Motor Learning and Motor Control Mechanisms in an Haptic Dyad

The word \u201cdyad\u201d defines the interaction between two human or cybernetic organisms. During such interaction, there is an organized flow of information between the two elements of the dyad, in a fully bidirectional manner. With this mutual knowledge they are able to understand the actual state of the dyad as well as the previous states and, in some cases, to predict a response for possible scenarios. In the studies presented in this thesis we aim to understand the kind of information exchanged during dyadic interaction and the way this information is communicated from one individual to another not only in a purely dyadic context but also in a more general social sense, namely dissemination of knowledge via physical and non-physical interpersonal interactions. More specifically, the focus of the experimental activities will be on motor learning and motor control mechanisms, in the general context of embodied motor cognition. Solving a task promotes the creation of an internal representation of the dynamical characteristics of the working environment. An understanding of the environmental characteristics allows the subjects to become proficient in such task. We also intended to evaluate the application of such a model when it is created and applied under different conditions and using different body parts. For example, we investigated how human subjects can generalize the acquired model of a certain task, carried out by means of the wrist, in the sense of mapping the skill from the distal degrees of freedom of the wrist to the proximal degrees of freedom of the arm (elbow & shoulder), under the same dynamical conditions. In the same line of reasoning, namely that individuals solving a certain task need to develop an internal model of the environment, we investigated in which manner different skill levels of the two partners of a dyad interfere with the overall learning/training process. It is known indeed that internal models are essential for allowing dyadic member to apply different motor control strategies for completing the task. Previous studies have shown that the internal model created in a solo performance can be shared and exploited in a dyadic collaboration to solve the same task. In our study we went a step forward by demonstrating that learning an unstable task in a dyad propitiates the creation of a shared internal model of the task, which includes the representation of the mutual forces applied by the partners. Thus when the partners in the dyad have different knowledge levels of the task, the representation created by the less proficient partner can be mistaken since it may include the proficient partner as part of the dynamical conditions of the task instead of as the assistance helping him to complete the experiments. For this reason we implemented a dyadic learning protocol that allows the na\uefve subject to explore and create an accurate internal model, while exploiting, at the same time, the advantage of working with an skilled partner

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

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