The Virtual Teacher (VT) Paradigm: Learning New Patterns of Interpersonal Coordination Using the Human Dynamic Clamp

Viviane Kostrubiec, Guillaume Dumas, Pier-Giorgio Zanone, J.A. Scott Kelso

    Research output: Contribution to journalArticle

    12 Citations (Scopus)

    Abstract

    The Virtual Teacher paradigm, a version of the Human Dynamic Clamp (HDC), is introduced into studies of learning patterns of inter-personal coordination. Combining mathematical modeling and experimentation, we investigate how the HDC may be used as a Virtual Teacher (VT) to help humans co-produce and internalize new inter-personal coordination pattern(s). Human learners produced rhythmic finger movements whilst observing a computer-driven avatar, animated by dynamic equations stemming from the well-established Haken-Kelso-Bunz (1985) and Schöner-Kelso (1988) models of coordination. We demonstrate that the VT is successful in shifting the pattern co-produced by the VT-human system toward any value (Experiment 1) and that the VT can help humans learn unstable relative phasing patterns (Experiment 2). Using transfer entropy, we find that information flow from one partner to the other increases when VT-human coordination loses stability. This suggests that variable joint performance may actually facilitate interaction, and in the long run learning. VT appears to be a promising tool for exploring basic learning processes involved in social interaction, unraveling the dynamics of information flow between interacting partners, and providing possible rehabilitation opportunities.
    LanguageEnglish
    JournalPLoS ONE
    DOIs
    Publication statusPublished - 16 Nov 2015

    Fingerprint

    Clamping devices
    teachers
    learning
    Learning
    Human Experimentation
    Patient rehabilitation
    Entropy
    Experiments
    Interpersonal Relations
    rehabilitation (people)
    Fingers
    entropy
    Rehabilitation
    mathematical models

    Keywords

    • Learning
    • Human learning
    • Memory
    • Teachers
    • Behavior
    • Entropy
    • Musculoskeletal system
    • Information entropy

    Cite this

    Kostrubiec, Viviane ; Dumas, Guillaume ; Zanone, Pier-Giorgio ; Kelso, J.A. Scott. / The Virtual Teacher (VT) Paradigm: Learning New Patterns of Interpersonal Coordination Using the Human Dynamic Clamp. In: PLoS ONE. 2015.
    @article{f455a7d2707947a089116062f10878a4,
    title = "The Virtual Teacher (VT) Paradigm: Learning New Patterns of Interpersonal Coordination Using the Human Dynamic Clamp",
    abstract = "The Virtual Teacher paradigm, a version of the Human Dynamic Clamp (HDC), is introduced into studies of learning patterns of inter-personal coordination. Combining mathematical modeling and experimentation, we investigate how the HDC may be used as a Virtual Teacher (VT) to help humans co-produce and internalize new inter-personal coordination pattern(s). Human learners produced rhythmic finger movements whilst observing a computer-driven avatar, animated by dynamic equations stemming from the well-established Haken-Kelso-Bunz (1985) and Sch{\"o}ner-Kelso (1988) models of coordination. We demonstrate that the VT is successful in shifting the pattern co-produced by the VT-human system toward any value (Experiment 1) and that the VT can help humans learn unstable relative phasing patterns (Experiment 2). Using transfer entropy, we find that information flow from one partner to the other increases when VT-human coordination loses stability. This suggests that variable joint performance may actually facilitate interaction, and in the long run learning. VT appears to be a promising tool for exploring basic learning processes involved in social interaction, unraveling the dynamics of information flow between interacting partners, and providing possible rehabilitation opportunities.",
    keywords = "Learning, Human learning, Memory, Teachers, Behavior, Entropy, Musculoskeletal system, Information entropy",
    author = "Viviane Kostrubiec and Guillaume Dumas and Pier-Giorgio Zanone and Kelso, {J.A. Scott}",
    year = "2015",
    month = "11",
    day = "16",
    doi = "10.1371/journal. pone.0142029",
    language = "English",
    journal = "PLoS ONE",
    issn = "1932-6203",

    }

    The Virtual Teacher (VT) Paradigm: Learning New Patterns of Interpersonal Coordination Using the Human Dynamic Clamp. / Kostrubiec, Viviane; Dumas, Guillaume; Zanone, Pier-Giorgio; Kelso, J.A. Scott.

    In: PLoS ONE, 16.11.2015.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - The Virtual Teacher (VT) Paradigm: Learning New Patterns of Interpersonal Coordination Using the Human Dynamic Clamp

    AU - Kostrubiec, Viviane

    AU - Dumas, Guillaume

    AU - Zanone, Pier-Giorgio

    AU - Kelso, J.A. Scott

    PY - 2015/11/16

    Y1 - 2015/11/16

    N2 - The Virtual Teacher paradigm, a version of the Human Dynamic Clamp (HDC), is introduced into studies of learning patterns of inter-personal coordination. Combining mathematical modeling and experimentation, we investigate how the HDC may be used as a Virtual Teacher (VT) to help humans co-produce and internalize new inter-personal coordination pattern(s). Human learners produced rhythmic finger movements whilst observing a computer-driven avatar, animated by dynamic equations stemming from the well-established Haken-Kelso-Bunz (1985) and Schöner-Kelso (1988) models of coordination. We demonstrate that the VT is successful in shifting the pattern co-produced by the VT-human system toward any value (Experiment 1) and that the VT can help humans learn unstable relative phasing patterns (Experiment 2). Using transfer entropy, we find that information flow from one partner to the other increases when VT-human coordination loses stability. This suggests that variable joint performance may actually facilitate interaction, and in the long run learning. VT appears to be a promising tool for exploring basic learning processes involved in social interaction, unraveling the dynamics of information flow between interacting partners, and providing possible rehabilitation opportunities.

    AB - The Virtual Teacher paradigm, a version of the Human Dynamic Clamp (HDC), is introduced into studies of learning patterns of inter-personal coordination. Combining mathematical modeling and experimentation, we investigate how the HDC may be used as a Virtual Teacher (VT) to help humans co-produce and internalize new inter-personal coordination pattern(s). Human learners produced rhythmic finger movements whilst observing a computer-driven avatar, animated by dynamic equations stemming from the well-established Haken-Kelso-Bunz (1985) and Schöner-Kelso (1988) models of coordination. We demonstrate that the VT is successful in shifting the pattern co-produced by the VT-human system toward any value (Experiment 1) and that the VT can help humans learn unstable relative phasing patterns (Experiment 2). Using transfer entropy, we find that information flow from one partner to the other increases when VT-human coordination loses stability. This suggests that variable joint performance may actually facilitate interaction, and in the long run learning. VT appears to be a promising tool for exploring basic learning processes involved in social interaction, unraveling the dynamics of information flow between interacting partners, and providing possible rehabilitation opportunities.

    KW - Learning

    KW - Human learning

    KW - Memory

    KW - Teachers

    KW - Behavior

    KW - Entropy

    KW - Musculoskeletal system

    KW - Information entropy

    U2 - 10.1371/journal. pone.0142029

    DO - 10.1371/journal. pone.0142029

    M3 - Article

    JO - PLoS ONE

    T2 - PLoS ONE

    JF - PLoS ONE

    SN - 1932-6203

    ER -