Audiohaptic Feedback Enhances Motor Performance in a Low-Fidelity Simulated Drilling Task.
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ABSTRACT:
SUBMITTER: Grant BL
PROVIDER: S-EPMC7016775 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Purpose:This study investigated whether whole nonword accuracy, phoneme accuracy, and acoustic duration measures were influenced by the amount of feedback speakers without impairment received during a novel speech motor learning task. Method:Thirty-two native English speakers completed a nonword production task across 3 time points: practice, short-term retention, and long-term retention. During practice, participants received knowledge of results feedback according to a randomly assigned schedule (100%, 50%, 20%, or 0%). Changes in nonword accuracy, phoneme accuracy, nonword duration, and initial-cluster duration were compared among feedback groups, sessions, and stimulus properties. Results:All participants improved phoneme and whole nonword accuracy at short-term and long-term retention time points. Participants also refined productions of nonwords, as indicated by a decrease in nonword duration across sessions. The 50% group exhibited the largest reduction in duration between practice and long-term retention for nonwords with native and nonnative clusters. Conclusions:All speakers, regardless of feedback schedule, learned new speech motor behaviors quickly with a high degree of accuracy and refined their speech motor skills for perceptually accurate productions. Acoustic measurements may capture more subtle, subperceptual changes that may occur during speech motor learning. Supplemental Materials:https://doi.org/10.23641/asha.5116324.
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Project description:ObjectiveDevelop and describe a set of low-cost hemorrhoidectomy task trainer prototypes in the setting of inadequate junior resident surgical skill preparation for anorectal cases.DesignThis is a study comparing expert and novice performance and opinions. Three task trainers were developed to simulate dissecting, knot-tying, and suturing in a confined space, like the anus. Participants were asked to dissect the peel off of an orange, tie seven 2-handed knots on a weight, and close a defect in a piece of felt with a running stitch. An 8-oz mason jar was used to simulate the confined space. Participants were asked to fill out a 5-point Likert-based evaluation regarding the skills. The primary outcome was time to complete each task in seconds. Secondary outcome measures were number of errors associated with each task, subjective achievability of tasks, and utility of tasks for improving surgical skills.SettingGeneral surgery residency program at a safety-net academic center.ParticipantsForty subjects participated in this study. There were 20 experts (7 attending surgeons, 13 PGY-1-PGY-5 surgical residents) and 20 novices (11 third- and 9 fourth-year medical students).ResultsExperts knot-tied (59s vs 140s, p < 0.001) and sutured (219s vs 295s, p < 0.001) faster than novices. Experts were able to tie 7 knots in fewer attempts than novices (p < 0.001). There was no significant difference in speed of orange dissection between groups. There were no significant differences in the number or frequency of other errors. All participants felt the tasks were achievable (4.90/5) and would be useful in improving skills (4.93/5).ConclusionsThis study demonstrated that a set of low-cost, low-fidelity prototypical hemorrhoidectomy task trainers can discriminate between experts and novices. Simulation models such as these can offer useful practice opportunities for junior general surgery trainees.
| S-EPMC7487032 | biostudies-literature
Project description:Learning a new motor task is a complex cognitive and motor process. Especially early during motor learning, cognitive functions such as attentional engagement, are essential, e.g., to discover relevant visual stimuli. Drawing participant's attention towards task-relevant stimuli-e.g., with task instructions using visual cues or explicit written information-is a common practice to support cognitive engagement during training and, hence, accelerate motor learning. However, there is little scientific evidence about how visually cued or written task instructions affect attentional brain networks during motor learning. In this experiment, we trained 36 healthy participants in a virtual motor task: surfing waves by steering a boat with a joystick. We measured the participants' motor performance and observed attentional brain networks using alpha-band electroencephalographic (EEG) activity before and after training. Participants received one of the following task instructions during training: (1) No explicit task instructions and letting participants surf freely (implicit training; IMP); (2) Task instructions provided through explicit visual cues (explicit-implicit training; E-IMP); or (3) through explicit written commands (explicit training; E). We found that providing task instructions during training (E and E-IMP) resulted in less post-training motor variability-linked to enhanced performance-compared to training without instructions (IMP). After training, participants trained with visual cues (E-IMP) enhanced the alpha-band strength over parieto-occipital and frontal brain areas at wave onset. In contrast, participants who trained with explicit commands (E) showed decreased fronto-temporal alpha activity. Thus, providing task instructions in written (E) or using visual cues (E-IMP) leads to similar motor performance improvements by enhancing activation on different attentional networks. While training with visual cues (E-IMP) may be associated with visuo-attentional processes, verbal-analytical processes may be more prominent when written explicit commands are provided (E). Together, we suggest that training parameters such as task instructions, modulate the attentional networks observed during motor practice and may support participant's cognitive engagement, compared to training without instructions.
