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**10** 

*1Italy 2,3México* 

**Training Motor Skills Using Haptic Interfaces** 

Otniel Portillo-Rodriguez1,2, Carlo Avizzano1,

*3Instituto Tecnológico de Orizaba, Orizaba,* 

Oscar Sandoval Gonzalez1,3, Adriana Vilchis-Gonzalez2,

*1Perceptual Robotics Laboratory, Scuola Superiore Sant'Anna, Pisa,* 

*2Facultad de Ingeniería, Universidad Autónoma del Estado de México, Toluca,* 

Skill has many meanings, as there are many talents: its origin comes from the late Old English scele, meaning knowledge, and from Old Norse skil (discernment, knowledge), even if a general definition of skill can be given as "the learned ability to do a process well"

Task is the elementary unit of goal directed behaviour (Gopher, 2004) and is also a fundamental concept -strictly connected to "skill"- in the study of human behaviour, so that psychology may be defined as the science of people performing tasks. Moreover skill is not associated only to knowledge, but also to technology, since technology is -literally in the

Skill-based behaviour represents sensory-motor performance during activities following a statement of an intention and taking place without conscious control as smooth, automated and highly integrated patterns of behaviour. As it is shown in Figure 1, a schematic representation of the cognitive-sensory-motor integration required by a skill performance, complex skills can involve both gesture and sensory-motor abilities, but also high level cognitive functions, such as procedural (e.g. how to do something) and decision and judgement (e.g. when to do what) abilities. In most skilled sensory-motor tasks, the body acts as a multivariable continuous control system synchronizing movements with the behavioural of the environment (Annelise Mark Pejtersen, 1997). This way of acting is also

Skills differ from talent since talent seems native, and concepts come from schooling, while skill is learned by doing (McCullough, 1999). It is acquired by demonstration and sharpened by practice. Skill is moreover participatory, and this basis makes it durable: any teacher

The knowledge achieved by an artisan throughout his/her lifelong activity of work is a good example of a skill that is difficult to transfer to another person. At present the knowledge of a specific craftsmanship is lost when the skilled worker ends his/her working

(McCullough, 1999) or as the acquired ability to successfully perform a specific task.

named also as, action-centred, enactive, reflection-in-action or simply know-how.

knows that active participation is the way to retainable knowledge.

**1. Introduction** 

Greek- the study of skill.

Mariel Davila-Vilchis2 and Massimo Bergamasco1

