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The specificity of internal models: ...

Tong, Christine.

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The specificity of internal models: Examining generalization across tasks and the independence between kinematic and dynamic learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The specificity of internal models: Examining generalization across tasks and the independence between kinematic and dynamic learning./
Author:	Tong, Christine.
Description:	117 p.
Notes:	Adviser: J. R. Flanagan.
Contained By:	Masters Abstracts International40-03.
Subject:	Biology, Neuroscience. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ63379
ISBN:	0612633799

The specificity of internal models: Examining generalization across tasks and the independence between kinematic and dynamic learning.
Tong, Christine.

The specificity of internal models: Examining generalization across tasks and the independence between kinematic and dynamic learning. - 117 p.

Adviser: J. R. Flanagan.

Thesis (M.A.)--Queen's University at Kingston (Canada), 2002.

Motor learning is believed to involve the development of internal models (IMs) that represent characteristics of sensorimotor conditions. A 2-stage process of acquisition and consolidation has been proposed for the development of internal models where newly acquired models are gradually transferred from a fragile form in working motor memory to a more robust representation in long term memory. Thus, IMs that are acquired in close temporal proximity tend to interfere with one another due to insufficient consolidation time. Recently, Krakauer et al. (1999) showed that participants can retain learning from successive adaptation to a visuomotor rotation (kinematic) and a lateral mass (dynamic), suggesting that kinematic and dynamic IMs may be acquired and consolidated independently. However, they used two transformations that depended on different movement parameters. The rotation is position-dependent while the mass is primarily acceleration-dependent, so the independence observed may have resulted from this confound instead of the kinematic-dynamic distinction. Study 1 examines this issue by exploring the interaction between a kinematic and a dynamic transformation that are both position-dependent. We found interference between these transformations, suggesting that independence is not preserved between kinematic and dynamic transformations that are matched on their state-dependencies. Study 2 and study 3 examine the transfer of kinematic learning across three different tasks. Contrary to Conditt et al. (1997), who reported such transfer for dynamic learning, we found evidence for task-specific internal models for kinematic learning.

ISBN: 0612633799Subjects--Topical Terms:

1017680
Biology, Neuroscience.

The specificity of internal models: Examining generalization across tasks and the independence between kinematic and dynamic learning.
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035 $a (UnM)AAIMQ63379
035 $a AAIMQ63379
040 $a UnM $c UnM
100 1 $a Tong, Christine. $3 1256505
245 1 0 $a The specificity of internal models: Examining generalization across tasks and the independence between kinematic and dynamic learning.
300 $a 117 p.
500 $a Adviser: J. R. Flanagan.
500 $a Source: Masters Abstracts International, Volume: 40-03, page: 0656.
502 $a Thesis (M.A.)--Queen's University at Kingston (Canada), 2002.
520 $a Motor learning is believed to involve the development of internal models (IMs) that represent characteristics of sensorimotor conditions. A 2-stage process of acquisition and consolidation has been proposed for the development of internal models where newly acquired models are gradually transferred from a fragile form in working motor memory to a more robust representation in long term memory. Thus, IMs that are acquired in close temporal proximity tend to interfere with one another due to insufficient consolidation time. Recently, Krakauer et al. (1999) showed that participants can retain learning from successive adaptation to a visuomotor rotation (kinematic) and a lateral mass (dynamic), suggesting that kinematic and dynamic IMs may be acquired and consolidated independently. However, they used two transformations that depended on different movement parameters. The rotation is position-dependent while the mass is primarily acceleration-dependent, so the independence observed may have resulted from this confound instead of the kinematic-dynamic distinction. Study 1 examines this issue by exploring the interaction between a kinematic and a dynamic transformation that are both position-dependent. We found interference between these transformations, suggesting that independence is not preserved between kinematic and dynamic transformations that are matched on their state-dependencies. Study 2 and study 3 examine the transfer of kinematic learning across three different tasks. Contrary to Conditt et al. (1997), who reported such transfer for dynamic learning, we found evidence for task-specific internal models for kinematic learning.
590 $a School code: 0283.
650 4 $a Biology, Neuroscience. $3 1017680
650 4 $a Psychology, Physiological. $3 1017869
690 $a 0317
690 $a 0989
710 2 0 $a Queen's University at Kingston (Canada). $3 1250078
773 0 $t Masters Abstracts International $g 40-03.
790 $a 0283
790 1 0 $a Flanagan, J. R., $e advisor
791 $a M.A.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ63379