• Journal of Information Processing Systems
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• v.13 no.1
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• pp.8-25
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• 2017

This survey paper explores the application of multimodal feedback in automated systems for motor learning. In this paper, we review the findings shown in recent studies in this field using rehabilitation and various motor training scenarios as context. We discuss popular feedback delivery and sensing mechanisms for motion capture and processing in terms of requirements, benefits, and limitations. The selection of modalities is presented via our having reviewed the best-practice approaches for each modality relative to motor task complexity with example implementations in recent work. We summarize the advantages and disadvantages of several approaches for integrating modalities in terms of fusion and frequency of feedback during motor tasks. Finally, we review the limitations of perceptual bandwidth and provide an evaluation of the information transfer for each modality.

• The Transactions of the Korean Institute of Electrical Engineers A
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• v.48 no.12
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• pp.1520-1526
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• 1999

This paper presents a current feedback learning controller for dynamic control of DC motors. The proposed controller uses the full third-order dynamics model of DC motor system to drive stable learning rules for virtual current learning input, voltage learning input, and the coefficient of electromotive force. It is shown that the proposed learning controller drives the state of uncertain DC motor system with unknown system parameters and external load torque to the desired one globally asymptotically. Computer simulation and experimental results are given to demonstrate the effectiveness of the proposed adaptive learning controller.

• Journal of the Korean Society for Precision Engineering
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• v.29 no.1
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• pp.79-86
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• 2012

This paper proposes PID and RIC (Robust Internal-loop Compensator) based motion controller using dual learning algorithm for position control of linear synchronous motor respectively. Its gains are auto-tuned by using two learning algorithms, reinforcement learning and neural network. The feedback controller gains are tuned by reinforcement learning, and then the feedforward controller gains are tuned by neural network. Experiments prove the validity of dual learning algorithm. The RIC controller has better performance than does the PID-feedforward controller in reducing tracking error and disturbance rejection. Neural network shows its ability to decrease tracking error and to reject disturbance in the stop range of the target position and home.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.2
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• pp.804-810
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• 2013

The purpose of this study was to apply treadmill training through motor learning to cerebral palsy children and examine its effects on their motor Functions and balance. The subjects of this study were 16 spastic diplegia children who had difficulty in independent gait, and GMFCS level III, IV. The participant's were allocated randomy to 2 groups: a motor learning group(n=8) and the control group(n=8), Both groups received muscle strengthening exercise for 3 session, 30 minutes per week over 7 weeks period. Data collected from the 16 spastic diplegia children the results were as follows. The motor learning group showed significant increase in motor function(p<.05). The motor learning group showed significant increase in balance(p<.05). Between motor learning group and control group, motor functions and balance was a statistically significant difference(p<.05).

• Physical Therapy Korea
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• v.10 no.2
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• pp.85-98
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• 2003

The purpose of this study was to investigate the changes of the activities of daily living (ADL) by the motor learning program for upper extremity in stroke patients. The subjects were sixty-two members who were treated at the department of occupational therapy. The ADL were measured with Functional Independence Measure (FIM). The result's were as fol1ows; 1. The ability to perform daily activities after treatment was significantly increased independent of age, gender, cause, affected side and speech disability (p<.01). The differences between the pre-treatment and the post-treatment was no significant correlation to sex, cause, affected side and duration of treatment, but the speech disability was significant. Therefore the pre-treatment scores and post-treatment scores were significantly different. 2. The variation of the pre-treatment and the post-treatment in the detail item to the performance of daily life of the stroke patients through the upper extremity motor learning program was significantly increased in self-care, sphincter control, locomotion, mobility, communication and social cognition (p<.01) Consequently, The motor learning program for upper extremity significantly improved the performance level of all ADL areas in stroke patients.

• The Journal of Korean Physical Therapy
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• v.21 no.1
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• pp.65-71
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• 2009

Purpose: Numerous investigators demonstrated that adaptative changes were induced by motor skill acquisition in the central nervous system. We investigated the changes of neuroelectric potential following motor learning with serial reaction time task in young healthy subjects, using electroencephalography (EEG). Methods: Twelve right-handed normal volunteers were recruited, who have no history of neurological dysfunction and were given to written the informed consent. All subjects were assigned to flex to extend the wrist joint or flex the thumb for pressing the matched button as quickly and accurately as possible, when one of five colored lights was displayed on computer screen (red, yellow, green, blue, white). EEG was measured, whenfive types simulations ware presented randomly with equal probabilities of 20% in total 200 times at the pre and post test. And they were scheduled for 30 minutes practice session during two consecutive days in the laboratory. Results: The results showed that the reaction time at the post test was significantly reduced, compared to one of the pre test in serial reaction time task. In EEG map analysis, the broaden bilateral activation tended to be changed to the focused contralateral activation in the frontoparietal area. Conclusion: These findings showed that acquisition of motor skill led to product more fast motor execution, and that motor learning could change cortical activation pattern, from the broaden bilateral activation to the focused contralateral activation. Thus we concluded that the adaptative change was induced by motor learning in healthy subjects.

