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Articoli di riviste sul tema "Motor learning"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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1

Yun, Jung-Eun. "Understanding motor learning processing and motor strategies on motor skill learning." Korean Journal of Sports Science 31, no. 5 (2022): 389–402. http://dx.doi.org/10.35159/kjss.2022.10.31.5.389.

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2

NAKAMURA, RYUICHI. "Motor Learning." Journal of exercise physiology 9, no. 3 (1994): 149–56. http://dx.doi.org/10.1589/rika1986.9.149.

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3

Plisk, Steven Scott. "Motor Learning." Strength and Conditioning Journal 24, no. 3 (2002): 77. http://dx.doi.org/10.1519/00126548-200206000-00020.

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4

Halsband, Ulrike, and Hans-Joachim Freund. "Motor learning." Current Opinion in Neurobiology 3, no. 6 (1993): 940–49. http://dx.doi.org/10.1016/0959-4388(93)90166-v.

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5

Wolpert, Daniel M., and J. Randall Flanagan. "Motor learning." Current Biology 20, no. 11 (2010): R467—R472. http://dx.doi.org/10.1016/j.cub.2010.04.035.

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6

Krakauer, John W., Alkis M. Hadjiosif, Jing Xu, Aaron L. Wong, and Adrian M. Haith. "Motor Learning." Comprehensive Physiology 9, no. 2 (2019): 613–63. https://doi.org/10.1002/j.2040-4603.2019.tb00069.x.

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Abstract (sommario):

ABSTRACTMotor learning encompasses a wide range of phenomena, ranging from relatively low‐level mechanisms for maintaining calibration of our movements, to making high‐level cognitive decisions about how to act in a novel situation. We survey the major existing approaches to characterizing motor learning at both the behavioral and neural level. In particular, we critically review two long‐standing paradigms used in motor learning research—adaptation and sequence learning. We discuss the extent to which these paradigms can be considered models of motor skill acquisition, defined as the incremen

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7

Turner, Mark. "Motor Learning Research." Update: Applications of Research in Music Education 16, no. 2 (1998): 12–16. http://dx.doi.org/10.1177/875512339801600204.

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8

Schenck, Wolfram. "Kinematic motor learning." Connection Science 23, no. 4 (2011): 239–83. http://dx.doi.org/10.1080/09540091.2011.625077.

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9

Miall, Chris. "Modular motor learning." Trends in Cognitive Sciences 6, no. 1 (2002): 1–3. http://dx.doi.org/10.1016/s1364-6613(00)01822-2.

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10

Tse, Diane, and Sandi Spaulding. "Review of Motor Control and Motor Learning." Physical & Occupational Therapy In Geriatrics 15, no. 3 (1998): 19–38. http://dx.doi.org/10.1300/j148v15n03_02.

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11

Tse, Diane W., and Sandi J. Spaulding. "Review of Motor Control and Motor Learning." Physical & Occupational Therapy In Geriatrics 15, no. 3 (1998): 19–38. http://dx.doi.org/10.1080/j148v15n03_02.

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12

Seidler, Rachael D. "Multiple Motor Learning Experiences Enhance Motor Adaptability." Journal of Cognitive Neuroscience 16, no. 1 (2004): 65–73. http://dx.doi.org/10.1162/089892904322755566.

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Traditional motor learning theory emphasizes that skill learning is specific to the context and task performed. Recent data suggest, however, that subjects exposed to a variety of motor learning paradigms may be able to acquire general, transferable knowledge about skill learning processes. I tested this idea by having subjects learn five different motor tasks, three that were similar to each other and two that were not related. A group of experimental subjects first performed a joystick-aiming task requiring adaptation to three different visuomotor rotations, with a return to the null conditi

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13

Garcia, Clersida, and Luis Garcia. "A Motor-Development and Motor-Learning Perspective." Journal of Physical Education, Recreation & Dance 77, no. 8 (2006): 31–33. http://dx.doi.org/10.1080/07303084.2006.10597923.

