Chiou Shiau-Chuen, Chang Erik Chihhung
Institute of Cognitive Neuroscience, National Central University, Taoyuan City, Taiwan.
PLoS One. 2016 Feb 19;11(2):e0149221. doi: 10.1371/journal.pone.0149221. eCollection 2016.
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.
先前的研究表明，在通过听觉通道而非视觉通道获得双手协调学习时，其对增强反馈去除的抵抗力更强。然而，尚不清楚反馈模态之间这种不同的“引导效应”是由于通过非优势听觉通道增强了感觉运动整合，还是由于在节奏输入下与动觉信息的联系加强。当前的研究旨在考察同时增强反馈的模态（视觉与听觉）和信息类型（连续视觉空间与离散节奏）如何影响双手协调学习。参与者连续三天学习一种90°异相模式，要么使用显示双臂综合位置的李萨如图形反馈，要么使用反映运动相对时间的视觉或听觉节奏反馈。结果显示，当在李萨如图形组和其他两个节奏组之间去除反馈时，练习后表现出不同的变化，这表明引导效应可能受到练习期间提供的信息类型的调节。此外，在将不规则节奏计数任务作为次要任务应用的双任务条件下，表现有显著改善，这也表明较低程度的意识控制参与可能会导致双手协调表现更好。