• Journal of the Korean Institute of Intelligent Systems
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• v.14 no.6
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• pp.693-698
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• 2004

In this paper, an iterative learning control method is applied to suppress a vibration of a 2-mass system which has a flexible coupling between a load and a motor. More specifically, conditions for the load speed without vibration are derived based on the steady-state condition. And the desired motor position trajectory is synthesized based on the relation between the load and motor speed. Finally, a PD-type iterative learning control law is applied for the desired motor position trajectory. Since the learning law applied for the desired trajectory guarantees the perfect tracking performance, the resulting load speed shows no vibration even when there exist model uncertainties. A modification to the learning law is also Presented to suppress undesired effects of an initial position error, The simulation results show the effectiveness of the proposed learning method.

• Journal of the Korean Society for Precision Engineering
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• v.28 no.12
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• pp.1379-1387
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• 2011

A PID-feedforward controller and Robust Internal-loop Compensator (RIC) based on reinforcement learning using random variable sequences are provided to auto-tune parameters for each controller in the high-precision position control of PMLSM (Permanent Magnet Linear Synchronous Motor). Experiments prove the well-tuned controller could be reduced up to one-fifth level of tracking errors before learning by reinforcement learning. The RIC compared to the PID-feedforward controller showed approximately twice the performance in reducing tracking error and disturbance rejection.

• The Journal of Korean Physical Therapy
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• v.32 no.2
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• pp.70-74
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• 2020

Purpose: This study examined whether 1) the motor inhibition response as cognitive-behavioral component is learning though a stop signal task using stop-signal paradigm, and 2) whether there is a difference in the learning degree according to imagery training and actual practice training. Methods: Twenty young adults (males: 9, females: 11) volunteered to participate in this study, and were divided randomly into motor imagery training (IT, n=10) and practice training (PT, n=10) groups. The PT group performed an actual practice stop-signal task, while the IT group performed imagery training, which showed a stop-signal task on a monitor of a personal computer. The non-signal reaction time and stop-signal reaction time of both groups were assessed during the stop-signal task. Results: In the non-signal reaction time, there were no significant intra-group and inter-group differences between pre- and post-intervention in both groups (p>0.05). The stop-signal reaction time showed a significant difference in the PT group in the intra-group analysis (p<0.05). On the other hand, there was no significant intra-group difference in the IT group and inter-group difference between pre- and post-intervention (p>0.05). Conclusion: These results showed that the motor inhibition response could be learned through a stop-signal task. Moreover, these findings suggest that actual practice is a more effective method for learning the motor inhibition response.

• Physical Therapy Korea
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• v.4 no.1
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• pp.48-62
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• 1997

Several studies have evaluated the effects of types of relative frequency and delay interval of knowledge of results(KR) on motor skill learning independently. The purpose of this study was to determine more effective types of KR relative frequency and KR delay interval for motor learning. Forty-six healthy subjects (15 female, 31 male) with no previous experience with this experiment participated. The subjects ranged in age from 20 to 29 years (mean=23.9, SD=0.474). All subjects were assigned to one of four groups: a high-instant group, a high-delay group, a low-instant group, and a low-delay group. During the acquisition phase, subjects practiced movements to a target (400 mm) with either a high (83%) or low (33%) KR relative frequency, and with either an instantaneous or delayed (after 8s) KR. Four groups were evaluated on retention (after 3min and 24hr) and transfer (450 mm) tests. The major findings were as follows: (1) there were no between-group differences in acquisition and short-term retention (p>0.05, (2) a low (33%) KR relative frequency during practice was as effective for learning as measured by both long-tenn retention and transfer tests, compared with high (83%) KR practice conditions (p<0.05), (3) delayed (8s) KR enhanced learning as measured by both long-term retention and transfer tests, compared with instantaneous KR practice conditions (p<0.05), and (4) there were no interactions between KR relative frequency and KR delay interval during acquisition, retention, and transfer phases. The results suggest that relatively less frequent and delayed KR are more effective types for motor learning than more frequent and instantaneous KR.