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14

Missitzi, Julia, Reinhard Gentner, Angelica Misitzi, et al. "Heritability of motor control and motor learning." Physiological Reports 1, no. 7 (2013): e00188. http://dx.doi.org/10.1002/phy2.188.

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15

Krasnow, Donna. "Motor Learning and Motor Control in Dance." Journal of Dance Medicine & Science 11, no. 3 (2007): 69. http://dx.doi.org/10.1177/1089313x0701100301.

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16

Fecteau, Jillian H., Pieter Roelfsema, Chris I. De Zeeuw, and Stavroula Kousta. "Perceptual learning, motor learning, and automaticity." Trends in Cognitive Sciences 14, no. 1 (2010): 1. http://dx.doi.org/10.1016/j.tics.2009.11.003.

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17

TANI, HIROAKI. "Motor Learning and Practice." Journal of exercise physiology 9, no. 3 (1994): 123–29. http://dx.doi.org/10.1589/rika1986.9.123.

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18

Cicchella, Antonio. "Sleep and motor learning." Pedagoģija: teorija un prakse : zinātnisko rakstu krājums = Pedagogy: Theory and Practice : collection of scientific articles, no. IX (April 6, 2020): 12–19. http://dx.doi.org/10.37384/ptp.2020.09.012.

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Abstract (sommario):

Sleep is a process, which happens in human body and has many functions. One relatively recently studied function of sleep is its involvement in the motor learning process. This paper presents a historical overview of the studies on sleep, and the results of two experimental research studies that explore the motor learning of a simple finger tapping tasks performed by adults, and the sleep habits of boys practicing sports. The research results show that sleep has an effect on improving motion retention of simple motor tasks, and that sports improve sleep for boys, thus contributing to better le

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19

Kaefer, Angélica, and Suzete Chiviacowsky. "Cooperation enhances motor learning." Human Movement Science 85 (October 2022): 102978. http://dx.doi.org/10.1016/j.humov.2022.102978.

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20

Lewis, Sian. "Motor learning with oligodendrocytes." Nature Reviews Neuroscience 17, no. 10 (2016): 604. http://dx.doi.org/10.1038/nrn.2016.122.

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21

Simon, Dominic A., and Robert A. Bjork. "Metacognition in motor learning." Journal of Experimental Psychology: Learning, Memory, and Cognition 27, no. 4 (2001): 907–12. http://dx.doi.org/10.1037/0278-7393.27.4.907.

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22

Plisk, Steven Scott. "BOOK REVIEW: Motor Learning." Strength and Conditioning Journal 24, no. 3 (2002): 77. http://dx.doi.org/10.1519/1533-4295(2002)024<0077:ml>2.0.co;2.

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23

Seitz, Rüdiger J., Per E. Roland, Christian Bohm, Torgny Greitz, and Sharon Stone-Elander. "Motor learning in man." NeuroReport 1, no. 1 (1990): 57–60. http://dx.doi.org/10.1097/00001756-199009000-00016.

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24

Mattar, Andrew A. G., and Paul L. Gribble. "Motor Learning by Observing." Neuron 46, no. 1 (2005): 153–60. http://dx.doi.org/10.1016/j.neuron.2005.02.009.

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25

Kurtzer, Isaac, Paul DiZio, and James Lackner. "Task-dependent motor learning." Experimental Brain Research 153, no. 1 (2003): 128–32. http://dx.doi.org/10.1007/s00221-003-1632-0.

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26

Kurtzer, Isaac, Paul DiZio, and James Lackner. "Task-dependent motor learning." Experimental Brain Research -1, no. 1 (2003): 1. http://dx.doi.org/10.1007/s00221-003-1699-7.

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27

Curtis, Neil. "Motor Learning in Rehabilitation." Athletic Therapy Today 8, no. 4 (2003): 36–37. http://dx.doi.org/10.1123/att.8.4.36.

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28

Morimoto, Jun. "Soft humanoid motor learning." Science Robotics 2, no. 13 (2017): eaaq0989. http://dx.doi.org/10.1126/scirobotics.aaq0989.

