The aim of this study is learning to produce a coordinated rhythmic movement (90˚ mean relative phase) using coordination feedback. People cannot produce 90˚ novel movements stably without training. They can only produce two stable movements without training, 0˚ and 180˚. So progression and learning has to occur, in this case coordination feedback is used. A key factor in this study is that feedback should not alter the perceptual information.
10 participants were split into two groups of five. Group 1 (‘Feedback’) received coordination feedback during training; Group 2 (‘No Feedback’) received no feedback. Each group completed the same number of trials.
Baseline and Post-training assessments were taken before the five training sessions. In the five training sessions participants performed ten 20 sec trials with a target mean relative phase of 90˚. When the participant was successfully moving at 90˚ ± error bandwidth colour change was used as feedback. The bandwidth faded in each session from 40˚ to 30˚, 20˚, 15˚ and 10˚. This will drive learning as the participant improves after each bandwidth. A colour change was used as the coordinated feedback because it is said that colour has no affect on movement stability. The No Feedback group also did 50 trials, but with no feedback.
A repeated measures ANOVA was used. The results found that participants who received coordination feedback successfully and significantly improved their ability to maintain 90˚ coordination. The No Feedback group showed no improvement at any mean relative phase. Coordination feedback does not alter or remove the visual information (relative direction). Unlike visual metronomes and Lissajous figures which do alter the perceptual information. The control group in this experiment received practice at 90˚, but no coordination feedback. Learning therefore didn’t occur.
People can not suddenly be able to produce 90˚ movements, they need to practice the movement long enough in order for perceptual learning to occur. This study successfully showed that coordination feedback enhances the learning of 90˚ movements without changing the perceptual information.
Reference
WILSON. A. D., W. SNAPP-CHILDS, R.COATS, G.P.BINGHAM. 2010 Learning a coordinated rhythmic movement with task appropriate coordination feedback. Exp brain research. 205, pp.513-520
Better. A couple of points:
ReplyDeleteBaseline and Post-training assessments were taken before the five training sessions.
You can't do Post-Training sessions before you do training. Proof read what you write for this kind of thing.
When the participant was successfully moving at 90˚ ± error bandwidth colour change was used as feedback. The bandwidth faded in each session from 40˚ to 30˚, 20˚, 15˚ and 10˚.
This is pretty good; a nice efficient summary.
A colour change was used as the coordinated feedback because it is said that colour has no affect on movement stability.
Never say 'because it is said'. This is science; I want to know who said it, and where. You want to say something like 'A colour change was used because colour has been shown to have no effect on movement stability (Mechsner & Knoblich, 2004)."
This is a good summary; now, the final trick! For your dissertation writeup, you don't really need this much detail. I want you to summarise the key findings in 100 words; no bullet points, no shortcuts. Use complete sentences and correct referencing, but stay focused on the key result. This will need you to start from scratch - don't just try to trim this down.