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Détail de l'auteur
Auteur Nathan C. FOSTER |
Documents disponibles écrits par cet auteur (2)
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Facilitating sensorimotor integration via blocked practice underpins imitation learning of atypical biological kinematics in autism spectrum disorder / Nathan C. FOSTER in Autism, 24-6 (August 2020)
[article]
Titre : Facilitating sensorimotor integration via blocked practice underpins imitation learning of atypical biological kinematics in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nathan C. FOSTER, Auteur ; Simon J. BENNETT, Auteur ; Joe CAUSER, Auteur ; Digby ELLIOTT, Auteur ; Geoffrey BIRD, Auteur ; Spencer J. HAYES, Auteur Article en page(s) : p.1494-1505 Langues : Anglais (eng) Mots-clés : autism spectrum disorder biological motion kinematics blocked practice imitation sensorimotor integration Index. décimale : PER Périodiques Résumé : Autistic people sometimes find it difficult to copy another person's movement accurately, especially if the movement is unfamiliar or novel (e.g. to use chop sticks). In this study, we found that autistic people were generally less accurate at copying a novel movement than non-autistic people. However, by making a small adjustment and asking people to copy this movement for a set number of attempts in a predictable manner, we showed that autistic people did successfully learn to copy a new movement. This is a very important finding for autistic people because rather than thinking they cannot copy new movements, all that needs to be considered is for parents/guardians, teachers and/or support workers to make a small adjustment so that learning occurs in a predictable manner for new skills to be successfully acquired through copying. The implications from this study are wide-ranging as copying (imitation) and motor learning are important developmental processes for autistic infants and children to acquire in order to interact within the world. Therefore, practising these behaviours in the most effective way can certainly help the developmental pathway. En ligne : http://dx.doi.org/10.1177/1362361320908104 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Autism > 24-6 (August 2020) . - p.1494-1505[article] Facilitating sensorimotor integration via blocked practice underpins imitation learning of atypical biological kinematics in autism spectrum disorder [Texte imprimé et/ou numérique] / Nathan C. FOSTER, Auteur ; Simon J. BENNETT, Auteur ; Joe CAUSER, Auteur ; Digby ELLIOTT, Auteur ; Geoffrey BIRD, Auteur ; Spencer J. HAYES, Auteur . - p.1494-1505.
Langues : Anglais (eng)
in Autism > 24-6 (August 2020) . - p.1494-1505
Mots-clés : autism spectrum disorder biological motion kinematics blocked practice imitation sensorimotor integration Index. décimale : PER Périodiques Résumé : Autistic people sometimes find it difficult to copy another person's movement accurately, especially if the movement is unfamiliar or novel (e.g. to use chop sticks). In this study, we found that autistic people were generally less accurate at copying a novel movement than non-autistic people. However, by making a small adjustment and asking people to copy this movement for a set number of attempts in a predictable manner, we showed that autistic people did successfully learn to copy a new movement. This is a very important finding for autistic people because rather than thinking they cannot copy new movements, all that needs to be considered is for parents/guardians, teachers and/or support workers to make a small adjustment so that learning occurs in a predictable manner for new skills to be successfully acquired through copying. The implications from this study are wide-ranging as copying (imitation) and motor learning are important developmental processes for autistic infants and children to acquire in order to interact within the world. Therefore, practising these behaviours in the most effective way can certainly help the developmental pathway. En ligne : http://dx.doi.org/10.1177/1362361320908104 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 Getting Off to a Shaky Start: Specificity in Planning and Feedforward Control During Sensorimotor Learning in Autism Spectrum Disorder / Nathan C. FOSTER in Autism Research, 13-3 (March 2020)
[article]