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29

Nagy, Edit. "Motor learning in dystonia." International Journal of Rehabilitation Research 41, no. 3 (2018): 280–83. http://dx.doi.org/10.1097/mrr.0000000000000290.

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30

Hardwick, Robert M., Vikram A. Rajan, Amy J. Bastian, John W. Krakauer, and Pablo A. Celnik. "Motor Learning in Stroke." Neurorehabilitation and Neural Repair 31, no. 2 (2016): 178–89. http://dx.doi.org/10.1177/1545968316675432.

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Abstract (sommario):

Background and Objective: Stroke rehabilitation assumes motor learning contributes to motor recovery, yet motor learning in stroke has received little systematic investigation. Here we aimed to illustrate that despite matching levels of performance on a task, a trained patient should not be considered equal to an untrained patient with less impairment. Methods: We examined motor learning in healthy control participants and groups of stroke survivors with mild-to-moderate or moderate-to-severe motor impairment. Participants performed a series of isometric contractions of the elbow flexors to na

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31

Masaki, Hiroaki, and Werner Sommer. "Cognitive neuroscience of motor learning and motor control." Journal of Physical Fitness and Sports Medicine 1, no. 3 (2012): 369–80. http://dx.doi.org/10.7600/jpfsm.1.369.

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32

ALPHEN, A. M., T. SCHEPERS, C. LUO, and C. I. ZEEUW. "Motor Performance and Motor Learning in Lurcher Mice." Annals of the New York Academy of Sciences 978, no. 1 THE CEREBELLU (2002): 413–24. http://dx.doi.org/10.1111/j.1749-6632.2002.tb07584.x.

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33

Coxon, James P., Nicola M. Peat, and Winston D. Byblow. "Primary motor cortex disinhibition during motor skill learning." Journal of Neurophysiology 112, no. 1 (2014): 156–64. http://dx.doi.org/10.1152/jn.00893.2013.

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Abstract (sommario):

Motor learning requires practice over a period of time and depends on brain plasticity, yet even for relatively simple movements, there are multiple practice strategies that can be used for skill acquisition. We investigated the role of intracortical inhibition in the primary motor cortex (M1) during motor skill learning. Event-related transcranial magnetic stimulation (TMS) was used to assess corticomotor excitability and inhibition thought to involve synaptic and extrasynaptic γ-aminobutyric acid (GABA). Short intracortical inhibition (SICI) was assessed using 1- and 2.5-ms interstimulus int

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34

Sathyamurthy, Anupama, Arnab Barik, Courtney I. Dobrott, et al. "Cerebellospinal Neurons Regulate Motor Performance and Motor Learning." Cell Reports 31, no. 6 (2020): 107595. http://dx.doi.org/10.1016/j.celrep.2020.107595.

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35

Rothwell, J. C. "S19.1 Motor learning and motor plasticity after stroke." Clinical Neurophysiology 122 (June 2011): S45. http://dx.doi.org/10.1016/s1388-2457(11)60150-8.

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36

Ari, A. Ariputra, Peri Pitriadi, Abdul Halim, Alief Maulana Ilmunandar, and Ishak Ishak. "Pembuatan Media Pembelajaran dan Pengujian Motor Starting System (207-1556 CW)." Jurnal Teknik Mesin Sinergi 22, no. 2 (2025): 200–209. https://doi.org/10.31963/sinergi.v22i2.5323.

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Abstract (sommario):

Starting motors have an important role in running heavy equipment engines, accuracy in testing starting motor components is a very important factor. Practical learning using starting motor testing media is used to practice starting motor assembly and disassembly. The problems experienced by students in this course are limited practical equipment and lack of student skills regarding assembly and disassembly of motor starting systems. The aim of this research is to create learning media for testing motor starting systems and create a motor starting system testing guide so that it can be used as

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37

Ibrahim, Rifandi, Mustafa Mustafa, Fransiskus Seke, Jouke Rapar, and Ridwan Ridwan. "Improving Electric Motor Learning Outcomes with Problem-Based Learning at SMKN 2 Ternate." JURNAL EDUNITRO Jurnal Pendidikan Teknik Elektro 2, no. 2 (2022): 123–30. http://dx.doi.org/10.53682/edunitro.v2i2.4711.

