TY  - JOUR
AB  - Previous studies have shown that bimanual coordination learning is more resistant to the
removal of augmented feedback when acquired with auditory than with visual channel.
However, it is unclear whether this differential “guidance effect” between feedback modalities
is due to enhanced sensorimotor integration via the non-dominant auditory channel or
strengthened linkage to kinesthetic information under rhythmic input. The current study
aimed to examine how modalities (visual vs. auditory) and information types (continuous
visuospatial vs. discrete rhythmic) of concurrent augmented feedback influence bimanual
coordination learning. Participants either learned a 90°-out-of-phase pattern for three consecutive
days with Lissajous feedback indicating the integrated position of both arms, or
with visual or auditory rhythmic feedback reflecting the relative timing of the movement. The
results showed diverse performance change after practice when the feedback was removed
between Lissajous and the other two rhythmic groups, indicating that the guidance effect
may be modulated by the type of information provided during practice. Moreover, significant
performance improvement in the dual-task condition where the irregular rhythm counting
task was applied as a secondary task also suggested that lower involvement of conscious
control may result in better performance in bimanual coordination.
DA  - 2016
DO  - 10.1371/journal.pone.0149221
KW  - motor learning
KW  - bimanual coordination
KW  - guidance effect
KW  - feedback
LA  - eng
IS  - 2
PY  - 2016
SN  - 1932-6203
T2  - PLOS ONE
TI  - Bimanual Coordination Learning with Different Augmented Feedback Modalities and Information Types
UR  - https://nbn-resolving.org/urn:nbn:de:0070-pub-29095358
Y2  - 2024-11-22T03:53:20
ER  -