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The Role of Motor Learning on Measures of Physical Requirements and Motor Variability During Repetitive Screwing.

ABSTRACT: We investigated whether physical requirements and motor variability decreased over days in novices during a repetitive screwing task. Fifty-seven subjects performed one hour of repetitive screwing and fastening on three days, separated by 2?7 days. The average physical requirement and relative cycle-to-cycle variability (coefficient of variation, i.e., CV) were calculated from continuous recordings of electromyography of four arm muscles (biceps brachii, triceps brachii, flexor carpi radialis, extensor digitorum), forearm acceleration, and electrocardiography. Muscle activity levels, heart rate, and forearm acceleration decreased from day 1 to day 2 (range: ~4% to ~20%) and/or 3 (range: ~4% to ~28%). Not all muscles showed a similar pattern. Activity of the extensor digitorum and biceps brachii decreased already between days 1 and 2 (range: ~6% to ~13%), whereas activity of the flexor carpi radialis and triceps brachii decreased between days 1 and 3 (range: ~13% to ~20%). No changes in physical requirement were detected between days 2 and 3. Relative motor variability did not change across days, except that variability of forearm acceleration increased from day 1 to 3 (~5%). This study found consistent changes in physical requirements and indicated that several arm muscles show earlier decreases of muscular activity, like the extensor digitorum, compared to other body parts, like the flexor carpi radialis. Moreover, movement strategies may develop differently than muscle activation strategies, based on the different developments of physical requirements and motor variability. The development of physical requirements in industrial tasks is part of daily living and starts at task onset, highlighting the importance of task familiarization and the randomization of experimental conditions in scientific studies.

SUBMITTER: Luger T

PROVIDER: S-EPMC6479693 | biostudies-literature | 2019 Apr

REPOSITORIES: biostudies-literature

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The Role of Motor Learning on Measures of Physical Requirements and Motor Variability During Repetitive Screwing.

Luger Tessy T Seibt Robert R Rieger Monika A MA Steinhilber Benjamin B

International journal of environmental research and public health 20190406 7

We investigated whether physical requirements and motor variability decreased over days in novices during a repetitive screwing task. Fifty-seven subjects performed one hour of repetitive screwing and fastening on three days, separated by 2⁻7 days. The average physical requirement and relative cycle-to-cycle variability (coefficient of variation, i.e., CV) were calculated from continuous recordings of electromyography of four arm muscles (biceps brachii, triceps brachii, flexor carpi radialis, e ...[more]

PMID: 30959882

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Project description:Despite recent advances in robot-assisted training, the benefits of haptic guidance on motor (re)learning are still limited. While haptic guidance may increase task performance during training, it may also decrease participants' effort and interfere with the perception of the environment dynamics, hindering somatosensory information crucial for motor learning. Importantly, haptic guidance limits motor variability, a factor considered essential for learning. We propose that Model Predictive Controllers (MPC) might be good alternatives to haptic guidance since they minimize the assisting forces and promote motor variability during training. We conducted a study with 40 healthy participants to investigate the effectiveness of MPCs on learning a dynamic task. The task consisted of swinging a virtual pendulum to hit incoming targets with the pendulum ball. The environment was haptically rendered using a Delta robot. We designed two MPCs: the first MPC-end-effector MPC-applied the optimal assisting forces on the end-effector. A second MPC-ball MPC-applied its forces on the virtual pendulum ball to further reduce the assisting forces. The participants' performance during training and learning at short- and long-term retention tests were compared to a control group who trained without assistance, and a group that trained with conventional haptic guidance. We hypothesized that the end-effector MPC would promote motor variability and minimize the assisting forces during training, and thus, promote learning. Moreover, we hypothesized that the ball MPC would enhance the performance and motivation during training but limit the motor variability and sense of agency (i.e., the feeling of having control over their movements), and therefore, limit learning. We found that the MPCs reduce the assisting forces compared to haptic guidance. Training with the end-effector MPC increases the movement variability and does not hinder the pendulum swing variability during training, ultimately enhancing the learning of the task dynamics compared to the other groups. Finally, we observed that increases in the sense of agency seemed to be associated with learning when training with the end-effector MPC. In conclusion, training with MPCs enhances motor learning of tasks with complex dynamics and are promising strategies to improve robotic training outcomes in neurological patients.

Dataset Information

The Role of Motor Learning on Measures of Physical Requirements and Motor Variability During Repetitive Screwing.

Publications

The Role of Motor Learning on Measures of Physical Requirements and Motor Variability During Repetitive Screwing.

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