Results for ' motor learning'

988 found
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  1. Christian Mannes.Learning Sensory-Motor Coordination Experimentation - 1990 - In G. Dorffner (ed.), Konnektionismus in Artificial Intelligence Und Kognitionsforschung. Berlin: Springer-Verlag. pp. 95.
     
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  2.  6
    Motor Learning in Response to Different Experimental Pain Models Among Healthy Individuals: A Systematic Review.Mohammad Izadi, Sae Franklin, Marianna Bellafiore & David W. Franklin - 2022 - Frontiers in Human Neuroscience 16.
    Learning new movement patterns is a normal part of daily life, but of critical importance in both sport and rehabilitation. A major question is how different sensory signals are integrated together to give rise to motor adaptation and learning. More specifically, there is growing evidence that pain can give rise to alterations in the learning process. Despite a number of studies investigating the role of pain on the learning process, there is still no systematic review (...)
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  3.  12
    Postrest motor learning performance as a function of degree of learning.John C. Jahnke - 1961 - Journal of Experimental Psychology 62 (6):605.
  4.  52
    Response feedback and motor learning.Jack A. Adams, Ernest T. Goetz & Phillip H. Marshall - 1972 - Journal of Experimental Psychology 92 (3):391.
  5.  23
    Complex Motor Learning and Police Training: Applied, Cognitive, and Clinical Perspectives.Paula M. Di Nota & Juha-Matti Huhta - 2019 - Frontiers in Psychology 10.
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  6.  16
    Modulating Motor Learning through Transcranial Direct-Current Stimulation: An Integrative View.Claudia Ammann, Danny Spampinato & Javier Márquez-Ruiz - 2016 - Frontiers in Psychology 7.
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  7.  7
    Mechanisms of Human Motor Learning Do Not Function Independently.Amanda S. Therrien & Aaron L. Wong - 2022 - Frontiers in Human Neuroscience 15.
    Human motor learning is governed by a suite of interacting mechanisms each one of which modifies behavior in distinct ways and rely on different neural circuits. In recent years, much attention has been given to one type of motor learning, called motor adaptation. Here, the field has generally focused on the interactions of three mechanisms: sensory prediction error SPE-driven, explicit, and reinforcement learning. Studies of these mechanisms have largely treated them as modular, aiming to (...)
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  8.  19
    Motor learning and synaptic plasticity in the cerebellum.Richard F. Thompson - 1996 - Behavioral and Brain Sciences 19 (3):475-477.
    For reasons I have never understood, some students of the cerebellum have been unwilling to accept the now overwhelming evidence that the cerebellum exhibits lasting synaptic plasticity and plays an essential role in some forms of learning and memory. With a few exceptions (e.g., target article by SIMPSON et al.) this is no longer the case, as is clear in the excellent target articles on cerebellar LTD and the excellent target review by HOUK et al. [CRÉPEL et al.; HOUR (...)
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  9.  25
    Motor learning models.Daniel M. Wolpert & Zoubin Ghahramani - 2003 - In L. Nadel (ed.), Encyclopedia of Cognitive Science. Nature Publishing Group.
  10.  14
    Retention of transfer in motor learning after twenty-four hours and after fourteen months.Carl P. Duncan & Benton J. Underwood - 1953 - Journal of Experimental Psychology 46 (6):445.
  11.  12
    Motor Learning Improves the Stability of Large-Scale Brain Connectivity Pattern.Mengxia Yu, Haoming Song, Jialin Huang, Yiying Song & Jia Liu - 2020 - Frontiers in Human Neuroscience 14.
  12. Motor learning and memory for visually guided reaching.R. Shadmehr & S. P. Wise - 2004 - In Michael S. Gazzaniga (ed.), The Cognitive Neurosciences Iii. MIT Press. pp. 353--375.
     
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  13.  16
    Performance and reminiscence in motor learning as a function of the degree of distribution of practice.Gregory A. Kimble - 1949 - Journal of Experimental Psychology 39 (4):500.
  14.  20
    Reminiscence in motor learning as a function of length of interpolated rest.Gregory A. Kimble & Betty R. Horenstein - 1948 - Journal of Experimental Psychology 38 (3):239.
