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Exploring Disturbance as a Force for Good in Motor Learning
View ORCID ProfileJack Brookes, Faisal Mushtaq, Earle Jamieson, Aaron J. Fath, Geoffrey P. Bingham, Peter Culmer, Richard M. Wilkie, Mark A. Mon-Williams
doi: https://doi.org/10.1101/796136
Jack Brookes
1School of Psychology, University of Leeds, Leeds, West Yorkshire, LS2 9JT, United Kingdom
2School of Mechanical Engineering, University of Leeds, Leeds, West Yorkshire, LS2 9JT, United Kingdom
Faisal Mushtaq
1School of Psychology, University of Leeds, Leeds, West Yorkshire, LS2 9JT, United Kingdom
Earle Jamieson
1School of Psychology, University of Leeds, Leeds, West Yorkshire, LS2 9JT, United Kingdom
2School of Mechanical Engineering, University of Leeds, Leeds, West Yorkshire, LS2 9JT, United Kingdom
Aaron J. Fath
3Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405-7007, USA
Geoffrey P. Bingham
3Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405-7007, USA
Peter Culmer
2School of Mechanical Engineering, University of Leeds, Leeds, West Yorkshire, LS2 9JT, United Kingdom
Richard M. Wilkie
1School of Psychology, University of Leeds, Leeds, West Yorkshire, LS2 9JT, United Kingdom
Mark A. Mon-Williams
1School of Psychology, University of Leeds, Leeds, West Yorkshire, LS2 9JT, United Kingdom
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Posted October 07, 2019.
Exploring Disturbance as a Force for Good in Motor Learning
Jack Brookes, Faisal Mushtaq, Earle Jamieson, Aaron J. Fath, Geoffrey P. Bingham, Peter Culmer, Richard M. Wilkie, Mark A. Mon-Williams
bioRxiv 796136; doi: https://doi.org/10.1101/796136
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