Wednesday, 19 October 2011

Learning a co-ordinated Rhythmic movement with task- appropriate co-ordination feedback

Learning a co-ordinated Rhythmic movement with task- appropriate co-ordination feedback
One of the main assumptions made before this experiment was conducted was that when learning to produce a novel movement, people are unable to do it without training. This is explained to be because people are poor at discriminating the perceptual information required to co-ordinate and control the movement, which means people require additional (augmented) feedback to learn the novel task.
· Kelso (1995) stated that people can produce two stable co-ordination patterns without training 0° and 180°. In order to perform other i.e. 90° that pattern has to be learned. #
· Behaviour is said to be organised to the order parameter relative
· 0° and 180° are attractors in this space and in order to learn a new novel co-ordination movement a new attractor has to be created
Perception – action perspective
· This proposes that the phenomena of learning a co – ordinated rhythmic movement emerges from a task dynamic that includes perceptual information as a crucial element (Bingham 2001)
· Learning to produce a novel and unknown movement requires augmented feedback so that the learner knows what they are doing right or wrong
· Visual metronomes and Lissajous figures are used as a way of obtaining feedback; however these methods transform the task so that it no longer is a co-ordination task.
· Both methods show that relative direction is not defined in the feedback display and this alters the process of acquiring a novel co-ordination
· The objective of the task was to describe and test a new method for providing online augmented co-ordination feedback using a neutral colour cue
· Ten participants were split into 2 groups of 5. Group 1 received co-ordination feedback during training, group 2 received no feedback but an equal exposure to the task
· The study concluded that a new method for providing the augmented feedback necessary for learning novel co-ordinated rhythmic movements was developed
· An advantage of this new method is that it doesn’t alter or remove the visual information about the co-ordination task which the other methods do.


  1. Bullet points are a good way to help summarise big chunks of writing, however in this instance I think they make this summary more difficult to follow.
    The objective of the study seems to be in the middle of the summary?
    Is there a lot of relevant information that has not been included to make the summary concise?

  2. I agree with Jamie, that bullet points are the wrong way to go here; your job is to summarise, in your own words, and with the bullet points you're mostly just repeating phrases from my paper. Be warned, that is skating close to plagiarism; you have to do this in your own words.

    You need to identify the key contributions of this paper and discuss them; right now, it's not clear what you want me to know from your summary.

    OK, but work to do!