Proportional and nonproportional transfer of movement sequences

Abstract

The ability of spatial transfer to occur in movement sequences is reflected upon in theoretical perspectives, but limited research has been done to verify to what extent spatial characteristics of a sequential learning task occur. Three experiments were designed to determine participants' ability to transfer a learned movement sequence to new spatial locations. A 16-element dynamic arm movement sequence was used in all experiments. The task required participants to move a horizontal lever to sequentially

Specificity in ROM Rehabilitation

“…So once a movement has been learned it can be performed with many variations without having to practise them all. [14][15][16][17] Hence, throwing a ball can be performed in conditions that have never been encountered during the training. Similarly, we can drive an unfamiliar hired car without having to re-learn driving.…”

“…It seems that the various contents of transfer may be generalized but only when they are practised within the same task (within-task and similar). 17,[93][94][95][96] The specificity principle suggests that ROM rehabilitation should be closely tailored to the individual's movement repertoire. 92 Hence, ROM rehabilitation of the hip will differ between a footballer and a dancer.…”

Limits on movement integration in children: The concatenation of trained subsequences into composite sequences as a specific experience-triggered skill

“…Notions such as complexity theory suggest that the learning of complex tasks may not necessarily benefit from experience with sub-elements of the task, and that exposure to a complex but highly organized experience may be superior as a learning experience compared to serial piecemeal experience with subsequences and parts, in generating skill (Cohen & Sekular, 2010;Ebbinghaus, 1913;Goodman, 1986;Hansen, Tremblay, & Elliott, 2005;Naylor & Briggs, 1963;Schmidt & Wrisberg, 2008). Thus, while several studies suggest that learners can consolidate motor sequences that consist of more than 5 elements, given intensive practice (Panzer & Shea, 2008;Park & Shea, 2005;Park, Wilde, & Shea, 2004;Sakai et al, 2003;Wilde & Shea, 2006), there is evidence supporting the notion that motor learning is faster when chunks of previous movement sequences can be incorporated into new ones (Sakai et al, 2003).…”

A new method to evaluate order and accuracy of inaccurately and incompletely reproduced movement sequences

“…Inaccurate pointing reproductions are also expected when imitation learning of sequential movements is examined in patients with movement disorders (cerebellar lesions) or memory impairments (hippocampal lesions). Studies focusing on the theoretical issue of how metrical and order information is acquired have focused on stimulus-guided learning (Ghilardi et al, 2009;Wilde & Shea, 2006). Investigating the frequency of order errors during the early phase of imitation learning may give further insight into these theoretical issues.…”

“…Many paradigms to investigate movement sequences have emerged in the past decades. In these paradigms, subjects are either challenged to reproduce short sequences by saccadic eye movements or button presses (Ditterich, Eggert, & Straube, 1998;Sternberg, Monsell, Knoll, & Wright, 1978), or long sequences that are trained as reactive movements to visible stimuli and become internally generated after learning (Ghilardi, Moisello, Silvestri, Ghez, & Krakauer, 2009;Hikosaka, Rand, Miyachi, & Miyashita, 1995;Wilde & Shea, 2006). These paradigms can be divided into imitation learning, where a stimulus is presented and imitated after presentation, and stimulus-guided learning, where the reproduction occurs concurrent with the presentation.…”