PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “augmented feedback”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 37 records · Page 2Linked to original sources
PubMed1978

Psychomotor performance: the effects of continuous noise and augmented feedback.

An experiment is reported which tests the hypothesis, put forward by Poulton (1976a, b) that the detrimental effects of noise are due to the masking of auditory feedback. The results of the experiment showed that noise impaired the performance of a tracking task both in the presence and absence of task-related auditory feedback. These findings are contrary to Poulton's predictions.

Journal Article↗
PubMed1996

Augmented feedback for enhanced skill acquisition in individuals with traumatic brain injury.

Coincident timing by individuals who exhibit traumatic brain injury was measured under conditions of no knowledge of results (no KR; n = 12), KR on every trial (n = 14), summary KR (n = 13), and average KR (n = 12). Following acquisition trials, groups performed immediate and longer retention trials without KR. Absolute constant error and variable error, analyzed in separate repeated-measures analyses of variance, indicated that during acquisition trials subjects receiving KR on every trial were the most accurate and the most consistent in their responses; however, subjects in groups receiving summary and average KR were the most accurate during immediate retention, with the group receiving summary KR being the most accurate during longer retention.

Adolescent↗
PubMed2004

Does augmented feedback from pedometers increase adults' walking behavior?

This study investigated whether feedback from pedometers motivated adults to increase their walking behavior. Participants (n =26) were enrolled in one of two 8-wk. "Walking for Fitness" classes. The study used a crossover design, such that Group 1 wore pedometers for the first 3 weeks (Feedback Condition) and sealed "disguised" pedometers for the last 3 weeks (No-feedback Condition). The order of feedback was reversed for Group 2. Analysis indicated that (a) neither group increased their walking behavior significantly over time and, (b) interactions between groups were not significant at Week 3 or 6, indicating that groups did not respond differently to feedback from the pedometers. If a motivational effect from pedometers exists, it may be small, dissipate before 3 wk., only work in combination with goal setting, or only motivate certain types of individuals.

Adult↗
PubMed2006

Real-time augmented feedback benefits robotic laparoscopic training.

Robotic laparoscopic surgery has revolutionized minimally invasive surgery for treatment of abdominal pathologies. However, current training techniques rely on subjective evaluation. There is a lack of research on the type of tasks that should be used for training. Robotic surgical systems also do not currently have the ability to provide feedback to the surgeon regarding success of performing tasks. We trained medical students on three laparoscopic tasks and provided real-time feedback of performance during training. We found that real-time feedback can benefit training if the feedback provides information that is not available through other means (grip force). Subjects that received grip force feedback applied less force when the feedback was removed. Other forms of feedback (speed and relative phase) did not aid or impede training. Secondly, a relatively short training period (10 trials for each task) significantly improved most objective measures of performance. We also showed that robotic surgical performance can be quantitatively measured and evaluated. Providing grip force feedback can make the surgeon more aware of the forces being applied to delicate tissue during surgery.

Adult↗
PubMed1997

An augmented auditory feedback device.

An augmented auditory feedback device is described. The device can be easily and economically constructed and implemented during a patient's physical rehabilitation. The rationale is to provide an external source of information to the user in order to correct errors during weight-bearing activities. Possible applications of the augmented auditory feedback device include increasing symmetry and weight distribution during sitting, standing, and gait. Instructions regarding its construction are provided, and a case study using the device is presented. Improved midline alignment and weight distribution in sitting for a 2-hour duration was achieved by a stroke patient using the augmented auditory feedback device in conjunction with physical therapy.

Activities of Daily Living↗
PubMed1992

Augmented Kinematic Feedback for Motor Learning.

