Objective: This study examined the interaction of gait-synchronized vibrotactile cues with an active ankle exoskeleton that provides plantarflexion assistance.
Background: An exoskeleton that augments gait may support collaboration through feedback to the user about the state of the exoskeleton or characteristics of the task.
Methods: Participants ( = 16) were provided combinations of torque assistance and vibrotactile cues at pre-specified time points in late swing and early stance while walking on a self-paced treadmill. Participants were either given explicit instructions ( = 8) or were allowed to freely interpret (N=8) how to coordinate with cues.
Results: For the free interpretation group, the data support an 8% increase in stride length and 14% increase in speed with exoskeleton torque across cue timing, as well as a 5% increase in stride length and 7% increase in speed with only vibrotactile cues. When given explicit instructions, participants modulated speed according to cue timing-increasing speed by 17% at cues in late swing and decreasing speed 11% at cues in early stance compared to no cue when exoskeleton torque was off. When torque was on, participants with explicit instructions had reduced changes in speed.
Conclusion: These findings support that the presence of torque mitigates how cues were used and highlights the importance of explicit instructions for haptic cuing. Interpreting cues while walking with an exoskeleton may increase cognitive load, influencing overall human-exoskeleton performance for novice users.
Application: Interactions between haptic feedback and exoskeleton use during gait can inform future feedback designs to support coordination between users and exoskeletons.
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http://dx.doi.org/10.1177/00187208221113625 | DOI Listing |
J Chem Educ
January 2025
C. Eugene Bennett Department of Chemistry, West Virginia University, Morgantown, West Virginia 26506, United States.
Explicit metacognitive interventions in undergraduate chemistry courses have been shown to improve student outcomes. Less studied have been the outcomes of students who implicitly and frequently practice metacognition and the resultant effects on the student-instructor relationship. In this project set within a large enrollment introductory chemistry course, we elevated student voice and enhanced student-instructor communication through weekly metacognitive reporting to study the characteristics of reporting students and their perceptions of the effects of metacognitive reporting.
View Article and Find Full Text PDFInt J Radiat Oncol Biol Phys
January 2025
Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Houston, USA.
Purpose: Osteoradionecrosis of the jaw (ORNJ) is a severe iatrogenic disease characterized by bone death after radiation therapy (RT) to the head and neck. With over 9 published definitions and at least 16 classification systems, the true incidence and severity of ORNJ are obscured by lack of a standard for disease definition and severity assessment, leading to inaccurate estimation of incidence, reporting ambiguity, and likely under-diagnosis worldwide. This study aimed to achieve consensus on an explicit definition and phenotype of ORNJ and related precursor states through data standardization to facilitate effective diagnosis, monitoring, and multidisciplinary management of ORNJ.
View Article and Find Full Text PDFAnn Dyslexia
January 2025
Developmental and Educational Psychology Department, Universidad de Granada, Granada, Spain.
Recent research suggests that performance on Statistical Learning (SL) tasks may be lower in children with dyslexia in deep orthographies such as English. However, it is debated whether the observed difficulties may vary depending on the modality and stimulus of the task, opening a broad discussion about whether SL is a domain-general or domain-specific construct. Besides, little is known about SL in children with dyslexia who learn transparent orthographies, where the transparency of grapheme-phoneme correspondences might reduce the reliance on implicit learning processes.
View Article and Find Full Text PDFPLoS One
January 2025
Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands.
Anti-bias interventions do not always have the intended results and can even backfire. In light of research on the psychology of morality, we examined whether confronting people with evidence of their own (group's) bias causes a (psychophysiological) threat response, and how to overcome this. We focused on an intervention addressing gender bias in teacher evaluations.
View Article and Find Full Text PDFJ Healthc Manag
January 2025
Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland.
Goal: This study aimed to compare the value of tax exemptions and community benefits across various nonprofit hospitals and show how hospital and geographical characteristics can explain the values.
Methods: Data from 2017 to 2021 Internal Revenue Service Form 990s were used to evaluate 17 types of community benefits in nonprofit hospitals and assess six categories of tax benefits. Descriptive analyses compared charity care, community benefits, and estimated tax exemptions among nonprofit hospitals while considering variations in teaching status, location (rurality), and US region.
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