Laser driven MeV proton beam focussing by auto-charged electrostatic lens configuration

Significant reduction of inherent large divergence of the laser driven MeV proton beams is achieved by strong (of the order of 10^9 V/m ) electrostatic focussing field generated in the confined region of a suitably shaped structure attached to the proton generating foil. The scheme exploits the positively charging of the target following an intense laser interaction. Reduction in the proton beam divergence, and commensurate increase in proton flux is observed while preserving the beam laminarity. The underlying mechanism has been established by the help of particle tracing simulations. Dynamic focussing power of the lens, mainly due to the target discharging, can also be exploited in order to bring up the desired chromaticity of the lens for the proton beams of broad energy range.

Transposing Musical Skill: Sonification of movement as concurrent augmented feedback enhances learning in a bimanual task

Concurrent feedback provided during acquisition can enhance performance of novel tasks. The ‘guidance hypothesis’ predicts that feedback provision leads to dependence and poor performance in its absence. However, appropriately-structured feedback information provided through sound (‘sonification’) may not be subject to this effect. We test this directly using a rhythmic bimanual shape-tracing task in which participants learned to move at a 4:3 timing ratio. Sonification of movement and demonstration was compared to two other learning conditions: (1) sonification of task demonstration alone and (2) completely silent practice (control). Sonification of movement emerged as the most effective form of practice, reaching significantly lower error scores than control. Sonification of solely the demonstration, which was expected to benefit participants by perceptually unifying task requirements, did not lead to better performance than control. Good performance was maintained by participants in the sonification condition in an immediate retention test without feedback, indicating that the use of this feedback can overcome the guidance effect. On a 24-hour retention test, performance had declined and was equal between groups. We argue that this and similar findings in the feedback literature are best explained by an ecological approach to motor skill learning which places available perceptual information at the highest level of importance.