Although the study of feedback about goal achievement (knowledge of results, KR) has been important for the development principles of augmented information feedback in simple skills, there is reason to question the generalizability of these findings to many common learning situations. A more appropriate type of information for skill learning appears to be augmented kinematic (or kinetic) feedback regarding the movement pattern. The experiments presented here extend recent findings about KR to a paradigm involving kinematic feedback. In Experiment 1, we examined how several kinds of temporal and spatial kinematic information supplement KR in learning. Spatial kinematic variables were more effective than temporal variables, as indicated by performance in a retention test without kinematic feedback. In Experiment 2, we manipulated the schedule of augmented kinematic feedback in a method that paralleled previous KR work. We contrasted averaged schedules of augmented feedback, in which information was given either after every trial or as averaged information after every set of five trials. On retention tests without kinematic feedback given 1 day and 1 week after acquisition, averaged schedules led to enhanced performance over an every-trial format. Together, these results begin to define the variables important in kinematic feedback, and suggest that this feedback may influence learning in ways parallel to KR.

Journal Article↗
PubMed2005

Effect of augmented visual feedback from a virtual reality simulation system on manual dexterity training.

Little research has been published about the impact of simulation technology on the learning process of novel motor skills. Especially the role of augmented feedback (FB) on the quality of performance and the transfer of the acquired behaviour to a no-augmented FB condition require further investigation. Therefore, novice dental students were randomly assigned to one of three groups and given the task of drilling a geometrical class 1 cavity. The FB group trained under augmented visual FB conditions, provided by the virtual reality (VR) system (DentSim). The no-FB group practised under normal vision conditions, in the absence of augmented FB. A control group performed the test sessions without participating in any training programme. All preparations were evaluated by the VR grading system according to four traditional (outline shape, floor depth, floor smoothness and wall inclination), and two critical, criteria (pulp exposure and damage to adjacent teeth). Performance analyses revealed an overall trend towards significant improvement with training for the experimental groups. The FB group obtained the highest scores. It scored better for floor depth (P < 0.001), whilst the no-FB group was best for floor smoothness (P < 0.005). However, at the retention tests, the FB group demonstrated inferior performance in comparison with the no-FB group. The transfer test on a traditional unit revealed no significant differences between the training groups. Consequently, drilling experience on a VR system under the condition of frequently provided FB and lack of any tutorial input was considered to be not beneficial to learning. The present data are discussed in view of the guidance hypothesis of FB, which refers to the apprentice's dependence on FB.

Adolescent↗
PubMed1996

Learning a partial-weight-bearing skill: effectiveness of two forms of feedback.

BACKGROUND AND PURPOSE: Partial weight bearing (PWB) is a skill commonly taught by physical therapists. This study compared the effects of practice with either augmented feedback provided during the task (concurrent feedback) or augmented feedback provided after the task (postresponse feedback) for the learning of PWB with crutches. SUBJECTS: Sixty young adults without known impairment of the neuromusculoskeletal system volunteered for the study. METHODS: Subjects practiced supporting 30% of body weight while stepping onto a floor scale. Augmented feedback was provided during each trial for the concurrent feedback group and either following each trial or after every five trials for the postresponse feedback groups. Subjects returned 2 days later for a no-feedback retention test. RESULTS: During practice, the concurrent feedback group was more accurate and consistent than either of the postresponse feedback groups. During retention, however, the postresponse feedback groups were the most accurate; all groups were equally consistent during retention. CONCLUSION AND DISCUSSION: These results suggest that practice with concurrent feedback is beneficial for the immediate performance but not for the learning of this sensorimotor skill.

Adult↗
PubMed2003

Internal vs external generation of movements: differential neural pathways involved in bimanual coordination performed in the presence or absence of augmented visual feedback.

