It has been shown before that sensorimotor adaptation to rotated vision is more generalized when subjects point at eight, rather than at four or less targets. Here we evaluate whether an even more variable practice has additional benefits. One group of subjects pointed at eight targets, and another group executed unconstrained arm movements throughout the workspace. We found no advantage of the latter group with respect to adaptive progress, persistence of adaptation without visual feedback, or transfer of adaptation to a new motor task. We therefore concluded that eight targets are sufficient to yield generalized adaptation. To determine the role of declarative knowledge for sensorimotor adaptation, subjects from both above groups were questioned regarding the nature of the distortion after they completed the experiment. We found that correct responders showed better adaptive progress, more persistence, but the same transfer as incorrect responders. We therefore concluded that the benefit of declarative knowledge is task-specific and short-lived, and is therefore probably related to strategic control rather than to an adaptive recalibration of the sensorimotor system.
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http://dx.doi.org/10.1007/s00221-007-0925-0 | DOI Listing |
Hum Brain Mapp
February 2025
Neuroscience and Neuroengineering Research Laboratory, Biomedical Engineering Department, School of Electrical Engineering, Iran University of Science and Technology (IUST), Tehran, Iran.
Implicit motor learning involves the acquisition and consolidation of motor skills without conscious awareness, influenced by various factors. Punishment and reward have been identified as significant modulators during training, impacting skill acquisition differently. Additionally, the role of a second declarative task in offline consolidation has been explored, affecting both stabilization and enhancement processes during wake and sleep periods.
View Article and Find Full Text PDFNPJ Sci Learn
January 2025
Department of Neurotechnology, Medical Faculty, Ruhr-University Bochum, Universitaetsstrasse 150, Bochum, 44801, Germany.
New information that is compatible with pre-existing knowledge can be learned faster. Such schema memory effect has been reported in declarative memory and in explicit motor sequence learning (MSL). Here, we investigated if sequences of key presses that were compatible to previously trained ones, could be learned faster in an implicit MSL task.
View Article and Find Full Text PDFCan Med Educ J
December 2024
Department of Physical Medicine and Rehabilitation, Queen's University, Ontario, Canada.
Background: Resident-focused curricula that support competency acquisition in concussion care are currently lacking. We sought to fill this gap by developing and evaluating Spiral Integrated Curricula (SIC) using the cognitive constructivism paradigm and the Utilization-Focused Evaluation (UFE) framework. The evidence-based curricula consisted of academic half-days (AHDs) and clinics for first- and second-year family medicine residents.
View Article and Find Full Text PDFNutrients
December 2024
Department of Food Market and Consumer Research, Institute of Human Nutrition Sciences, Warsaw University of Life Sciences (SGGW-WULS), 159C Nowoursynowska Street, 02-776 Warsaw, Poland.
Nutrition knowledge may be translated into adequate dietary intake and proper eating habits, so adolescent education programs focusing on improving eating habits and nutrition knowledge are needed. The aim of the cross-sectional study with pair-matched controls was to assess the Consumer Nutrition Knowledge Scale (CoNKS) results and its determinants after one year of intervention in a national extracurricular athletics program within a pair-matched sample of Polish adolescents. The #goathletics Study evaluated a Polish national extracurricular athletics program, 'Athletics for all', being a voluntary and free-of-charge physical activity program organized by the Polish Athletics Association.
View Article and Find Full Text PDFFront Sports Act Living
December 2024
Instituto Universitario de Educación Física, Universidad de Antioquia UdeA, Medellín, Colombia.
Introduction: The purpose of this study was to explore the implications of the in-field implementation of a teaching strategy that promotes critical thinking (TPCT) on tactical ability, declarative, and procedural knowledge. The TPCT is grounded in socio-constructivist theory and aims to enhance players' analytical skills through inquiry, problem-solving, and observation. By emphasizing the socio-constructivist approach, the program fosters skills such as interpretation, analysis, inference, evaluation, explanation, and self-regulation, encouraging players' active participation in questioning and collaborative problem-solving activities.
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