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The effect of haptic cues on motor and perceptual based implicit sequence learning.

Kim D, Johnson BJ, Gillespie RB, Seidler RD - Front Hum Neurosci (2014)

Bottom Line: We introduced haptic cues to the serial reaction time (SRT) sequence learning task alongside the standard visual cues to assess the relative contributions of visual and haptic stimuli to the formation of motor and perceptual memories.We adopted the experimental protocol developed by Willingham (1999) to explore whether haptic cues contribute differently than visual cues to the balance of motor and perceptual learning.We found that sequence learning occurs with haptic stimuli as well as with visual stimuli and we found that irrespective of the stimuli (visual or haptic) the SRT task leads to a greater amount of motor learning than perceptual learning.

View Article: PubMed Central - PubMed

Affiliation: HaptiX Laboratory, Department of Mechanical Engineering, University of Michigan, Ann Arbor MI, USA.

ABSTRACT
We introduced haptic cues to the serial reaction time (SRT) sequence learning task alongside the standard visual cues to assess the relative contributions of visual and haptic stimuli to the formation of motor and perceptual memories. We used motorized keys to deliver brief pulse-like displacements to the resting fingers, expecting that the proximity and similarity of these cues to the subsequent response motor actions (finger-activated key-presses) would strengthen the motor memory trace in particular. We adopted the experimental protocol developed by Willingham (1999) to explore whether haptic cues contribute differently than visual cues to the balance of motor and perceptual learning. We found that sequence learning occurs with haptic stimuli as well as with visual stimuli and we found that irrespective of the stimuli (visual or haptic) the SRT task leads to a greater amount of motor learning than perceptual learning.

No MeSH data available.


Mean by group and subgroup of individual error rates for the training phase (blocks 1–10) and transfer phase (blocks 11–14). Error bars are ± 1 standard error of the mean. R and S stand for pseudorandom and sequenced stimuli, respectively.
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Figure 4: Mean by group and subgroup of individual error rates for the training phase (blocks 1–10) and transfer phase (blocks 11–14). Error bars are ± 1 standard error of the mean. R and S stand for pseudorandom and sequenced stimuli, respectively.

Mentions: Error rates also improved with practice. Figure 4 displays the means of individual error rates computed for both the visual and haptic groups in the training phase and for each of the four subgroups in the transfer phase. During blocks 2–8, downward or plateau trends in error rate appeared for the visual and haptic groups. As expected, increases in error rate were exhibited at pseudorandom block 9 in comparison with the surrounding blocks for each group. During the transfer phase, decreases in error rate occurred at sequence block 13 for all subgroups other than the visual-motor subgroup.


The effect of haptic cues on motor and perceptual based implicit sequence learning.

Kim D, Johnson BJ, Gillespie RB, Seidler RD - Front Hum Neurosci (2014)

Mean by group and subgroup of individual error rates for the training phase (blocks 1–10) and transfer phase (blocks 11–14). Error bars are ± 1 standard error of the mean. R and S stand for pseudorandom and sequenced stimuli, respectively.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC3975096&req=5

Figure 4: Mean by group and subgroup of individual error rates for the training phase (blocks 1–10) and transfer phase (blocks 11–14). Error bars are ± 1 standard error of the mean. R and S stand for pseudorandom and sequenced stimuli, respectively.
Mentions: Error rates also improved with practice. Figure 4 displays the means of individual error rates computed for both the visual and haptic groups in the training phase and for each of the four subgroups in the transfer phase. During blocks 2–8, downward or plateau trends in error rate appeared for the visual and haptic groups. As expected, increases in error rate were exhibited at pseudorandom block 9 in comparison with the surrounding blocks for each group. During the transfer phase, decreases in error rate occurred at sequence block 13 for all subgroups other than the visual-motor subgroup.

Bottom Line: We introduced haptic cues to the serial reaction time (SRT) sequence learning task alongside the standard visual cues to assess the relative contributions of visual and haptic stimuli to the formation of motor and perceptual memories.We adopted the experimental protocol developed by Willingham (1999) to explore whether haptic cues contribute differently than visual cues to the balance of motor and perceptual learning.We found that sequence learning occurs with haptic stimuli as well as with visual stimuli and we found that irrespective of the stimuli (visual or haptic) the SRT task leads to a greater amount of motor learning than perceptual learning.

View Article: PubMed Central - PubMed

Affiliation: HaptiX Laboratory, Department of Mechanical Engineering, University of Michigan, Ann Arbor MI, USA.

ABSTRACT
We introduced haptic cues to the serial reaction time (SRT) sequence learning task alongside the standard visual cues to assess the relative contributions of visual and haptic stimuli to the formation of motor and perceptual memories. We used motorized keys to deliver brief pulse-like displacements to the resting fingers, expecting that the proximity and similarity of these cues to the subsequent response motor actions (finger-activated key-presses) would strengthen the motor memory trace in particular. We adopted the experimental protocol developed by Willingham (1999) to explore whether haptic cues contribute differently than visual cues to the balance of motor and perceptual learning. We found that sequence learning occurs with haptic stimuli as well as with visual stimuli and we found that irrespective of the stimuli (visual or haptic) the SRT task leads to a greater amount of motor learning than perceptual learning.

No MeSH data available.