Joint Department of Biomedical Engineering, University of North Carolina at Chapel Hill and North Carolina State University, USA.
Division of Physical Therapy, Department of Allied Health Sciences, University of North Carolina at Chapel Hill, USA.
Hum Mov Sci. 2021 Feb;75:102745. doi: 10.1016/j.humov.2020.102745. Epub 2020 Dec 19.
Distorted visual feedback (DVF) may employ both implicit and explicit approaches to enhance motor learning. Our purpose was to test the effect of DVF of gait propulsion on the capacity to alter propulsive forces, and to determine the biomechanical determinants of propulsion. Seventeen young unimpaired individuals walked for three minutes of baseline (no feedback), then completed three randomly ordered, 10-minute Learning conditions: Real, 10DVF, and 20DVF. During the DVF conditions, we gradually decreased the feedback value without the participants' knowledge. For all Learning conditions, participants were instructed to maintain the propulsive force between two targets representing ±1 standard deviation as obtained from baseline. A one-minute retention trial without any feedback was performed immediately after Learning. Participants increased propulsive forces and trailing limb angle in both DVF conditions that persisted through retention; however, no change in ankle plantarflexion moment was noted. These findings offer promise of translation to clinical populations with propulsion deficits and require combined implicit and explicit learning components.
视觉反馈失真（DVF）可采用内隐和外显的方法来增强运动学习。我们的目的是测试步态推进 DVF 对改变推进力能力的影响，并确定推进力的生物力学决定因素。17 名年轻且无损伤的个体在基线（无反馈）下行走 3 分钟，然后完成三个随机顺序的 10 分钟学习条件：真实、10DVF 和 20DVF。在 DVF 条件下，我们在参与者不知情的情况下逐渐降低反馈值。在所有学习条件下，参与者都被指示在两个目标之间保持推进力，该推进力代表从基线获得的±1 个标准差。学习后立即进行一分钟无任何反馈的保留试验。参与者在两个 DVF 条件下增加了推进力和后肢角度，并且这种增加在保留期间持续存在；然而，没有注意到踝关节跖屈力矩的变化。这些发现为具有推进力缺陷的临床人群的转化提供了希望，并且需要结合内隐和外显的学习成分。
