Huang Shaochen, Dai Boyi, Zhu Qin
University of Wyoming, Laramie, WY, USA.
Multisens Res. 2019 Jan 1:1-21. doi: 10.1163/22134808-20191424.
Previous studies have shown that learning bimanual coordination is modality-specific, and both visual and kinesthetic information about relative phase can be used to facilitate learning. However, an extended training with focus on visual information leads to the neglect of kinesthesis and a complete reliance on vision to perform the coordination. The current study explored the bi-modal training of bimanual coordination, where the participants were guided to attend to both visual and kinesthetic information to learn 90° coordination. Thirty participants in their 20s were trained for 10 sessions (two sessions a day for five days), during which they were randomly divided into three groups of 10 participants each to practice the coordination. The V-K group was focused first on visual information, and then on kinesthetic information, to learn the 90° coordination. The K-V group was focused first on kinesthetic information, and then on visual information to learn the coordination. The Random group randomly shifted their focus between visual and kinesthetic information to learn the coordination. All participants were tested as they performed the 90° coordination with and without visual information before, halfway, and after the training. The results showed that the bi-modal training yielded more improved and transferred coordination than the uni-modal training. However, among the three types of bi-modal training, the V-K schedule exhibited the most modality-specific learning and transfer. Therefore, when using both visual demonstration and physical guidance to teach bimanual coordination skills, providing visual demonstration in the early stage should be recommended.
先前的研究表明，学习双手协调具有模态特异性，关于相对相位的视觉和动觉信息均可用于促进学习。然而，专注于视觉信息的长期训练会导致对动觉的忽视，并完全依赖视觉来进行协调。本研究探索了双手协调的双模态训练，即引导参与者同时关注视觉和动觉信息来学习90°协调。30名20多岁的参与者接受了10节训练课程（每天两节，共五天），在此期间他们被随机分为三组，每组10人，练习协调动作。视-动组首先专注于视觉信息，然后专注于动觉信息来学习90°协调。动-视组首先专注于动觉信息，然后专注于视觉信息来学习协调。随机组在视觉和动觉信息之间随机转移注意力来学习协调。所有参与者在训练前、训练中期和训练后进行90°协调动作时，分别在有视觉信息和无视觉信息的情况下接受测试。结果表明，双模态训练比单模态训练产生了更多的协调性改善和迁移。然而，在三种双模态训练类型中，视-动训练方案表现出最具模态特异性的学习和迁移。因此，在使用视觉示范和身体引导来教授双手协调技能时，建议在早期阶段提供视觉示范。
