Motor sequence learning and the effect of context on transfer from part-to-whole and from whole-to-part

Rhein, Zipi; Vakil, Eli

doi:10.1007/s00426-016-0836-4

Cited by 4 publications

(3 citation statements)

References 29 publications

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“…42,43 Students learning an entire motor sequence and then removing parts ultimately did better than students starting with a part and adding new sections. 44 Those learning a part sequence initially performed better but lost all ground when challenged with a new sequence (analysis of transfer ability) or the full sequence. Those starting with the full sequence struggled initially but performed better with later challenges.…”

Section: Whole Task Versus Part Taskmentioning

confidence: 99%

Challenges & Issues: Evidence-Based Clinical Skills Teaching and Learning: What Do We Really Know?

Malone¹

2019

Journal of Veterinary Medical Education

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The recent programmatic focus on skills development in veterinary medicine means that many programs are devoting increased time to formal clinical skills teaching. This expansion makes it essential that we use the time as effectively as possible. This review examines current practices and veterinary training principles using the broader field of evidence-based motor skills learning as a lens. In many areas, current practices may be hindering learning. Proposed practices include using videos and discussions for pre-laboratory training, focusing on a single complex skill at a time, using more near-peer instructors rather than faculty, including assessments in each teaching or practice session, and encouraging supervised distributed practice by incorporating practice sessions into the formal curriculum. Ensuring mastery of a few core skills rather than exposure to many may be the new goal. Further research is urgently needed on block versus spiral curricula, optimum instructor-to-student ratios, learning and practice schedules, hours required for proficiency, and the benefits of exercise on motor skills learning.

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Section: Whole Task Versus Part Taskmentioning

confidence: 99%

Challenges & Issues: Evidence-Based Clinical Skills Teaching and Learning: What Do We Really Know?

Malone¹

2019

Journal of Veterinary Medical Education

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“…As for motor learning transfer, previous studies also suggested motor skill learning transfer in the case of the same environments concerning different tasks. For instance, the transfer of partial learning has been reported using SRTT [ 34 ], and motor skill transfer from one hand to the other has also been suggested [ 35 ]. Furthermore, motor skill transfer from one hand to the other was demonstrated in VEs [ 36 ].…”

Section: Introductionmentioning

confidence: 99%

Sequential motor learning transfers from real to virtual environment

Takeo

Hara

Shirakawa

et al. 2021

J NeuroEngineering Rehabil

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Background Skill acquisition of motor learning between virtual environments (VEs) and real environments (REs) may be related. Although studies have previously examined the transfer of motor learning in VEs and REs through the same tasks, only a small number of studies have focused on studying the transfer of motor learning in VEs and REs by using different tasks. Thus, detailed effects of the transfer of motor skills between VEs and REs remain controversial. Here, we investigated the transfer of sequential motor learning between VEs and REs conditions. Methods Twenty-seven healthy volunteers performed two types of sequential motor learning tasks; a visually cued button-press task in RE (RE task) and a virtual reaching task in VE (VE task). Participants were randomly assigned to two groups in the task order; the first group was RE task followed by VE task and the second group was VE task followed by RE task. Subsequently, the response time in RE task and VE task was compared between the two groups respectively. Results The results showed that the sequential reaching task in VEs was facilitated after the sequential finger task in REs. Conclusions These findings suggested that the sequential reaching task in VEs can be facilitated by a motor learning task comprising the same sequential finger task in REs, even when a different task is applied.

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“…For the participants who performed only WCT, it was possible that the information was overloaded, and the participants were not able to successfully address their errors ( (Kalyuga, 2011;Wickens, Hutchins, Carolan, & Cumming, 2013). Moreover, combining the two training programs encouraged both motor acquisition and motor adaptation which involved in learning a new movement pattern (Caramiaux, Françoise, Liu, Sanchez, & Bevilacqua, 2020;Magill & Anderson, 2010;Rhein & Vakil, 2018).…”

Section: Discussion Of Studymentioning

confidence: 99%

Effects of 4-week neuromuscular training on contralateral pelvic drop and running economy in recreational female runners

Dokchan

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The purpose of this study was to investigate the effects of 4-weeks neuromuscular training programs on contralateral pelvic drop (CPD) and running economy (RE) in female runners. Thirty-two female runners who experienced CPD volunteered for the study. The study was divided into 2 parts. The first part investigated the effectiveness of four neuromuscular training programs during four weeks. The purpose of the first part was to find which neuromuscular training program was most effective in correcting CPD. The second part examined the retention effects of the four neuromuscular training programs for another four weeks. In this study, the participants were divided into 4 groups of eight participants. The first groups received part correction training (PCT) where the participants received audio and visual feedbacks during step single leg squat (SSLS), while the second group performed whole correction training (WCT) where the participants received audio and visual feedbacks during running. The third group performed part whole correction training (PWCT) where they began the training with SSLS for 2 weeks followed by running for the last two weeks. The last group performed whole part correction training (WPCT) where they began their training by running before SSLS. The participants were assessed for contralateral pelvic drop angle (CPDA) and running economy (RE). CPDA was assessed during stance phase using 3D motion analysis, while RE was assessed using incremental running test. A mixed model ANOVA was performed to investigate the effects among the four neuromuscular trainings. The level of significance was set at 0.05. The results showed that the group x time interaction was statistically significant in CPDA�while no statistical differences were found among four groups in RE.�The comparison of retention effect of neuromuscular training program in study 2 was reassessed for 1 month. The testing procedure was identical to the first study. After 1-month follow up, we found no statistical differences in CPDA within-group of all groups. The results indicated that the participants in all groups were able to modify motor behavior and retain their improved skills after 1-month training Further analysis suggested that WPCT was the most effective program in addressing CPDA�during 4-week training. Moreover, the neuromuscular training program were able to modify the motor behavior and retain skill after 1-month training. �

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Motor sequence learning and the effect of context on transfer from part-to-whole and from whole-to-part

Cited by 4 publications

References 29 publications

Challenges & Issues: Evidence-Based Clinical Skills Teaching and Learning: What Do We Really Know?

Challenges & Issues: Evidence-Based Clinical Skills Teaching and Learning: What Do We Really Know?

Sequential motor learning transfers from real to virtual environment

Effects of 4-week neuromuscular training on contralateral pelvic drop and running economy in recreational female runners

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