Emerging evidence suggests that sleep plays a key role in procedural learning, particularly in the continued development of motor skill learning following initial acquisition. We argue that a detailed examination of the time course of performance across sleep on the finger-tapping task, established as the paradigm for studying the effect of sleep on motor learning, will help distinguish a resto...

It is no secret that motor learning benefits from repetition. For example, pianists devote countless hours to performing complicated sequences of key presses, and golfers practice their swings thousands of times to reach a level of proficiency. Interestingly, the subsequent waking and sleeping hours after practice also play important roles in motor learning. During this time, a motor skill can ...

Real-time sonification of human movement (conversion of motion signals into sound) can be used as augmented feedback for motor skill learning. With sonification, motor skills can, in some instances, be learned more quickly and successfully (Sigrist et al., 2013a). The goal of such sonification systems is a permanent (or at least, lasting) improvement in performance at a physical task or skill, ...

This study sought evidence of observational motor learning, a type of learning in which observation of the skilled performance of another person not only facilitates motor skill acquisition but does so by contributing to the formation of effector-specific motor representations. Previous research has indicated that observation of skilled performance engages cognitive processes similar to those o...

objectives: this study investigates the impact of neurofeedback on perceptual-motor skills of 5 to 12 years old children with attention deficit hyperactive disorder (adhd). methods: in this clinical study, 40 children between the ages of 5-12 years, who were patients of the tavanesh clinic and diagnosed with adhd, were randomly chosen and divided into two groups of control and test. 20-neurofee...

The purpose of this study was to assess whether verbal-motor performances deficits exhibited by individuals with Down syndrome limited their ability to acquire gross motor skills when given visual and verbal instruction together and then transferred to either a visual or verbal instructional mode to reproduce the movement. Nine individuals with Down syndrome (6 males, 3 females) performed 3 gro...

Background. Possession of motor skills from an early age by interacting with the outdoor environment has a long-term effect on physical activity. During the COVID-19 pandemic, there has been a restriction to interacting directly with it especially kindergarten students when doing online learning or learning from home due to pandemic health measures. There is a series of literature that reviews ...

Reaching is an important and early emerging motor skill that allows infants to interact with the physical and social world. However, few studies have considered how reaching experiences shape infants' own motor development and their perception of actions performed by others. In the current study, two groups of infants received daily parent guided play sessions over a 2-weeks training period. Us...

Allowing learners to control some aspect of instructional support (e.g., augmented feedback) appears to facilitate motor skill acquisition. No studies, however, have examined self-controlled (SC) video feedback without the provision of additional attentional cueing. The purpose of this study was to extend previous SC research using video feedback about movement form for the basketball set shot ...

We describe an uncontrolled manifold hypothesis, which suggests a particular solution for the notorious problem of motor redundancy. A body of recent experiments supports the uncontrolled manifold hypothesis and shows its ability to discover biological strategies of the coordination of apparently redundant motor systems. The hypothesis and associated computational apparatus have great potential...