  15.  16
    Retroaction and gains in motor learning: II. Sex differences, and a further analysis of gains.C. E. Buxton & D. A. Grant - 1939 - Journal of Experimental Psychology 25 (2):198.
  16.  34
    Recontextualizing Dance Skills: Overcoming Impediments to Motor Learning and Expressivity in Ballet Dancers.Janet Karin - 2016 - Frontiers in Psychology 7.
    The process of transmitting ballet’s complex technique to young dancers can interfere with the innate processes that give rise to efficient, expressive and harmonious movement. With the intention of identifying possible solutions, this article draws on research across the fields of neurology, psychology, motor learning, and education, and considers their relevance to ballet as an art form, a technique, and a training methodology. The integration of dancers’ technique and expressivity is a core theme throughout the paper. A brief (...)
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  17.  20
    Transfer in motor learning as a function of degree of first-task learning and inter-task similarity.Carl P. Duncan - 1953 - Journal of Experimental Psychology 45 (1):1.
  18.  9
    Cognitive and Motor Learning in Internally-Guided Motor Skills.Krishn Bera, Anuj Shukla & Raju S. Bapi - 2021 - Frontiers in Psychology 12.
    Several canonical experimental paradigms have been proposed to study the typical behavioral phenomenon and the nature of learning in sequential keypress tasks. A characteristic feature of most paradigms is that they are representative of externally-specified sequencing—motor tasks where the environment or task paradigm extrinsically provides the sequence of stimuli, i.e., the responses are stimulus-driven. Previous studies utilizing such canonical paradigms have largely overlooked the learning behaviors in a more realistic class of motor tasks that involve internally-guided (...)
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  19.  15
    Retention in motor learning as a function of amount of practice and rest.John C. Jahnke - 1958 - Journal of Experimental Psychology 55 (3):270.
  20.  9
    Reminiscence in motor learning as a function of prerest distribution of practice.Benjamin H. Pubols - 1960 - Journal of Experimental Psychology 60 (3):155.
  21.  14
    Self-Controlled Feedback Facilitates Motor Learning in Both High and Low Activity Individuals.Jeffrey T. Fairbrother, David D. Laughlin & Timothy V. Nguyen - 2012 - Frontiers in Psychology 3.
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  22.  14
    Neuroplasticity in Motor Learning Under Variable and Constant Practice Conditions—Protocol of Randomized Controlled Trial.Stanisław H. Czyż, Jarosław Marusiak, Patrícia Klobušiaková, Zuzana Sajdlová & Irena Rektorová - 2022 - Frontiers in Human Neuroscience 16.
    BackgroundThere is numerous literature on mechanisms underlying variability of practice advantages. Literature includes both behavioral and neuroimaging studies. Unfortunately, no studies are focusing on practice in constant conditions to the best of our knowledge. Hence it is essential to assess possible differences in mechanisms of neuroplasticity between constant vs. variable practice conditions. The primary objectives of the study described in this protocol will be: to determine the brain’s structural and functional changes following constant and variable practice conditions in motor (...)
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  23.  18
    Intention in motor learning.S. Sanderson - 1929 - Journal of Experimental Psychology 12 (6):463.
  24.  18
    Retroaction and gains in motor learning: I. Similarity of interpolated task as a factor in gains.C. E. Buxton & C. E. Henry - 1939 - Journal of Experimental Psychology 25 (1):1.
  25.  17
    Distributed practice in motor learning: progressively increasing and decreasing rests.Barbara S. Cook & Ernest R. Hilgard - 1949 - Journal of Experimental Psychology 39 (2):169.
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  26.  7
    Examining Different Motor Learning Paradigms for Improving Balance Recovery Abilities Among Older Adults, Random vs. Block Training—Study Protocol of a Randomized Non-inferiority Controlled Trial.Hadas Nachmani, Inbal Paran, Moti Salti, Ilan Shelef & Itshak Melzer - 2021 - Frontiers in Human Neuroscience 15.
    Introduction: Falls are the leading cause of fatal and nonfatal injuries among older adults. Studies showed that older adults can reduce the risk of falls after participation in an unexpected perturbation-based balance training, a relatively novel approach that challenged reactive balance control. This study aims to investigate the effect of the practice schedule on reactive balance function and its transfer to proactive balance function. Our primary hypothesis is that improvements in reactive balance control following block PBBT will be not inferior (...)
