ABSTRACT
Figure 3.1 illustrates six technological human-machine interfaces developed by a European consortium of researchers in movement and cognitive sciences, robotics, interaction design, as well as engineers and industrials, from 15 institutions,* aiming at accelerating and transferring the (re-)learning of complex coordinative skills in virtual and real environments. Such multimodal virtual situations and human-machine training devices are not uncommon in the nascent twenty-–rst century to simplify, learn, train, maintain, and transfer speci–c skill elements in domains as various as
Learning Simulators and Training Scenarios ........................................................... 31 Behind the Scenarios ........................................................................................... 33
Dynamics of Acquiring a Coordination Skill ........................................................... 33 Spontaneous Coordination Comes First ..............................................................34 Active Exploration ..............................................................................................34 Competition .........................................................................................................34 Two Learning Routes .......................................................................................... 35
Rehabilitation of Skill .............................................................................................. 35 Skill Decomposition.................................................................................................36