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The background of this research is because the learning outcomes of Electric Motors at SMKN 2 Ternate are not maximized. The hypothesis is that if a problem-based learning method is applied, it can improve learning outcomes in electric motor lessons in class XI students of SMKN 2 Ternate. This study uses two research methods, namely quantitative and descriptive qualitative research. It collects data in this study through observation of test questions to determine learning outcomes. The test result data is in pre-test and post-test scores to determine student learning outcomes. This research in

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38

Tripathi, Tanya, Stacey Dusing, Peter E. Pidcoe, Yaoying Xu, Mary Snyder Shall, and Daniel L. Riddle. "A Motor Learning Paradigm Combining Technology and Associative Learning to Assess Prone Motor Learning in Infants." Physical Therapy 99, no. 6 (2019): 807–16. http://dx.doi.org/10.1093/ptj/pzz066.

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39

Nakamura, Hisahide, Keisuke Asano, Seiran Usuda, and Yukio Mizuno. "A Diagnosis Method of Bearing and Stator Fault in Motor Using Rotating Sound Based on Deep Learning." Energies 14, no. 5 (2021): 1319. http://dx.doi.org/10.3390/en14051319.

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Abstract (sommario):

Various industrial fields use motors as key power sources, and their importance is increasing. In motor manufacturing, various tests are conducted for each motor before shipping. The no-load test is one such test, in which, for instance, the current flowing into the motor and temperature of the bearing is measured to confirm whether they are within specific values. Reducing labor, cost, and time in identifying an initially defective product requires a simple and reliable method. This study proposes a new diagnosis to identify the motor conditions based on the rotating sound of the motor in the

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40

ALFRED, M. FARID, and Aswardi Aswardi. "Efektivitas Penerapan Model Problem-Based Learning pada Mata Pelajaran Instalasi Motor Listrik." Jurnal Pendidikan Teknik Elektro 4, no. 2 (2023): 191–97. https://doi.org/10.24036/jpte.v4i2.295.

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This study aims to determine the effectiveness of applying Problem Based Learning as a learning model in the class XI TITL electric motor installation subject at SMKN 5 Padang. Practical learning, especially in learning to install electric motors, problems are often found in circuits when carrying out practices such as motors that cannot start. Problem Based Learning is very suitable for use in this lesson so that students are accustomed to solving possible problems that occur when carrying out practical use of electric motors. This study used a quantitative approach with a quasi-experimental

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41

Sonong, Sonong, Herman Nauwir, and Muhammad Ruswandi Djalal. "Rancang Bangun Modul Pembelajaran Bengkel Listrik (Designing Electric Workshop Learning Modules)." JEEE-U (Journal of Electrical and Electronic Engineering-UMSIDA) 3, no. 1 (2019): 1. http://dx.doi.org/10.21070/jeee-u.v3i1.1924.

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Abstract (sommario):

Electric motor is an electric machine that has a function as a converter of electrical energy into mechanical energy. Electric motors are widely used as movers because they are better in terms of technical and economical, but have disadvantages such as large initial currents so that they cannot last long, to overcome this can be used Y-utan star starting method both manually and automatically created in a panel box. In the operation and manufacture of a protection system for a 3 phase induction motor, some supporting equipment can be arranged in a panel box so that motor performance can be max

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42

Cho, Nam Jun, Sang Hyoung Lee, Jong Bok Kim, and Il Hong Suh. "Learning, Improving, and Generalizing Motor Skills for the Peg-in-Hole Tasks Based on Imitation Learning and Self-Learning." Applied Sciences 10, no. 8 (2020): 2719. http://dx.doi.org/10.3390/app10082719.