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Project description:This study examined the trainability of the proprioceptive sense and explored the relationship between proprioception and motor learning. With vision blocked, human learners had to perform goal-directed wrist movements relying solely on proprioceptive/haptic cues to reach several haptically specified targets. One group received additional somatosensory movement error feedback in form of vibro-tactile cues applied to the skin of the forearm. We used a haptic robotic device for the wrist and implemented a 3-day training regimen that required learners to make spatially precise goal-directed wrist reaching movements without vision. We assessed whether training improved the acuity of the wrist joint position sense. In addition, we checked if sensory learning generalized to the motor domain and improved spatial precision of wrist tracking movements that were not trained. The main findings of the study are: First, proprioceptive acuity of the wrist joint position sense improved after training for the group that received the combined proprioceptive/haptic and vibro-tactile feedback (VTF). Second, training had no impact on the spatial accuracy of the untrained tracking task. However, learners who had received VTF significantly reduced their reliance on haptic guidance feedback when performing the untrained motor task. That is, concurrent VTF was highly salient movement feedback and obviated the need for haptic feedback. Third, VTF can be also provided by the limb not involved in the task. Learners who received VTF to the contralateral limb equally benefitted. In conclusion, somatosensory training can significantly enhance proprioceptive acuity within days when learning is coupled with vibro-tactile sensory cues that provide feedback about movement errors. The observable sensory improvements in proprioception facilitates motor learning and such learning may generalize to the sensorimotor control of the untrained motor tasks. The implications of these findings for neurorehabilitation are discussed.
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Project description:Stroke rehabilitation is far from meeting patient needs in terms of timing, intensity and quality. This study evaluates the efficacy and safety of an innovative technological tool, combining 3D motion analysis with targeted vibratory feedback, on upper-limb task performance early poststroke (<4 weeks). The study design was a two-sequence, two-period, randomized, crossover trial (NCT01967290) in 44 patients with upper-limb motor deficit (non-plegic) after medial cerebral artery ischemia. Participants were randomly assigned to receive either the experimental session (repetitive motor task under vibratory feedback and 3D motor characterization) or the active comparator (3D motor characterization only). The primary outcome was the number of correct movements per minute on a hand-to-mouth task measured independently. Vibratory feedback was able to modulate motor training, increasing the number of correct movements by an average of 7.2/min (95%CI [4.9;9.4]; P < 0.001) and reducing the probability of performing an error from 1:3 to 1:9. This strategy may improve the efficacy of training on motor re-learning processes after stroke, and its clinical relevance deserves further study in longer duration trials.
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Project description:While the stroke survivor with a motor deficit strives for recovery of all aspects of daily life movements, neurorehabilitation training is often task specific and does not generalize to movements other than the ones trained. In rodent models of post-stroke recovery, this problem is poorly investigated as the training task is often the same as the one that measures motor function. The present study investigated whether motor training by pellet reaching translates into enhancement of different motor functions in rats after stroke. Adult rats were subjected to 60-min middle cerebral artery occlusion (MCAO). Five days after stroke, animals received either training consisting of 7 days of pellet reaching with the affected forelimb (n = 18) or no training (n = 18). Sensorimotor deficits were assessed using the sticky tape test and a composite neuroscore. Infarct volumes were measured by T2-weighted MRI on day 28. Both groups of rats showed similar lesion volume and forelimb impairment after stroke. Trained animals improved in the sticky tape test after day 7 post-stroke reaching peak performance on day 14. More reaching attempts during rehabilitation were associated with a better performance in the sticky tape removal time. Task-oriented motor training generalizes to other motor functions after experimental stroke. Training intensity correlates with recovery.
