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1. The Duration of Emotional Image Exposure Does Not Impact Anticipatory Postural Adjustments during Gait Initiation

Author

Thierry Gélat, Laure Coudrat, Carole Ferrel-Chapus, and Sylvie Vernazza-Martin

Subjects
emotion, gait initiation, anticipatory postural adjustments, duration of images exposure, Neurosciences. Biological psychiatry. Neuropsychiatry, RC321-571
Abstract

Previous studies have reported that anticipatory postural adjustments (APAs) associated with gait initiation are affected by emotion-eliciting images. This study examined the effect of the duration of exposure to emotional images on the APAs along the progression axis. From a standing posture, 39 young adults had to reach a table by walking (several steps) toward pleasant or unpleasant images, under two sets of conditions. In the short condition, the word “go„ appeared on the image 500 ms after image onset and participants were instructed to initiate gait as soon as possible after the word go appeared. In the long condition, the same procedure was used but the word “go„ appeared 3000 ms after image onset. Results demonstrated that the APAs were longer and larger for pleasant images than unpleasant ones, regardless of the condition (i.e., the duration of exposure to the images). In the same way, the peak of forward velocity of the centre of body mass (reached at the end of the first step) followed the same tendency. These results emphasized that APAs depended on image valence but not on the duration of images exposure and were consistent with those of previous studies and the motivational direction hypothesis.

Published
2018
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2. Multiple representations and mechanisms for visuomotor adaptation in young children

Author

Dominique Ginhac, Pierre-Karim Tahej, Jean-Pierre Rolland, Isabelle Olivier, Carole Ferrel-Chapus, Centre de Recherche sur le Sport et le Mouvement ( CeRSM ), Université Paris Nanterre ( UPN ), Laboratoire d'Etude de l'Apprentissage et du Développement [Dijon] ( LEAD ), Université de Bourgogne ( UB ) -Centre National de la Recherche Scientifique ( CNRS ), SPM, Techniques de l'Ingénierie Médicale et de la Complexité - Informatique, Mathématiques et Applications [Grenoble] ( TIMC-IMAG ), Université Joseph Fourier - Grenoble 1 ( UJF ) -Institut polytechnique de Grenoble - Grenoble Institute of Technology ( Grenoble INP ) -IMAG-Centre National de la Recherche Scientifique ( CNRS ) -Université Grenoble Alpes ( UGA ) -Université Joseph Fourier - Grenoble 1 ( UJF ) -Institut polytechnique de Grenoble - Grenoble Institute of Technology ( Grenoble INP ) -IMAG-Centre National de la Recherche Scientifique ( CNRS ) -Université Grenoble Alpes ( UGA ), Laboratoire Electronique, Informatique et Image ( Le2i ), Université de Bourgogne ( UB ) -AgroSup Dijon - Institut National Supérieur des Sciences Agronomiques, de l'Alimentation et de l'Environnement-Centre National de la Recherche Scientifique ( CNRS ), 'Cognition et traitement de l'information' CNRS grant (CTI02_02), Centre de Recherche sur le Sport et le Mouvement (CeRSM), Université Paris Nanterre (UPN), Laboratoire d'Etude de l'Apprentissage et du Développement [Dijon] (LEAD), Centre National de la Recherche Scientifique (CNRS)-Université de Bourgogne (UB), Santé, Plasticité, Motricité (TIMC-IMAG-SPM), Techniques de l'Ingénierie Médicale et de la Complexité - Informatique, Mathématiques et Applications, Grenoble - UMR 5525 (TIMC-IMAG), VetAgro Sup - Institut national d'enseignement supérieur et de recherche en alimentation, santé animale, sciences agronomiques et de l'environnement (VAS)-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Centre National de la Recherche Scientifique (CNRS)-Université Joseph Fourier - Grenoble 1 (UJF)-VetAgro Sup - Institut national d'enseignement supérieur et de recherche en alimentation, santé animale, sciences agronomiques et de l'environnement (VAS)-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Centre National de la Recherche Scientifique (CNRS)-Université Joseph Fourier - Grenoble 1 (UJF), Laboratoire Electronique, Informatique et Image [UMR6306] (Le2i), Université de Bourgogne (UB)-Centre National de la Recherche Scientifique (CNRS)-École Nationale Supérieure d'Arts et Métiers (ENSAM), Arts et Métiers Sciences et Technologies, HESAM Université (HESAM)-HESAM Université (HESAM)-Arts et Métiers Sciences et Technologies, HESAM Université (HESAM)-HESAM Université (HESAM)-AgroSup Dijon - Institut National Supérieur des Sciences Agronomiques, de l'Alimentation et de l'Environnement, Université de Bourgogne (UB)-Centre National de la Recherche Scientifique (CNRS), Université Joseph Fourier - Grenoble 1 (UJF)-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-VetAgro Sup - Institut national d'enseignement supérieur et de recherche en alimentation, santé animale, sciences agronomiques et de l'environnement (VAS)-Centre National de la Recherche Scientifique (CNRS)-Université Joseph Fourier - Grenoble 1 (UJF)-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-VetAgro Sup - Institut national d'enseignement supérieur et de recherche en alimentation, santé animale, sciences agronomiques et de l'environnement (VAS)-Centre National de la Recherche Scientifique (CNRS), Université de Bourgogne (UB)-École Nationale Supérieure d'Arts et Métiers (ENSAM), HESAM Université - Communauté d'universités et d'établissements Hautes écoles Sorbonne Arts et métiers université (HESAM)-HESAM Université - Communauté d'universités et d'établissements Hautes écoles Sorbonne Arts et métiers université (HESAM)-Arts et Métiers Sciences et Technologies, HESAM Université - Communauté d'universités et d'établissements Hautes écoles Sorbonne Arts et métiers université (HESAM)-HESAM Université - Communauté d'universités et d'établissements Hautes écoles Sorbonne Arts et métiers université (HESAM)-AgroSup Dijon - Institut National Supérieur des Sciences Agronomiques, de l'Alimentation et de l'Environnement-Centre National de la Recherche Scientifique (CNRS), and HESAM Université (HESAM)-HESAM Université (HESAM)-AgroSup Dijon - Institut National Supérieur des Sciences Agronomiques, de l'Alimentation et de l'Environnement-Centre National de la Recherche Scientifique (CNRS)

