Sentence examples for motor learning has from inspiring English sources

Since Poulton [41], the literature on motor learning has distinguished between two main types of skills.

Ever since operant conditioning was studied experimentally, the relationship between associative learning and possible motor learning has become controversial.

The emergence of concepts of brain plasticity and motor learning has led to the development of new therapeutic approaches.

The emergence of the concepts of brain plasticity and motor learning has led to the development of new therapeutic approaches.

However, although usually assumed, a potential placebo effect of TMS methods on motor learning has never been systematically investigated.

Despite that GEI in motor learning has been extensively studied [17], [28] [30], the neuroanatomical basis for the brain involved in GEI is still elusive.

Studies assessing morphological changes of brain structures during motor learning have been mainly focused on juggling, a complex visuo-motor integration task.

Different views of motor learning have been postulated including the 'codon representation of an input' by David Marr in which afferent input events that are communicated by the mossy fibres to the cerebellar cortex are converted into a language of small subsets before being stored [58].

Furthermore, it is likely that some motor tasks are more suited to facilitate NIBS-induced neuromodulation than others, because the effects of NIBS on motor learning have been shown to be task dependent in healthy individuals [72].

For example, numerous studies of motor learning have used objects that, when moved in a horizontal plane, generate forces proportional to hand speed and directed orthogonal to the current direction of hand movement.

Motor learning research has had little impact on clinical applications and rarely extended to research about how older adults learn motor skills.