Titre : Getting Off to a Shaky Start: Specificity in Planning and Feedforward Control During Sensorimotor Learning in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nathan C. FOSTER, Auteur ; Simon J. BENNETT, Auteur ; Joe CAUSER, Auteur ; Digby ELLIOTT, Auteur ; Geoffrey BIRD, Auteur ; Spencer J. HAYES, Auteur Article en page(s) : p.423-435 Langues : Anglais (eng) Mots-clés : autism feedforward and feedback motor control sensorimotor learning Index. décimale : PER Périodiques Résumé : Whilst autistic individuals develop new internal action models during sensorimotor learning, the acquired movements are executed less accurately and with greater variability. Such movement profiles are related to differences in sensorimotor integration and/or altered feedforward/feedback sensorimotor control. We investigated the processes underlying sensorimotor learning in autism by quantifying accuracy and variability, relative timing, and feedforward and feedback control. Although autistic individuals demonstrated significant sensorimotor learning across trials, which was facilitated by processing knowledge-of-results feedback, motor execution was less accurate than non-autistic individuals. Kinematic analysis indicated that autistic individuals showed significantly greater spatial variability at peak acceleration, but comparable spatial variability at peak velocity. These kinematic markers suggest that autistic movement profiles are driven by specific differences in sensorimotor control processes (i.e., internal action models) associated with planning and regulating the forces required to execute the movement. The reduction of variability at peak velocity indicates intact early feedback-based sensorimotor control in autism. Understanding how feedforward and feedback-based control processes operate provides an opportunity to explore how these control processes influence the acquisition of socio-motor actions in autism. Autism Res 2020, 13: 423-435. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Autistic adults successfully learned a new movement skill by physically practising it, and using feedback about how well they had done to become more accurate. When looking at the movements in detail, autistic adults were more variable than non-autistic adults when planning (e.g., how much force to use), and performing, the movement. These differences impact how autistic individuals learn different types of movement skills, which might influence how other behaviours (e.g., imitation) are acquired that support social interaction. En ligne : http://dx.doi.org/10.1002/aur.2214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Autism Research > 13-3 (March 2020) . - p.423-435[article] Getting Off to a Shaky Start: Specificity in Planning and Feedforward Control During Sensorimotor Learning in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nathan C. FOSTER, Auteur ; Simon J. BENNETT, Auteur ; Joe CAUSER, Auteur ; Digby ELLIOTT, Auteur ; Geoffrey BIRD, Auteur ; Spencer J. HAYES, Auteur . - p.423-435.
Langues : Anglais (eng)
in Autism Research > 13-3 (March 2020) . - p.423-435
Mots-clés : autism feedforward and feedback motor control sensorimotor learning Index. décimale : PER Périodiques Résumé : Whilst autistic individuals develop new internal action models during sensorimotor learning, the acquired movements are executed less accurately and with greater variability. Such movement profiles are related to differences in sensorimotor integration and/or altered feedforward/feedback sensorimotor control. We investigated the processes underlying sensorimotor learning in autism by quantifying accuracy and variability, relative timing, and feedforward and feedback control. Although autistic individuals demonstrated significant sensorimotor learning across trials, which was facilitated by processing knowledge-of-results feedback, motor execution was less accurate than non-autistic individuals. Kinematic analysis indicated that autistic individuals showed significantly greater spatial variability at peak acceleration, but comparable spatial variability at peak velocity. These kinematic markers suggest that autistic movement profiles are driven by specific differences in sensorimotor control processes (i.e., internal action models) associated with planning and regulating the forces required to execute the movement. The reduction of variability at peak velocity indicates intact early feedback-based sensorimotor control in autism. Understanding how feedforward and feedback-based control processes operate provides an opportunity to explore how these control processes influence the acquisition of socio-motor actions in autism. Autism Res 2020, 13: 423-435. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Autistic adults successfully learned a new movement skill by physically practising it, and using feedback about how well they had done to become more accurate. When looking at the movements in detail, autistic adults were more variable than non-autistic adults when planning (e.g., how much force to use), and performing, the movement. These differences impact how autistic individuals learn different types of movement skills, which might influence how other behaviours (e.g., imitation) are acquired that support social interaction. En ligne : http://dx.doi.org/10.1002/aur.2214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421