Subjects
Male, Motor development, genetic structures, Biophysics, Poison control, Experimental and Cognitive Psychology, 050105 experimental psychology, Discrimination Learning, User-Computer Interface, Young Adult, [ SDV.NEU.SC ] Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Cognitive Sciences, 03 medical and health sciences, 0302 clinical medicine, Orientation, Adaptation, Psychological, Humans, 0501 psychology and cognitive sciences, Orthopedics and Sports Medicine, Perceptual Distortion, Discrimination learning, PsycINFO classification: 2820, 2330, Problem Solving, Motor skill, Depth Perception, Communication, Cognitive & perceptual development, Proprioception, Mechanism (biology), business.industry, musculoskeletal, neural, and ocular physiology, 05 social sciences, [SDV.NEU.SC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Cognitive Sciences, Cognition, General Medicine, Visuomotor adaptation, Sensorimotor, Child, Preschool, Female, Psychology, business, Depth perception, Psychomotor Performance, 030217 neurology & neurosurgery, Cognitive psychology
Abstract

International audience; In this study, we utilized transformed spatial mappings to perturb visuomotor integration in 5-yr-old children and adults. The participants were asked to perform pointing movements under five different conditions of visuomotor rotation (from 0° to 180°), which were designed to reveal explicit vs. implicit representations as well as the mechanisms underlying the visual-motor mapping. Several tests allowed us to separately evaluate sensorimotor (i.e., the dynamic dimension of movement) and cognitive (i.e., the explicit representations of target position and the strategies used by the participants) representations of visuo-proprioceptive distortion. Our results indicate that children do not establish representations in the same manner as adults and that children exhibit multiple visuomotor representations. Sensorimotor representations were relatively precise, presumably due to the recovery of proprioceptive information and efferent copy. Furthermore, a bidirectional mechanism was used to re-map visual and motor spaces. In contrast, cognitive representations were supplied with visual information and followed a unidirectional visual-motor mapping. Therefore, it appears that sensorimotor mechanisms develop before the use of explicit strategies during development, and young children showed impaired visuomotor adaptation when confronted with large distortions.

