Exploring Disturbance as a Force for Good in Motor Learning

Abstract

24 Number of pages: 36 25 Number of Figs: 8 26 Total number of words: 9380 65 removed [3-8]. However, formalised theoretical explanations that can account for 66 these counterintuitive phenomena have proven elusive [9]. This is disappointing 67 because it remains unclear how robotic devices might be best optimised in order to 68 enhance learning (beyond this binary observation of differences between assisting 69 and disturbing forces). The lack of a theoretical framework also makes it difficult to 70 explain formally why assistive forces can be beneficial for individuals with 71 neurological impairment [10], and the absence of a framework is hindering the 72 potential utility of robotic technology in motor training. We propose that a 'Shannon' 73 information theory perspective [11,12] could provide a principled approach to 74 understanding why disruptive forces can be beneficial, and such an account could 75 ultimately inform the development of haptic interventions.

The impact of acoustic stimulation during sleep on memory and sleep architecture: A meta‐analysis

“…This may come as a disappointment for a student looking to cram the night before an exam, but may be a more accurate reflection of the nature of human learning and performance. Potential benefits for processes that require consolidation over longer periods of time (e.g., the implicit acquisition of complex sensorimotor skills; Brookes et al, 2020) are overlooked and require examination through a longer‐term lens. Similarly, individual sensitivity to acoustic stimulation is another factor that requires further examination.…”