Learning a coordinated rhythmic movement with task-appropriate coordination feedback.
A common perception-action learning task is to teach participants to produce a novel coordinated rhythmic movement, e.g. 90 degrees mean relative phase. As a general rule, people cannot produce these novel movements stably without training. This is because they are extremely poor at discriminating the perceptual information required to coordinate and control the movement, which means people require additional (augmented) feedback to learn the novel task. Extant methods (e.g. visual metronomes, Lissajous figures) work, but all involve transforming the perceptual information about the task and thus altering the perception-action task dynamic being studied. We describe and test a new method for providing online augmented coordination feedback using a neutral colour cue. This does not alter the perceptual information or the overall task dynamic, and an experiment confirms that (a) feedback is required for learning a novel coordination and (b) the new feedback method provides the necessary assistance. This task-appropriate augmented feedback therefore allows us to study the process of learning while preserving the perceptual information that constitutes a key part of the task dynamic being studied. This method is inspired by and supports a fully perception-action approach to coordinated rhythmic movement.
Wilson
Andrew D
AD
Centre for Sport and Exercise Sciences, Institute of Membrane and Systems Biology, University of Leeds, Leeds, LS2 9JT, UK. A.D.Wilson@leeds.ac.uk
Snapp-Childs
Winona
W
Coats
Rachel
R
Bingham
Geoffrey P
GP
D000293:Adolescent; D000328:Adult; D056228:Feedback, Sensory / Q000502:physiology*; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D010507:Periodicity; D010775:Photic Stimulation / Q000379:methods*; D011597:Psychomotor Performance / Q000502:physiology*; D055815:Young Adult