Published
2012

3. Reaction time in gait initiation depends on the time available for affective processing

Author

Carole Ferrel Chapus, Thierry Gélat, Centre de Recherche sur le Sport et le Mouvement ( CeRSM ), Université Paris Nanterre ( UPN ), Laboratoire d'Etude de l'Apprentissage et du Développement [Dijon] ( LEAD ), Université de Bourgogne ( UB ) -Centre National de la Recherche Scientifique ( CNRS ), Centre de Recherche sur le Sport et le Mouvement (CeRSM), Université Paris Nanterre (UPN), Laboratoire d'Etude de l'Apprentissage et du Développement [Dijon] (LEAD), Université de Bourgogne (UB)-Centre National de la Recherche Scientifique (CNRS), and Centre National de la Recherche Scientifique (CNRS)-Université de Bourgogne (UB)

Subjects
Male, medicine.medical_specialty, Adolescent, [SDV.IB.IMA]Life Sciences [q-bio]/Bioengineering/Imaging, Posture, Audiology, Affect (psychology), Analyse du Mouvement en Biomécanique Physiologie et Imagerie, Developmental psychology, Postural control, Young Adult, [SDV.MHEP.PHY]Life Sciences [q-bio]/Human health and pathology/Tissues and Organs [q-bio.TO], medicine, Reaction Time, Humans, Gait initiation, [PHYS.MECA.BIOM]Physics [physics]/Mechanics [physics]/Biomechanics [physics.med-ph], Valence (psychology), Gait, [ SDV.IB.IMA ] Life Sciences [q-bio]/Bioengineering/Imaging, [ PHYS.MECA.BIOM ] Physics [physics]/Mechanics [physics]/Biomechanics [physics.med-ph], Emotion, [ SDV.MHEP.PHY ] Life Sciences [q-bio]/Human health and pathology/Tissues and Organs [q-bio.TO], General Neuroscience, Emotion regulation, Significant difference, Emotional regulation, Afterimage, Affect, Facilitation, Female, Psychology
Abstract

Epub 2015 Oct.; Previous studies have reported that reaction time in gait initiation was affected by emotion eliciting pictures. This study examined the effect of a change in the delay between image onset and the imperative “go” on reaction time. From a standing posture, 19 young adults had to walk (several steps) toward pleasant or unpleasant images in two conditions. In the short condition, the word “go” appeared 500 ms after image onset and participants were instructed to initiate gait as soon as possible after the word go appeared. In the long condition, the same procedure was used but the word “go” appeared 3000 ms after image onset. Results demonstrated that motor responses were faster for pleasant pictures than unpleasant ones in the short condition. In contrast, no significant difference was found between both categories of pictures in the long condition. Moreover, we found that self ratings of valence of unpleasant pictures were less unpleasant in the long condition than in the short one whereas there was no difference for pleasant pictures between both conditions. This result reflected a change in the affective significance of unpleasant pictures in the long condition. We also found in the long condition, that the body was inclined forward and to the stance limb during the standing posture and importantly with a similar extent for pleasant and unpleasant pictures. This change clearly reflected a facilitation of the gait initiation process. Overall, results suggested that this gait facilitation when confronted to unpleasant pictures resulted from emotional regulation processes enabling to reappraise these pictures and to override the initial avoidance tendency that they caused.

Published
2015

4. Implicit Sequence Learning in a Continuous Pursuit-Tracking Task

Author

Carole Ferrel-Chapus, Olivier Gapenne, Alexandre Lang, Dominique Aubert, Equipe Perception et design sonores, Sciences et Technologies de la Musique et du Son (STMS), Institut de Recherche et Coordination Acoustique/Musique (IRCAM)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS)-Institut de Recherche et Coordination Acoustique/Musique (IRCAM)-Université Pierre et Marie Curie - Paris 6 (UPMC)-Centre National de la Recherche Scientifique (CNRS), Biomécanique et Bioingénierie (BMBI), Université de Technologie de Compiègne (UTC)-Centre National de la Recherche Scientifique (CNRS), Centre de Recherche sur le Sport et le Mouvement (CeRSM), Université Paris Nanterre (UPN), Laboratoire d'Etude de l'Apprentissage et du Développement [Dijon] (LEAD), Centre National de la Recherche Scientifique (CNRS)-Université de Bourgogne (UB), Sciences et Technologies de la Musique et du Son ( STMS ), Université Pierre et Marie Curie - Paris 6 ( UPMC ) -IRCAM-Centre National de la Recherche Scientifique ( CNRS ) -Université Pierre et Marie Curie - Paris 6 ( UPMC ) -IRCAM-Centre National de la Recherche Scientifique ( CNRS ), Biomécanique et Bioingéniérie, Centre National de la Recherche Scientifique ( CNRS ), Centre de Recherche sur le Sport et le Mouvement ( CeRSM ), Université Paris Nanterre ( UPN ), Laboratoire d'Etude de l'Apprentissage et du Développement [Dijon] ( LEAD ), Université de Bourgogne ( UB ) -Centre National de la Recherche Scientifique ( CNRS ), and Université de Bourgogne (UB)-Centre National de la Recherche Scientifique (CNRS)