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  27.  15
    Distributed practice in motor learning: score changes within and between daily sessions.E. R. Hilgard & M. B. Smith - 1942 - Journal of Experimental Psychology 30 (2):136.
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  28.  46
    Marginally perceptible outcome feedback, motor learning and implicit processes.Rich S. W. Masters, Jon P. Maxwell & Frank F. Eves - 2009 - Consciousness and Cognition 18 (3):639-645.
    Participants struck 500 golf balls to a concealed target. Outcome feedback was presented at the subjective or objective threshold of awareness of each participant or at a supraliminal threshold. Participants who received fully perceptible feedback learned to strike the ball onto the target, as did participants who received feedback that was only marginally perceptible . Participants who received feedback that was not perceptible showed no learning. Upon transfer to a condition in which the target was unconcealed, performance increased in (...)
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  29.  19
    The effect of unequal amounts of practice on motor learning before and after rest.Carl P. Duncan - 1951 - Journal of Experimental Psychology 42 (4):257.
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  30.  65
    Unconscious abstraction in motor learning.Aysha S. Keisler & Daniel T. Willingham - 2002 - Behavioral and Brain Sciences 25 (3):342-343.
    Given the complexity and generalizability of motor skills, it is difficult to account for learning in this area without incorporating the concept of unconscious abstraction. A model based solely on association does not seem to account for data in this domain; specifically, instances that require learners to execute a practiced motor skill in a novel situation.
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  31.  30
    Transfer of training in motor learning as a function of distribution of practice.Victor E. Montgomery - 1953 - Journal of Experimental Psychology 46 (6):440.
  32.  26
    Reminiscence and forgetting in motor learning after extended rest intervals.John C. Jahnke & Carl P. Duncan - 1956 - Journal of Experimental Psychology 52 (5):273.
  33.  7
    Brain Activity Reveals Multiple Motor-Learning Mechanisms in a Real-World Task.Shlomi Haar & A. Aldo Faisal - 2020 - Frontiers in Human Neuroscience 14.
  34.  8
    Premotor systems, motor learning, and ipsilateral control: Learning to get set.Gary Goldberg - 1987 - Behavioral and Brain Sciences 10 (2):323-329.
  35.  23
    Time scales in motor learning and development.Karl M. Newell, Yeou-Teh Liu & Gottfried Mayer-Kress - 2001 - Psychological Review 108 (1):57-82.
  36.  15
    Perceptual-Cognitive Changes During Motor Learning: The Influence of Mental and Physical Practice on Mental Representation, Gaze Behavior, and Performance of a Complex Action.Cornelia Frank, William M. Land & Thomas Schack - 2015 - Frontiers in Psychology 6.
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  37.  32
    Models of the cerebellum and motor learning.James C. Houk, Jay T. Buckingham & Andrew G. Barto - 1996 - Behavioral and Brain Sciences 19 (3):368-383.
    This article reviews models of the cerebellum and motor learning, from the landmark papers by Marr and Albus through those of the present time. The unique architecture of the cerebellar cortex is ideally suited for pattern recognition, but how is pattern recognition incorporated into motor control and learning systems? The present analysis begins with a discussion of exactly what the cerebellar cortex needs to regulate through its anatomically defined projections to premotor networks. Next, we examine various (...)
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  38.  11
    An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential Learning as an Enhanced Motor Learning Method.Bruno Tassignon, Jo Verschueren, Jean-Pierre Baeyens, Anne Benjaminse, Alli Gokeler, Ben Serrien & Ron Clijsen - 2021 - Frontiers in Psychology 12.
    Background: Differential learning is a motor learning method characterized by high amounts of variability during practice and is claimed to provide the learner with a higher learning rate than other methods. However, some controversy surrounds DL theory, and to date, no overview exists that compares the effects of DL to other motor learning methods.Objective: To evaluate the effectiveness of DL in comparison to other motor learning methods in the acquisition and retention phase.Design: (...)
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  39.  87
    Transfer of Motor Learning Is More Pronounced in Proximal Compared to Distal Effectors in Upper Extremities.Tore K. Aune, Morten A. Aune, Rolf P. Ingvaldsen & Beatrix Vereijken - 2017 - Frontiers in Psychology 8.