| S-EPMC5493722 | biostudies-literature
Project description:Actions shape what we see and memorize. A previous study suggested the interaction between motor and memory systems by showing that memory encoding for task-irrelevant items was enhanced when presented with motor-response cues. However, in the studies on the attentional boost effect, it has been revealed that detection of the target stimulus can lead to memory enhancement without requiring overt action. Thus, the direct link between the action and memory remains unclear. To exclude the effect of the target detection process as a potential confounder, this study assessed the benefit of action for memory by separating items from the response cue in time. In our pre-registered online experiment (N = 142), participants responded to visual Go cues by pressing a key (i.e., motor task) or counting (i.e., motor-neutral cognitive task) while ignoring No-go cues. In each trial, two task-irrelevant images were sequentially presented after the cue disappearance. After encoding the Go/No-go tasks, participants performed a surprise recognition memory test for those images. Importantly, we quantified the impact of overt execution of the action by comparing memories with and without motor response and the impact of covert motor processes (e.g., preparation and planning of action) by comparing memory between the motor and cognitive tasks. The results showed no memory differences between Go and No-go trials in the motor task. This means that the execution itself was not critical for memory enhancement. However, the memory performance in the motor No-go trials was higher than that in the cognitive No-go trials, only for the items presented away from the cues in time. Therefore, engaging the motor task itself could increase incidental memory for the task-irrelevant items compared to a passive viewing situation. We added empirical evidence on the online interaction between action and memory encoding. These memory advantages could be especially brought in action preparation and planning. We believe this fact may expand our present understanding of everyday memory, such as active learning.
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Project description:Expected utility models are often used as a normative baseline for human performance in motor tasks. However, this baseline ignores computational costs that are incurred when searching for the optimal strategy. In contrast, bounded rational decision-theory provides a normative baseline that takes computational effort into account, as it describes optimal behavior of an agent with limited information-processing capacity to change a prior motor strategy (before information-processing) into a posterior strategy (after information-processing). Here, we devised a pointing task where subjects had restricted reaction and movement time. In particular, we manipulated the permissible reaction time as a proxy for the amount of computation allowed for planning the movements. Moreover, we tested three different distributions over the target locations to induce different prior strategies that would influence the amount of required information-processing. We found that movement endpoint precision generally decreases with limited planning time and that non-uniform prior probabilities allow for more precise movements toward high-probability targets. Considering these constraints in a bounded rational decision model, we found that subjects were generally close to bounded optimal. We conclude that bounded rational decision theory may be a promising normative framework to analyze human sensorimotor performance.
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Project description:The influence of feedback on performance is a topic of ongoing debate, with some previous studies finding it to be ineffective, while others have discovered that it can be helpful or harmful. One possible reason for these inconsistent results may be that feedback can create a conflict between a person's beliefs and the sensory information they receive. In the present study, we used a Vernier discrimination task to examine the influence of biased feedback on performance, as this type of feedback is most likely to create conflict. Biased feedback refers to feedback that does not align with the subjects' choices. The Vernier discrimination task is a type of psychophysical task that is often used to measure an individual's ability to perceive differences in the position or orientation of two visual stimuli. The task involves presenting two stimuli, one of which is slightly offset from the other, and asking the individual to determine the direction and magnitude of the offset. In Experiment 1, feedback was provided after each trial using large-offset verniers as guidance. The large-offset verniers always received correct feedback, but the small and medium-offset verniers might receive biased feedback. In Experiment 2, feedback was provided after each block of eight verniers. In Experiment 3, we removed the large offset vernier to investigate the influence of block feedback on the signal and noise. The results showed that the accuracy for the target vernier decreased due to biased feedback in both the trial feedback (Experiment 1) and the block feedback (Experiment 2). However, in Experiments 1 and 2, performance improved when feedback was absent. Moreover, if the difference between the two types of stimuli is great, the individual will engage in encoding learning rather than decision learning (Experiments 1 and 2). If the discrimination between the two types of stimuli is low, an individual's ability to discriminate noise is more vulnerable to the influence of biased feedback than the ability to discriminate the signal (Experiment 3). These results are discussed in relation to the mechanism of biased feedback, the process of encoding learning, the monitoring of internal feedback, and the generalization of false decisions.
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Project description:In an environment full of potential goals, how does the brain determine which movement to execute? Existing theories posit that the motor system prepares for all potential goals by generating several motor plans in parallel. One major line of evidence for such theories is that presenting two competing goals often results in a movement intermediate between them. These intermediate movements are thought to reflect an unintentional averaging of the competing plans. However, normative theories suggest instead that intermediate movements might actually be deliberate, generated because they improve task performance over a random guessing strategy. To test this hypothesis, we vary the benefit of making an intermediate movement by changing movement speed. We find that participants generate intermediate movements only at (slower) speeds where they measurably improve performance. Our findings support the normative view that the motor system selects only a single, flexible motor plan, optimized for uncertain goals.
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