Williams Camille K, Carnahan Heather
IEEE Trans Haptics. 2014 Apr-Jun;7(2):240-50. doi: 10.1109/TOH.2013.2297102.
Recent developments in neurorehabilitation have spawned numerous new robotic rehabilitation therapies. However, many of the concepts upon which these therapies are based are not fully understood and it may be necessary to explore some of the motor learning principles that apply to the use of haptics for motor learning in non-clinical scenarios/populations. We conducted a review of studies that utilized a haptic training paradigm teaching healthy participants to perform a motor skill involving the upper extremities. We discuss studies in the context of four important motor learning concepts: performance versus learning, feedback, observational learning, and functional task difficulty. Additionally, we note that the proliferation of research in haptic training has led to an extensive vocabulary of terms, some of which may be misnomers or redundant. We propose a classification of terms describing haptic training in an effort to provide clarity and further contextualize the studies. We believe that making connections to motor learning principles and clarifying meanings will facilitate a fuller understanding of the outcomes of studies in basic science research and allow for more directed applications of these training techniques to clinical populations.
神经康复领域的最新进展催生了众多新型机器人康复疗法。然而，这些疗法所基于的许多概念尚未得到充分理解，可能有必要探索一些适用于在非临床场景/人群中利用触觉进行运动学习的运动学习原则。我们对利用触觉训练范式教导健康参与者执行涉及上肢的运动技能的研究进行了综述。我们在四个重要的运动学习概念的背景下讨论这些研究：表现与学习、反馈、观察学习和功能任务难度。此外，我们注意到触觉训练研究的激增导致了大量术语的出现，其中一些可能是误称或冗余的。我们提出了一种描述触觉训练的术语分类，以努力提供清晰度并进一步将这些研究置于具体情境中。我们相信，将其与运动学习原则建立联系并阐明含义将有助于更全面地理解基础科学研究中的研究结果，并使这些训练技术能够更有针对性地应用于临床人群。
