The Effects of Different Motor Teaching Strategies on Learning a Complex Motor Task.

During the learning of a new sensorimotor task, individuals are usually provided with instructional stimuli and relevant information about the target task. The inclusion of haptic devices in the study of this kind of learning has greatly helped in the understanding of how an individual can improve or acquire new skills. However, the way in which the information and stimuli are delivered has not been extensively explored. We have designed a challenging task with nonintuitive visuomotor perturbation that allows us to apply and compare different motor strategies to study the teaching process and to avoid the interference of previous knowledge present in the naïve subjects. Three subject groups participated in our experiment, where the learning by repetition without assistance, learning by repetition with assistance, and task Segmentation Learning techniques were performed with a haptic robot. Our results show that all the groups were able to successfully complete the task and that the subjects' performance during training and evaluation was not affected by modifying the teaching strategy. Nevertheless, our results indicate that the presented task design is useful for the study of sensorimotor teaching and that the presented metrics are suitable for exploring the evolution of the accuracy and precision during learning.

Skill Learning and Skill Transfer Mediated by Cooperative Haptic Interaction.

It is known that physical coupling between two subjects may be advantageous in joint tasks. However, little is known about how two people mutually exchange information to exploit the coupling. Therefore, we adopted a reversed, novel perspective to the standard one that focuses on the ability of physically coupled subjects to adapt to cooperative contexts that require negotiating a common plan: we investigated how training in pairs on a novel task affects the development of motor skills of each of the interacting partners. The task involved reaching movements in an unstable dynamic environment using a bilateral non-linear elastic tool that could be used bimanually or dyadically. The main result is that training with an expert leads to the greatest performance in the joint task. However, the performance in the individual test is strongly affected by the initial skill level of the partner. Moreover, practicing with a peer rather than an expert appears to be more advantageous for a naive; and motor skills can be transferred to a bimanual context, after training with an expert, only if the non-expert subject had prior experience of the dynamics of the novel task.

Dealing with instability in bimanual and collaborative tasks.

In the context of unstable tasks, whenever the dynamics of the interaction are unknown, our ability to control an object depends on the predictability of the sensory feedback generated from the physical coupling at the interface with the object. In the case of physical human-human interaction, the haptic sensory feedback plays a primary role in the construction of a shared motor plan, being the channel for the mutual sharing of intentions. The present work addresses the issue of strategy selection in contexts in which instability is arising both from the environment, i.e. controlling a compliant object subject to nonlinear forces, and from the interaction with a partner, i.e. carrying out a bimanual balancing task in the presence of disturbing force-fields.