Subjects
Adult, Male, Time Factors, [SDV.IB.IMA]Life Sciences [q-bio]/Bioengineering/Imaging, Transfer, Psychology, Speech recognition, media_common.quotation_subject, Motion Perception, Multi-task learning, Experimental and Cognitive Psychology, Analyse du Mouvement en Biomécanique Physiologie et Imagerie, 050105 experimental psychology, Task (project management), 03 medical and health sciences, Random Allocation, Young Adult, 0302 clinical medicine, Arts and Humanities (miscellaneous), Perception, Developmental and Educational Psychology, [SDV.MHEP.PHY]Life Sciences [q-bio]/Human health and pathology/Tissues and Organs [q-bio.TO], Humans, Learning, 0501 psychology and cognitive sciences, Motion perception, [PHYS.MECA.BIOM]Physics [physics]/Mechanics [physics]/Biomechanics [physics.med-ph], [ SDV.IB.IMA ] Life Sciences [q-bio]/Bioengineering/Imaging, Block (data storage), media_common, [ PHYS.MECA.BIOM ] Physics [physics]/Mechanics [physics]/Biomechanics [physics.med-ph], Sequence, Communication, business.industry, [ SDV.MHEP.PHY ] Life Sciences [q-bio]/Human health and pathology/Tissues and Organs [q-bio.TO], 05 social sciences, General Medicine, Implicit learning, Space Perception, Female, Sequence learning, business, Psychology, 030217 neurology & neurosurgery, Transfer Psychology
Abstract

Epub 2012 Oct 30; Assessing implicit learning in the continuous pursuit-tracking task usually concerns a repeated segment of target displacements masked by two random segments, as referred to as Pew's paradigm. Evidence for segment learning in this paradigm is scanty and contrasts with robust sequence learning in discrete tracking tasks. The present study investigates this issue with two experiments in which participants (N = 56) performed a continuous tracking task. Contrary to Pew's paradigm, participants were presented with a training sequence that was continuously cycled during 14 blocks of practice, but Block 12 in which a transfer sequence was introduced. Results demonstrate sequence learning in several conditions except in the condition that was obviously the most similar to previous studies failing to induce segment learning. Specifically, it is shown here that a target moving too slowly combined with variable time at which target reversal occurs prevents sequence learning. In addition, data from a post-experimental recognition test indicate that sequence learning was associated with explicit perceptual knowledge about the repetitive structure. We propose that learning repetition in a continuous tracking task is conditional on its capacity to (1) allow participants to detect the repeated regularities and (2) restrict feedback-based tracking strategies.

Published
2013

5. Processus attentionnels et apprentissage moteur

Author

Pierre-Karim Tahej, Carole Ferrel-Chapus, HAL Nanterre, Administrateur, Centre de Recherche sur le Sport et le Mouvement (CeRSM), Université Paris Nanterre (UPN), Laboratoire d'Etude de l'Apprentissage et du Développement [Dijon] (LEAD), Université de Bourgogne (UB)-Centre National de la Recherche Scientifique (CNRS), Centre National de la Recherche Scientifique (CNRS)-Université de Bourgogne (UB), Centre de Recherche sur le Sport et le Mouvement ( CeRSM ), Université Paris Nanterre ( UPN ), Laboratoire d'Etude de l'Apprentissage et du Développement [Dijon] ( LEAD ), and Université de Bourgogne ( UB ) -Centre National de la Recherche Scientifique ( CNRS )