It is commonly agreed that a functional dissociation with respect to the internal vs external control of movements exists for several brain regions. This has, however, only been tested in relation to the timing and preparation of motor responses, but not to ongoing movement control. Using functional magnetic resonance imaging (fMRI), the present study addressed the neuroanatomical substrate of the internal-external control hypothesis by comparing regional brain activation for cyclical bimanual movements performed in the presence or absence of augmented visual feedback. Subjects performed a bimanual movement pattern, either with the help of on-line visual feedback of the movements (externally guided coordination) or with the eyes closed on the basis of an internal representation of the movement pattern (internally generated coordination). Visual control and baseline rest conditions were also added. Results showed a clear functional dissociation within the network involved in movement coordination. The hMT/V5+, the superior parietal cortex, the premotor cortex, the thalamus, and cerebellar lobule VI showed higher activation levels when movements were guided by visual feedback. Conversely, the basal ganglia, the supplementary motor area, cingulate motor cortex, the inferior parietal, frontal operculum, and cerebellar lobule IV-V/dentate nucleus showed higher involvement when movements were internally generated. Consequently, the present findings suggest the existence of distinct cortico-cortical and subcortico-cortical neural pathways for externally (augmented feedback) and internally guided cyclical bimanual movements. This provides a neurophysiological account for the beneficial effect of providing augmented visual feedback to optimize movements in normal and motor disordered patients.

Adult↗
PubMed1985

Visually and acoustically augmented performance feedback as an aid in motor control learning: a study of selected components of the rowing action.

The present work compares the efficiency of two training techniques as aids to learning selected aspects of a sequentially ordered action such as that of rowing. Subjects in one group were trained with a conventional learning technique (CLT) while those in a second group were trained by an augmented feedback technique referred to as external feedback (EFB). Progress was recorded on learning curves. Rowing athletes with limited experience and psychophysiology students were used for the study. The tasks consisted of learning movement timing (rhythmicity of action and coordination of body parts) and movement intensity (force and electromyogram development), in four separate experiments. The learning curves for EFB subjects were found to have significantly and consistently higher slopes than those for CLT subjects. Optimal criteria were reached by EBF subjects, after a continuous increase in performance levels and a concomitant decrease in standard deviations evaluated from periodicity, movement accuracy and force. Subjects, who after 8 to 10 sessions of CLT learning had not reached optimal level, were exposed to EFB. Their performances then showed a marked improvement and attained the required criterion in 2 to 4 sessions. This further demonstrates the efficacy of EFB as compared with CLT, as an aid to learning a complex sensorimotor action. The efficacy of EFB as a learning technique is discussed in relation to the internal model of the task to be executed and to sensory motor control and motor programmes.

Adult↗
PubMed1997

Interlimb coordination in patients with Parkinson's disease: motor learning deficits and the importance of augmented information feedback.

The basal ganglia have traditionally been associated with motor control functions and this view has prevailed since the late nineteenth century. Recent experimental studies suggest that this neuroanatomical system is also critically involved in motor learning. In the present study, motor learning/transfer capabilities were compared between patients with Parkinson's disease and a group of normal elderly people. Subjects practiced a bimanual coordination task that required continuous flexion-extension movements in the transverse plane with a 90 degrees phase offset between the forearms. During acquisition, augmented visual feedback of the relative motions was provided in real time. The findings revealed improvements in the bimanual coordination pattern across practice in both groups when the augmented concurrent feedback was present. However, when transferred to performance conditions in which the augmented information was withheld, performance deteriorated (relative to the augmented condition) and this effect was more prevalent in the Parkinson patients. More specifically, no improvement in interlimb coordination was observed under nonaugmented feedback conditions across practice. Instead, a drift toward the preferred in-phase and antiphase coordination patterns was evident. The present findings suggest that Parkinson patients can improve their performance on a new motor task, but they remain strongly dependent on augmented visual information to guide these newly acquired movements. The apparent adoption of a closed-loop control mode is accompanied with decreases in movement speed in order to use the feedback to ensure accuracy. When the augmented feedback is withheld and the movement pattern is to be controlled by means of intrinsic information feedback sources, performance is severely hampered. The findings are hypothesized to indicate that learning/transfer is affected in Parkinson patients who apparently prefer some constancy in the environmental contingencies under which practice takes place. The present findings are consistent with the notion that the basal ganglia form a critical neuroanatomical substrate for motor learning.

Aged↗