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  40.  21
    Understanding Self-Controlled Motor Learning Protocols through the Self-Determination Theory.Elizabeth A. Sanli, Jae T. Patterson, Steven R. Bray & Timothy D. Lee - 2012 - Frontiers in Psychology 3.
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  41.  32
    On the specific role of the cerebellum in motor learning and cognition: Clues from PET activation and lesion studies in man.W. T. Thach - 1996 - Behavioral and Brain Sciences 19 (3):411-433.
    Brindley proposed that we initially generate movements , under higher cerebral control. As the movement is practiced, the cerebellum learns to link within itself the context in which the movement is made to the lower level movement generators. Marr and Albus proposed that the linkage is established by a special input from the inferior olive, which plays upon an input-output element within the cerebellum during the period of the learning. When the linkage is complete, the occurrence of the context (...)
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  42.  6
    Effect of Repetitive Passive Movement Before Motor Skill Training on Corticospinal Excitability and Motor Learning Depend on BDNF Polymorphisms.Manh Van Pham, Shota Miyaguchi, Hiraku Watanabe, Kei Saito, Naofumi Otsuru & Hideaki Onishi - 2021 - Frontiers in Human Neuroscience 15.
    A decrease in cortical excitability tends to be easily followed by an increase induced by external stimuli via a mechanism aimed at restoring it; this phenomenon is called “homeostatic plasticity.” In recent years, although intervention methods aimed at promoting motor learning using this phenomenon have been studied, an optimal intervention method has not been established. In the present study, we examined whether subsequent motor learning can be promoted further by a repetitive passive movement, which reduces the (...)
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  43.  23
    Social Cues Alter Implicit Motor Learning in a Serial Reaction Time Task.Alexander Geiger, Axel Cleeremans, Gary Bente & Kai Vogeley - 2018 - Frontiers in Human Neuroscience 12.
  44.  7
    Commentary: Complex Motor Learning and Police Training: Applied, Cognitive, and Clinical Perspectives.Mario S. Staller & Swen Körner - 2019 - Frontiers in Psychology 10.
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  45. Psychosocial Modulators of Motor Learning in Parkinson’s Disease.Petra Zemankova, Ovidiu Lungu & Martin Bares - 2016 - Frontiers in Human Neuroscience 10.
  46.  11
    No Impact of Cerebellar Anodal Transcranial Direct Current Stimulation at Three Different Timings on Motor Learning in a Sequential Finger-Tapping Task.Carine Nguemeni, Annika Stiehl, Shawn Hiew & Daniel Zeller - 2021 - Frontiers in Human Neuroscience 15.
    Background: Recently, attention has grown toward cerebellar neuromodulation in motor learning using transcranial direct current stimulation. An important point of discussion regarding this modulation is the optimal timing of tDCS, as this parameter could significantly influence the outcome. Hence, this study aimed to investigate the effects of the timing of cerebellar anodal tDCS on motor learning using a sequential finger-tapping task.Methods: One hundred and twenty two healthy young, right-handed subjects were randomized into four groups. They performed (...)
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  47.  25
    The relation between length and difficulty in motor learning; a comparison with verbal learning.T. C. Scott & L. L. Henninger - 1933 - Journal of Experimental Psychology 16 (5):657.
  48.  20
    We know a lot about the cerebellum, but do we know what motor learning is?Stephan P. Swinnen, Charles B. Walter & Natalia Dounskaia - 1996 - Behavioral and Brain Sciences 19 (3):474-475.
    In the behavioral literature on human movement, a distinction is made between the learning of parameters and the learning of new movement forms or topologies. Whereas the target articles by Thach, Smith, and Houk et al. provide evidence for cerebellar involvement in parametrization learning and adaptation, the evidence in favor of its involvement in the generation of new movement patterns is less straightforward. A case is made for focusing more attention on the latter issue in the future. (...)
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  49.  11
    Length of the practice period and efficiency in motor learning.R. C. Travis - 1939 - Journal of Experimental Psychology 24 (3):339.
  50.  28
    Supplementary report: Effect of addition of irrelevant verbal cues on perceptual-motor learning.Harry W. Braun & A. W. Bendig - 1958 - Journal of Experimental Psychology 55 (3):301.
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