Subjects
processus implicite et explicite, Physiology, [ SDV.MHEP.PHY ] Life Sciences [q-bio]/Human health and pathology/Tissues and Organs [q-bio.TO], [SDV.IB.IMA]Life Sciences [q-bio]/Bioengineering/Imaging, [SDV.MHEP.PHY] Life Sciences [q-bio]/Human health and pathology/Tissues and Organs [q-bio.TO], 05 social sciences, [PHYS.MECA.BIOM] Physics [physics]/Mechanics [physics]/Biomechanics [physics.med-ph], réinvestissement, Physical Therapy, Sports Therapy and Rehabilitation, 030229 sport sciences, Analyse du Mouvement en Biomécanique Physiologie et Imagerie, 050105 experimental psychology, apprentissage, 03 medical and health sciences, 0302 clinical medicine, Cognition, [SDV.IB.IMA] Life Sciences [q-bio]/Bioengineering/Imaging, Physiology (medical), [SDV.MHEP.PHY]Life Sciences [q-bio]/Human health and pathology/Tissues and Organs [q-bio.TO], 0501 psychology and cognitive sciences, Attention, [PHYS.MECA.BIOM]Physics [physics]/Mechanics [physics]/Biomechanics [physics.med-ph], [ SDV.IB.IMA ] Life Sciences [q-bio]/Bioengineering/Imaging, [ PHYS.MECA.BIOM ] Physics [physics]/Mechanics [physics]/Biomechanics [physics.med-ph], focalisation
Abstract

International audience; Le but de cet article est de synthétiser les travaux portant sur les effets de l’attention volontaire sur l’apprentissage d’une habileté motrice. Les premiers modèles d’apprentissage considèrent que l’apprenant franchit plusieurs étapes au cours desquelles la sollicitation des processus attentionnels diminue (Fitts & Posner, 1967). Ainsi, la réalisation d’un mouvement nécessiterait d’engager de l’attention en début d’apprentissage alors qu’elle serait automatique en fin d’apprentissage. Cet article propose de vérifier cette affirmation au regard des recherches récentes qui révèlent que l’apprenant débutant module volontairement son attention a fin d’optimiser la réalisation de ses gestes.Cette focalisation attentionnelle est dite « interne » ou « externe » si elle porte respectivement sur le mouvement lui-même ou sur des éléments extérieurs au corps. La focalisation de l’attention a des répercutions importantes à la fois sur les performances et l’apprentissage. Ainsi, une focalisation externe entraîne de meilleurs résultats qu’une focalisation interne. L’explication de ce phénomène est controversée. Deux hypothèses seront présentées : celle de « l’action contrainte » formulée par Wulf (2007) et celle des « processus conscients » de Masters (Masters & Maxwell, 2004). En fin, cet article se terminera par la présentation des conséquences de ces travaux sur l’enseignement.