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We propose a framework based on imitation learning and self-learning to enable robots to learn, improve, and generalize motor skills. The peg-in-hole task is important in manufacturing assembly work. Two motor skills for the peg-in-hole task are targeted: “hole search” and “peg insertion”. The robots learn initial motor skills from human demonstrations and then improve and/or generalize them through reinforcement learning (RL). An initial motor skill is represented as a concatenation of the parameters of a hidden Markov model (HMM) and a dynamic movement primitive (DMP) to classify input signa

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43

Torriani-Pasin, Camila, Gisele Carla dos Santos Palma, Cristiane Matsumoto Jakabi, Cinthya Walter, Andrea Michele Freudenheim, and Umberto César Correa. "Motor Learning of a cognitive-motor task after stroke." Revista Brasileira de Educação Física e Esporte 34, no. 1 (2020): 1–9. http://dx.doi.org/10.11606/1807-5509202000010001.

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The aim of this study was investigated a maze learning in stroke individuals. Forty participants assigned into two groups: experimental (stroke participants; n = 20) and control (neurologically healthy participants; n = 20). The study involved an acquisition phase, a transfer test, and a short-and longterm retention tests. The task consisted in complete a maze, with paper and pen, in the shortest time possible. The dependent variables were execution time and error. Data were analyzed with an Anova- two way with Repeated Measures for these variables. Results showed learning for both groups, but

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44

Tunney, Niamh, Leslie F. Taylor, Mandy Gaddy, et al. "Aging and Motor Learning of a Functional Motor Task." Physical & Occupational Therapy In Geriatrics 21, no. 3 (2004): 1–16. http://dx.doi.org/10.1080/j148v21n03_01.

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45

Kobayashi, Masahito, Hugo Théoret, and Alvaro Pascual-Leone. "Suppression of ipsilateral motor cortex facilitates motor skill learning." European Journal of Neuroscience 29, no. 4 (2009): 833–36. http://dx.doi.org/10.1111/j.1460-9568.2009.06628.x.

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46

Davidson, Paul R., and Daniel M. Wolpert. "Scaling down motor memories: de-adaptation after motor learning." Neuroscience Letters 370, no. 2-3 (2004): 102–7. http://dx.doi.org/10.1016/j.neulet.2004.08.003.

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47

Papale, Andrew E., and Bryan M. Hooks. "Circuit Changes in Motor Cortex During Motor Skill Learning." Neuroscience 368 (January 2018): 283–97. http://dx.doi.org/10.1016/j.neuroscience.2017.09.010.

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48

Winstein, C., and K. Sullivan. "Some Comments on the Motor Learning/Motor Control Distinction." Neurology Report 21, no. 2 (1997): 42–44. http://dx.doi.org/10.1097/01253086-199721020-00002.

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49

Pollok, B., D. Latz, V. Krause, M. Butz, and A. Schnitzler. "Changes of motor-cortical oscillations associated with motor learning." Neuroscience 275 (September 2014): 47–53. http://dx.doi.org/10.1016/j.neuroscience.2014.06.008.

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50

Torriani-Pasin, Camila, Gisele Carla dos Santos Palma, Cristiane Matsumoto Jakabi, Cinthya Walter, Andrea Michele Freudenheim, and Umberto César Correa. "Motor Learning of a cognitive-motor task after stroke." Revista Brasileira de Educação Física e Esporte 34, no. 1 (2020): 1–9. http://dx.doi.org/10.11606/issn.1981-4690.v34i1p1-9.

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Abstract (sommario):

The aim of this study was investigated a maze learning in stroke individuals. Forty participants assigned into two groups: experimental (stroke participants; n = 20) and control (neurologically healthy participants; n = 20). The study involved an acquisition phase, a transfer test, and a short-and longterm retention tests. The task consisted in complete a maze, with paper and pen, in the shortest time possible. The dependent variables were execution time and error. Data were analyzed with an Anova- two way with Repeated Measures for these variables. Results showed learning for both groups, but

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