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Using Multivariate Statistics

The organization of behavior: A neuropsychological theory

The Quark and the Jaguar

/pdf/auditory-neuroscience-making-sense-of-sound-jc1v35mjav.pdf

Auditory Neuroscience: Making Sense of Sound

What are the principles underlying effective neurorehabilitation? The aim of neurorehabilitation is to exploit interventions based on human and animal studies about learning and adaptation, as well as to show that the activation of experience-dependent neuronal plasticity augments functional recovery after stroke. Instead of teaching compensatory strategies that do not reduce impairment but allow the patient to return home as soon as possible, functional recovery might be more sustainable as it ensures a long-term reduction in impairment and an improvement in quality of life. At the same time, neurorehabilitation permits the scientific community to collect valuable data, which allows inferring about the principles of brain organization. Hence neuroscience sheds light on the mechanisms of learning new functions or relearning lost ones. However, current rehabilitation methods lack the exact operationalization of evidence gained from skill learning literature, leading to an urgent need to bridge motor learning theory and present clinical work in order to identify a set of ingredients and practical applications that could guide future interventions. This work aims to unify the neuroscientific literature relevant to the recovery process and rehabilitation practice in order to provide a synthesis of the principles that constitute an effective neurorehabilitation approach. Previous attempts to achieve this goal either focused on a subset of principles or did not link clinical application to the principles of motor learning and recovery. We identified 15 principles of motor learning based on existing literature: massed practice, spaced practice, dosage, task-specific practice, goal-oriented practice, variable practice, increasing difficulty, multisensory stimulation, rhythmic cueing, explicit feedback/knowledge of results, implicit feedback/knowledge of performance, modulate effector selection, action observation/embodied practice, motor imagery, and social interaction. We comment on trials that successfully implemented these principles and report evidence from experiments with healthy individuals as well as clinical work.

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Principles of Neurorehabilitation After Stroke Based on Motor Learning and Brain Plasticity Mechanisms.

/pdf/analise-da-assimetria-nos-padroes-fundamentais-arremessar-e-270zuzad7j.pdf

Análise da assimetria nos padrões fundamentais arremessar e chutar em crianças

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Comparação do tempo de reação entre atletas de Basquetebol, Ginástica Artística e não atletas

Motor competence in fundamental motor skills and sport skill learning: Testing the proficiency barrier hypothesis.

The temporal locus of the Knowledge of Results (KR) is composed by three intervals: pre KR, post-KR, and inter trial interval. A problem regarding this topic is that the manipulation of one interval implies in changing the others, suggesting that the intervals may be combined for analysis. The present study investigated the effects of temporal locus of the KR in the motor skills acquisition. A manual positioning task consisting of the transport of three tennis balls between six containers in a specific sequence and time was used. The apparatus was comprised of a platform with six containers and a central controller connected to a computer. An acquisition phase of 30 trials using the 4-2/5-3/6-1 sequence and a 3,000 msec target time was allowed. The immediate transfer tests and the delayed transfer tests were performed ten minutes and twenty four hours after the completion of the acquisition phase, respectively. Both tests were preceded by 15 practice trials in a previously unknown movement sequence (6-1/5-3/4-2) and target time (4,000 msec.) without any KR. Ninety undergraduate students were allocated into nine groups (n = 10). Three groups had a four-second interval between trials; three groups had an eight-second intertrial interval; the reaming three groups had a sixteen-second intertrial interval. All groups had distinct pre and post-KR intervals. The results showed that smaller intertrial intervals resulted in better testing performance. It suggests that the time for information processing should not be long, as it increases both the attention and memory demands.

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Efeitos dos intervalos de tempo de apresentação de conhecimento de resultados (CR) na aquisição de habilidades motoras

Purpose. In this study, we investigated the effects of the distribution of practice (distributed vs. massed) on the learning of a coincident timing task by young and older adults. Methods. Sixteen young adults and sixteen older adults were subdivided into distributed and massed practice groups. The participants completed a coincident timing task that consisted in touching five sensors in sequence under a time constraint in two learning phases: acquisition and transfer. Results. There were no performance differences between the groups in the acquisition phase. However, older adults in the massed practice group featured the poorest performance in the transfer test. No differences were found among the other groups. Conclusions. Older adults are more receptive to distribution practice as massed practice was found to lead to poorer learning. comparisons of learning effectiveness between young and older adults are dependent on the adopted intra-session intervals. In addition, the conflicting results on distribution of practice may be related to subject–task interactions.

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Herbert Ugrinowitsch

Papers

Análise da assimetria nos padrões fundamentais arremessar e chutar em crianças

Comparação do tempo de reação entre atletas de Basquetebol, Ginástica Artística e não atletas

Motor competence in fundamental motor skills and sport skill learning: Testing the proficiency barrier hypothesis.

Efeitos dos intervalos de tempo de apresentação de conhecimento de resultados (CR) na aquisição de habilidades motoras

Distribution of Practice Effects on Older and Younger Adults’ Motor-Skill Learning Ability