Organization and learning of visual-motor information during different orders of limb movement: step, velocity, acceleration.
Theoretical use of the tracking paradigm as a means of understanding perceptual-motor organization has been influenced by ambiguous assumptions concerning the relation of time orders of force production to the learning and performance of time orders of limb movement. This study provides both a conceptual framework for clarifying these assumptions, and empirical data for testing them. The independent variables were (a) target motion (step, velocity, acceleration); (b) stick loading (elasticity, damping, mass); and (c) practice. The dependent variables were absolute terror for step and time-integrated squared error for velocity and acceleration. The hypothesis was that proficiency of tracking is inversely related to mathematical complexity of reactive forces, within constraints imposed by familiarity with required types of transfer functions. Five subjects were assigned to track one type of target motion in each of the three loading conditions, respectively. Cursor-present "training" trials were alternated with cursor-absent "test" trials. Thereby, a premium was placed on attention to proprioceptive feedback, at least at the start of training. The hypothesis could not be rejected.
D000328:Adult; D004192:Discrimination, Psychological; D005260:Female; D006801:Humans; D007699:Kinesthesis; D008297:Male; D009048:Motor Skills; D011214:Practice, Psychological; D011434:Proprioception; D011601:Psychophysics; D014163:Transfer, Psychology; D014796:Visual Perception