Published
2012

6. Implicit learning of a repeated segment in continuous tracking: A reappraisal

Author

Carole Ferrel-Chapus, Stéphanie Chambaron, Dominique Ginhac, Pierre Perruchet, Centre des Sciences du Goût et de l'Alimentation [Dijon] (CSGA), Institut National de la Recherche Agronomique (INRA)-Université de Bourgogne (UB)-AgroSup Dijon - Institut National Supérieur des Sciences Agronomiques, de l'Alimentation et de l'Environnement-Centre National de la Recherche Scientifique (CNRS), Laboratoire Electronique, Informatique et Image [UMR6306] (Le2i), Université de Bourgogne (UB)-École Nationale Supérieure d'Arts et Métiers (ENSAM), Arts et Métiers Sciences et Technologies, HESAM Université (HESAM)-HESAM Université (HESAM)-Arts et Métiers Sciences et Technologies, HESAM Université (HESAM)-HESAM Université (HESAM)-AgroSup Dijon - Institut National Supérieur des Sciences Agronomiques, de l'Alimentation et de l'Environnement-Centre National de la Recherche Scientifique (CNRS), Laboratoire d'Etude de l'Apprentissage et du Développement [Dijon] (LEAD), Université de Bourgogne (UB)-Centre National de la Recherche Scientifique (CNRS), Université de Bourgogne (UB)-Centre National de la Recherche Scientifique (CNRS)-École Nationale Supérieure d'Arts et Métiers (ENSAM), HESAM Université (HESAM)-HESAM Université (HESAM)-AgroSup Dijon - Institut National Supérieur des Sciences Agronomiques, de l'Alimentation et de l'Environnement, Centre National de la Recherche Scientifique (CNRS)-Université de Bourgogne (UB), Centre des Sciences du Goût et de l'Alimentation [Dijon] ( CSGA ), Institut National de la Recherche Agronomique ( INRA ) -Université de Bourgogne ( UB ) -AgroSup Dijon - Institut National Supérieur des Sciences Agronomiques, de l'Alimentation et de l'Environnement-Centre National de la Recherche Scientifique ( CNRS ), Laboratoire Electronique, Informatique et Image ( Le2i ), Université de Bourgogne ( UB ) -AgroSup Dijon - Institut National Supérieur des Sciences Agronomiques, de l'Alimentation et de l'Environnement-Centre National de la Recherche Scientifique ( CNRS ), Laboratoire d'Etude de l'Apprentissage et du Développement [Dijon] ( LEAD ), Université de Bourgogne ( UB ) -Centre National de la Recherche Scientifique ( CNRS ), Centre des Sciences du Goût (CSG), and Etablissement National d'Enseignement Supérieur Agronomique de Dijon (ENESAD)-Institut National de la Recherche Agronomique (INRA)-Université de Bourgogne (UB)-Centre National de la Recherche Scientifique (CNRS)

Subjects
Male, Serial reaction time, Time Factors, [ INFO.INFO-TS ] Computer Science [cs]/Signal and Image Processing, Physiology, Speech recognition, [SHS.PSY]Humanities and Social Sciences/Psychology, 050109 social psychology, Experimental and Cognitive Psychology, [ SPI.SIGNAL ] Engineering Sciences [physics]/Signal and Image processing, Tracking (particle physics), 050105 experimental psychology, Random Allocation, [ SHS.PSY ] Humanities and Social Sciences/Psychology, Acceleration, [INFO.INFO-TS]Computer Science [cs]/Signal and Image Processing, Physiology (medical), Reaction Time, Humans, Learning, Traitement du signal et de l'image, Psychology, 0501 psychology and cognitive sciences, Students, General Psychology, Analysis of Variance, Communication, business.industry, 05 social sciences, Signal and Image processing, Retention, Psychology, Recognition, Psychology, General Medicine, Implicit learning, Neuropsychology and Physiological Psychology, Psychologie, Female, business, [SPI.SIGNAL]Engineering Sciences [physics]/Signal and Image processing, Psychomotor Performance, Traitement du signal et de l'image (Informatique)
Abstract

Several prior studies (e.g., Shea, Wulf, Whitacre, & Park, 2001; Wulf & Schmidt, 1997) have apparently demonstrated implicit learning of a repeated segment in continuous-tracking tasks. In two conceptual replications of these studies, we failed to reproduce the original findings. However, these findings were reproduced in a third experiment, in which we used the same repeated segment as that used in the Wulf et al. studies. Analyses of the velocity and the acceleration of the target suggests that this repeated segment could be easier to track than the random segments serving as control, accounting for the results of Wulf and collaborators. Overall these experiments suggest that learning a repeated segment in continuous-tracking tasks may be much more difficult than learning from a repeated sequence in conventional serial reaction time tasks. A possible explanation for this difference is outlined.

Published
2006

7. Learning from Implicit Learning Literature: Comment on Shea, Wulf, Whitacre, and Park (2001)

Author

Pierre Perruchet, Stéphanie Chambaron, Carole Ferrel-Chapus, Centre National de la Recherche Scientifique (CNRS), and Perruchet, Pierre

Subjects
psychologie cognitive, human, learning, literature, psychology, experimental/method, 050109 social psychology, Experimental and Cognitive Psychology, 050105 experimental psychology, Implicit knowledge, Task (project management), Psychologie (Sciences cognitives), Humans, 0501 psychology and cognitive sciences, méthode expérimentale, General Psychology, Motor skill, Structure (mathematical logic), Psychology, Experimental, 05 social sciences, Implicit learning, homme, apprentissage, Improved performance, [SCCO.PSYC]Cognitive science/Psychology, Explicit knowledge, littérature, Psychology, Social psychology, Cognitive psychology
Abstract

