94 (9) ◽  
pp. 1739-1751 ◽  
Author(s):  
B.R. Brewer ◽  
R.L. Klatzky ◽  
Y. Matsuoka
Keyword(s):  
Visual Feedback ◽  
Robotic Rehabilitation ◽  
Visual Feedback Distortion

scholarly journals Sex Differences in Maintaining the Requested Handgrip Force Enhanced by Auditory or Visual Feedback

2020 ◽  
Vol 17 (14) ◽  
pp. 5158
Author(s):  
Jacek Tarnas ◽  
Rafał Stemplewski ◽  
Piotr Krutki
Keyword(s):  
Sex Differences ◽  
Motor Learning ◽  
Visual Feedback ◽  
Motor Task ◽  
Motor Tasks ◽  
Auditory Displays ◽  
Main Effect ◽  
Simple Motor Task ◽  
And Performance ◽  
Mixed Groups

Thus far, the differences in effect of auditory or visual feedback in motor learning have presented results derived from mixed groups and sex differences have not been considered. However, perception and processing of auditory stimuli and performance of visual motor tasks appear to be sex-related. The purpose of this study was to investigate the learning of the simple motor task of maintaining a requested handgrip force in separate male and female groups. A total of 31 volunteers (15 males, 16 females) were randomly assigned to one of four experimental groups with defined sex and training conditions (audio or visual feedback). Participants performed training sessions over a period of six days, for which auditory or visual feedback was provided, and the effectiveness of both types of signals was compared. The evident learning effect was found in all groups, and the main effect of sex was significant among visual groups in favor of the males (p < 0.05). On the other hand, the main effect of feedback conditions was found to be significant among females, beneficially in the case of auditory displays (p < 0.05). The results lead to the conclusion that an equal number of males and females in mixed experimental groups may be supportive to obtain reliable results. Moreover, in motor-learning studies conducted on females only, a design including auditory feedback would be more suitable.

Reward feedback accelerates motor learning

2015 ◽  
Vol 113 (2) ◽  
pp. 633-646 ◽  
Author(s):  
Ali A. Nikooyan ◽  
Alaa A. Ahmed
Keyword(s):  
Motor Learning ◽  
Visual Feedback ◽  
Learning Process ◽  
Sensory Feedback ◽  
Visuomotor Learning ◽  
Visuomotor Rotation ◽  
Rotational Perturbation ◽  
Drive Motor ◽  
Underlying Mechanisms ◽  
Broad Generalization

Recent findings have demonstrated that reward feedback alone can drive motor learning. However, it is not yet clear whether reward feedback alone can lead to learning when a perturbation is introduced abruptly, or how a reward gradient can modulate learning. In this study, we provide reward feedback that decays continuously with increasing error. We asked whether it is possible to learn an abrupt visuomotor rotation by reward alone, and if the learning process could be modulated by combining reward and sensory feedback and/or by using different reward landscapes. We designed a novel visuomotor learning protocol during which subjects experienced an abruptly introduced rotational perturbation. Subjects received either visual feedback or reward feedback, or a combination of the two. Two different reward landscapes, where the reward decayed either linearly or cubically with distance from the target, were tested. Results demonstrate that it is possible to learn from reward feedback alone and that the combination of reward and sensory feedback accelerates learning. An analysis of the underlying mechanisms reveals that although reward feedback alone does not allow for sensorimotor remapping, it can nonetheless lead to broad generalization, highlighting a dissociation between remapping and generalization. Also, the combination of reward and sensory feedback accelerates learning without compromising sensorimotor remapping. These findings suggest that the use of reward feedback is a promising approach to either supplement or substitute sensory feedback in the development of improved neurorehabilitation techniques. More generally, they point to an important role played by reward in the motor learning process.

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