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Rethinking physical and rehabilitation medicine - New technologies induce new learning strategies
Title Page
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Copyright Page
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Members of the European Academy of Rehabilitation Medicine
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CONTRIBUTORS
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Table of Contents
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EXECUTIVE SUMMARY
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FOREWORD
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PART I LEARNING AND EDUCATION INTO REHABILITATION STRATEGY
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Learning and teaching: two processes to bear in mind when rethinking physical medicine and rehabilitation
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Rehabilitation, a clear objective
PRM, an ambiguous term for the medical specialty21
Learning and teaching: the two pillars of PRM strategy
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The overwhelming power of normality and standards
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The weight of empiricism and dogma
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The weight of habit and received wisdom
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Learning and teaching, toward new paradigms
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Learning and teaching without going overboard
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Conclusion
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References
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The International Classification of Functioning, Disability and Health (ICF), a unifying model for physical and rehabilitation medicine (PRM)
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Introduction
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The ICF
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The ICF in the Perspective of the WHO and the UN System
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Development of the ICF
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The Structure of the ICF
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Validity of the ICF
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ICF-based classification and measurement
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ICF categories: building blocks and reference units
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ICF-based practical tools: ICF Checklist and ICF Core Sets
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ICF Checklist
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ICF Core Sets
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Mapping the world of measures to the ICF and vice versa
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ICF-based measurement of functioning
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Measuring a single ICF category
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Measuring across ICF categories
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The ICF, a unifying model for PRM
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ICF-based conceptualization of the public health strategy rehabilitation and the medical specialty (PRM)
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ICF-based organization of “human functioning and rehabilitation research”
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Developing PRM in the context of “human functioning and rehabilitation”
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The ICF in rehabilitation management
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Assessment
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Assignment and intervention
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Evaluation
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Conclusion
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References
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Rehabilitation and norms
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Meanings of the word “normal”
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The “abnormal other”: a long history of discrimination
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PRM: an alternate construction of the normal-abnormal contrast
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The social model of disability: how the issue of normality shifted from the individual to the environment
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Is it possible to reconcile medical practice and the socialmodel of disability?
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Conclusion
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References
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PART II MPLICIT LEARNING: A BASIC LEARNING PROCESS
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A historical perspective on learning: the legacy and actuality of I. M. Pavlov and N. A. Bernstein
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Introduction
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Biographies and historical context of the controversy between Pavlov and Bernstein
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Biography of Ivan Petrovich Pavlov
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Conditioned reflexes and Pavlov’s theory
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Biography of Nicolaï Alexandrovitch Bernstein
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The psychology of activity
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Goal-directed activity and levels of description
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A developmental approach
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Interaction, mediation, internalization
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The Bernstein-Pavlov controversy
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Legacy
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Pavlov and Behaviorism
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Expansion of behaviorism in the United States
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Hebb and adaptation in formal neural networks
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Hebbian learning and cerebellar physiology
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Bernstein and Russian Cybernetics
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Presence and impact on motor control and sensorimotor learning today
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Motor control: problems to solve in the control of movement
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Acquisition of internal models and programs: role of reinforcement learning
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Schmidt and generalized motor programs
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Brain control of movement
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Adaptive motor learning and internal models in the cerebellum
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A dynamical view on motor control in Bernstein’s tradition
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Synergies and the use of variability
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Mass-spring models and equilibrium point control
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Dynamical systems for learning and development
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Conclusion
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References
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Introducing implicit learning: from the laboratory to the real life
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Introduction
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What are the characteristics of implicit learning?
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In which situation do humans learn implicitly?
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Implicit learning in the laboratory
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Learning contemporary musical grammar: an example of real life implicit learning
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What is the nature of the knowledge acquired through implicit learning?
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Conclusion
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References
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Implicit learning, development, and education
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Introduction
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Implicit learning processes in development
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Implicit learning processes in infancy, childhood, and aging
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Implicit learning processes and pathology
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The question of IQ independency
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The question of resistance to neurological or psychological damages
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Implicit learning processes and education or reeducation
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Implicit learning processes outside of laboratory
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A rationale for building implicit learning situations
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Conclusion
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References
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Implicit learning and implicit memory in moderate to severe memory disorders
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Introduction
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Implicit learning and implicit memory in pathological conditions
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Amnesia
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Alzheimer’s disease
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Implications for rehabilitation
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Implicit memory
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Learning statistical regularities
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Conclusion
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References
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Learning processes and recovery of higher functions after brain damage
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What are the principles of training in neuropsychology?
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What are the theoretical bases of training in neuropsychology?
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Training by the strategy of restoration of the function in deficit
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Training by the strategy of reorganization
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Pragmatic or “ecological” training
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What are the neuropsychophysiological bases of training in neuropsychology?
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Learning processes and reeducation of language disorders: development of ideas
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Reconciliation of training techniques in aphasia
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The pragmatic approach and the psychosocial approach
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Learning processes and reeducation of perceptual gnostic disorders
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Learning processes and memory disorders
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Strategies of recovery
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Strategies using preserved memory capacities (57)
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Is training for the acquisition of complex knowledge possible?
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Learning processes and executive function disorders
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Do possibilities exist for training in dementias of the Alzheimer type?
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Conclusion
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References
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PART III LEARNING, MEDICAL TRAINING, AND REHABILITATION PRACTICE
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Benefits of learning technologies in medical training, from full-scale simulators to virtual reality and multimedia presentations
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Introduction
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Learning complex emergency procedures with a full-scale patient simulator during student medical training
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An experimental study with experts and novices
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Conclusion, future direction, and recommendations in full-scale simulator
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From a full-scale mannequin-based simulator to computer screen-based microworld simulators in medical training
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Limits of full-scale mannequin-based simulators
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Potential benefits of microworld simulators
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Virtual reality, haptic, and depth perception properties
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Examples in medical training
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Some “difficult” limiting questions
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Spatial cognition and medical activities
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Multimedia learning, animated pictures, 2-D, and 3-D
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Animations versus static pictures to learn dynamic processes
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Interactivity and user control upon the speed of the process principle
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Cueing principle
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Segmentation principle
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Conclusion
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References
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Auditory training in deaf children
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Introduction
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Auditory education in deaf children: principles and traditional practice
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Our experiment
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Conclusion
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References
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Virtual reality for learning and rehabilitation
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Introduction
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Fundamental VR basic issues
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Some VR tools
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Computer basis of a virtual system
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Visual sensory interfaces
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Other sensory interfaces
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Motor interfaces
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Software tools
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VR applications in cognitive learning for rehabilitation
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VR applications in functional evaluation and training
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VR applications in motor learning for rehabilitation
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VR assets for learning and rehabilitation
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Limitations
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Conclusion
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References
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Augmented feedback, virtual reality and robotics for designing new rehabilitation methods
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Introduction
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Motor learning in patients with cerebral lesions
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Augmented feedback for rehabilitation
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Rehabilitation
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Task-oriented rehabilitation
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Task-oriented rehabilitation at the impairment level
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Rationale
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Studies using visual feedback
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Studies using auditory feedback
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Activity workbenches and augmented feedback
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Real objects
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Computer games and instrumented joysticks
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Combining AF with robotics
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Robotics and mechanical support of the upper limbs
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Rehabilitation of hand function
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VR and haptic technology
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VR and assisted gait training
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Use of augmented feedback to modify action-perception coupling
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Visual-proprioception conflict and error management
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Optic flow
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Training regimens
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Motor imagery and movement observation
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Conclusion
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References
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