International audience; In their analysis of complex motor skill learning, Shea, Wulf, Whitacre, and Park (2001) have overlooked one of the most robust conclusions of the experimental studies on implicit learning conducted during the last decade--namely that participants usually learn things that are different from those that the experimenter expected them to learn. We show that the available literature on implicit learning strongly suggests that the improved performance in Shea et al.'s Experiments 1 and 2 (and similar earlier experiments, e.g., Wulf & Schmidt, 1997) was due to the exploitation of regularities in the target pattern different from those on which the postexperimental interview focused. This rules out the conclusions drawn from the failure of this interview to reveal any explicit knowledge about the task structure on the part of the participants. Similarly, because the information about the task structure provided to an instructed group of participants in Shea et al.'s Experiment 2 did not concern the regularities presumably exploited by the standard, so-called implicit, group, Shea et al.'s claim that explicit knowledge may be less effective than implicit knowledge is misleading.

Published
2003

8. Visuomanual coordination in childhood: adaptation to visual distortion

Author

Isabelle Olivier, Laurette Hay, Chantal Bard, Carole Ferrel-Chapus, Michelle Fleury, Neurobiologie intégrative et adaptative (NIA), Université de Provence - Aix-Marseille 1-Centre National de la Recherche Scientifique (CNRS), Laboratoire Sport et Performance Motrice (EA 597), and Université Joseph Fourier - Grenoble 1 (UJF)

Subjects
Central Nervous System, Aging, MESH: Illusions, Visual distortion, MESH: Proprioception, Error feedback, MESH: Movement, Audiology, Neuropsychological Tests, MESH: Observer Variation, Developmental psychology, 0302 clinical medicine, MESH: Child, MESH: Aging, Child, Observer Variation, MESH: Feedback, General Neuroscience, 05 social sciences, [SDV.NEU.SC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Cognitive Sciences, MESH: Neuropsychological Tests, Adaptation, Physiological, Illusions, Visual field, MESH: Photic Stimulation, Child, Preschool, Visual Perception, Direct vision, Psychology, Gesture, Adult, medicine.medical_specialty, Movement, Sensory system, MESH: Psychomotor Performance, 050105 experimental psychology, Feedback, 03 medical and health sciences, medicine, Reaction Time, Humans, Learning, MESH: Central Nervous System, 0501 psychology and cognitive sciences, MESH: Sensory Deprivation, MESH: Humans, Proprioception, MESH: Visual Perception, MESH: Child, Preschool, Motor control, MESH: Adult, MESH: Adaptation, Physiological, MESH: Reaction Time, MESH: Learning, Sensory Deprivation, 030217 neurology & neurosurgery, Photic Stimulation, Psychomotor Performance
Abstract

The aim of the experiment was to study the adaptive capacities of children to perform drawing movements while being visually perturbed. Children aged 5-11 years and a group of adults drew diamonds via information provided through a computer screen. The screen display was either upright or rotated 180 degrees. Results showed that the absence of direct vision of the hand yielded more perturbation in the youngest group of children compared to all other groups. In spite of some initial difficulty, all children reached accurate control after five trials. When faced with spatial rotations of the visual field, youngsters were again more perturbed than others. All children showed the same rate of adaptation to visual rotations, but they differed on adaptive strategies. Five- and 7-year-olds shifted to a feedforward mode of control consisting of the production of a rapid gesture, followed by error evaluation in order to correct their next movement. Older children were characterised by a progressive integration of reafferent visual and proprioceptive information. It resulted in an increase in duration of strokes and reduced speed, meaning enhanced on-line retrieval of information. However, 9-year-old children experienced more difficulty recuperating sensory information during movement than 11-year-olds, and kept using error feedback. Finally, visuomanual coordination in children aged 11 years, while slightly differing from that of adults, was not yet totally mature.

Published
2002

9. Processus attentionnels et apprentissage moteur

Author

Carole Ferrel-Chapus and P.K. Tahej

Subjects
03 medical and health sciences, 0302 clinical medicine, Physiology, Physiology (medical), 05 social sciences, 0501 psychology and cognitive sciences, Orthopedics and Sports Medicine, Physical Therapy, Sports Therapy and Rehabilitation, 030229 sport sciences, 050107 human factors
Published
2010

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