Dealing with instability in bimanual and collaborative tasks

Santis, Dalia De; Mireles, Edwin Johnatan Avila; Squeri, Valentina; Morasso, Pietro; Zenzeri, Jacopo

doi:10.1109/embc.2015.7318635

Cited by 5 publications

(6 citation statements)

References 12 publications

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“…In previous studies [14], [15] we investigated the stabilization strategies and the strategy-switching mechanisms involved by this kind of experimental setup in the case of bimanual, solo operation. In a following study [16] we presented some preliminary results of a dyadic operation in the same setup.…”

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confidence: 99%

Skill Learning and Skill Transfer Mediated by Cooperative Haptic Interaction

Mireles

Zenzeri

Squeri

et al. 2017

IEEE Trans. Neural Syst. Rehabil. Eng.

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It is known that physical coupling between two subjects may be advantageous in joint tasks. However, little is known about how two people mutually exchange information to exploit the coupling. Therefore, we adopted a reversed, novel perspective to the standard one that focuses on the ability of physically coupled subjects to adapt to cooperative contexts that require negotiating a common plan: we investigated how training in pairs on a novel task affects the development of motor skills of each of the interacting partners. The task involved reaching movements in an unstable dynamic environment using a bilateral non-linear elastic tool that could be used bimanually or dyadically. The main result is that training with an expert leads to the greatest performance in the joint task. However, the performance in the individual test is strongly affected by the initial skill level of the partner. Moreover, practicing with a peer rather than an expert appears to be more advantageous for a naive; and motor skills can be transferred to a bimanual context, after training with an expert, only if the non-expert subject had prior experience of the dynamics of the novel task.

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confidence: 99%

Skill Learning and Skill Transfer Mediated by Cooperative Haptic Interaction

Mireles

Zenzeri

Squeri

et al. 2017

IEEE Trans. Neural Syst. Rehabil. Eng.

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“…Skill learning relies on exploration of unknown dynamics within the interacting environment such as partner or environmental dynamics. Recent studies 7,9,15,16 have examined the issue of 'dual instability' due to partner or environmental dynamics by employing both haptic and visual feedback. The originality of this study is that it explores the principle of skill learning through 'solely' haptic interaction under unknown dynamics.…”

Section: Discussionmentioning

confidence: 99%

“…It is important to note that skill learning relies on learning unknown dynamics within the interaction, such as partner or environmental dynamics. For instance, in a dyadic reaching task, a learner makes an attempt to explore the unknown dynamics 7,15 (e.g. feeling the force from the interaction with a partner in the presence of external force fields in the environment), which would result in skill learning.…”

Section: Introductionmentioning

confidence: 99%

“…The subjects did not share the same virtual environment, and the experimental task was not a cooperative task, so it still remains unclear whether two participants under the cooperative task can work better. Second, Morasso's research team 7,15 employed a reaching task in which both of two participants see their own cursor and joint cursor on display. Visual information on cursor positions enable participants to learn the partner dynamics and the environmental dynamics affecting the joint cursor.…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, some studies 20,21 indicated that pure haptic feedback is more effective in order to prevent the loss of attention. Haptic feedback is considered as a channel between two interacting people to negotiate their intentions mutually 15,22,23 . Previous studies 9,16 emphasized the importance of adaptation to partner's behaviour on skill learning through the interaction with someone.…”

Section: Introductionmentioning

confidence: 99%

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Simultaneous Learning against to Sequential Learning via Haptic Interaction

Saracbasi,

Harwin,

Kondo

et al. 2023

Preprint

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From a parent assisting to their child to use a spoon, to a physical therapist helping stroke patients to relearn walking, haptic assistance via haptic feedback plays an important role in skill learning. It is known that skill learning is associated with learning unknown dynamics within the interaction. For instance, while learning skills with a new partner under unknown environmental dynamics, humans are specifically exposed to two unknown dynamics: partner dynamics and environmental dynamics. Although recent studies have focused on skill learning mostly through adaptation to environmental dynamics or partner dynamics, much less is known about ’dual instability’. Is it possible to deal with dual instability? We developed a new paradigm in which we asked paired participants to control the joint cursor, representing the interaction dynamics e.g. partner, own self and environment. Note that the haptic device controls the joint cursor through two springs connected to cursors controlled by the paired participants, however, only the joint cursor was made visible. As the environmental dynamics exert the forces on the joint cursor, dual instability for the participants was realised. Under the cooperative task, we assessed whether one can learn to bring the joint cursor to the target with a partner. We examined skill learning under four conditions: (1) cooperative sequential learning, (2) simultaneous learning of partner and environmental dynamics, (3) individual sequential learning, (4) individual learning. Skill learning were quantified using time to target, trajectory smoothness and force. Experimental results suggested that if two-people interact actively (i.e. move the joint cursor together), there could be a separation of dual dynamics, which result in skill learning. The order of the unknown dynamics is not matter (e.g. sequential or simultaneous). There could be skill learning even though exposed to the most difficult condition, in simultaneous learning.

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Improving motor skill transfer during dyadic robot training through the modulation of the expert role

Galofaro

Morasso

Zenzeri

2017

2017 International Conference on Rehabilitation Robotics (ICORR)

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In daily life it is necessary to learn skills that can be applied in different tasks and different contexts. Usually these skills are acquired by observation or by direct physical training with another expert person. The critical point is to know which is the best possible way to achieve this knowledge acquisition. In this work we have proposed a collaborative environment where subjects with different levels of expertise have to interact through the use of a robotic platform. A motor skill learning algorithm has been designed in order to allow the less skilled subjects-naïves-to explore the virtual environment and to exploit the advantages of working with a skilled partner. Results show that the correct trade - off between exploration and exploitation, provided by the implemented algorithm applied during the dyadic training, allows a group of naive subjects to learn the task and generalize better the acquired skills respect to subjects trained without the proposed algorithm.

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Dealing with instability in bimanual and collaborative tasks

Cited by 5 publications

References 12 publications

Skill Learning and Skill Transfer Mediated by Cooperative Haptic Interaction

Skill Learning and Skill Transfer Mediated by Cooperative Haptic Interaction

Simultaneous Learning against to Sequential Learning via Haptic Interaction

Improving motor skill transfer during dyadic robot training through the modulation of the expert role

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