Intracerebral recording of readiness potential induced by a complex motor task

2001 ◽  
Vol 16 (4) ◽  
pp. 698-704 ◽  
Author(s):  
Ivan Rektor ◽  
Martin Bare? ◽  
Petr Ka?ovsk� ◽  
Miloslav Kukleta
Keyword(s):  
Motor Task ◽  
Readiness Potential ◽  
Complex Motor

Efficiency of consolidation on free and serial recall in a complex motor task in school-aged children

2007 ◽  
Author(s):  
Balazs Fugedi ◽  
Laszlo Toth ◽  
Jozsef Bognar ◽  
Salvara I. Marina ◽  
Laszlo Honfi
Keyword(s):  
Serial Recall ◽  
Motor Task ◽  
School Aged Children ◽  
Complex Motor

scholarly journals Complex motor task associated with non-linear BOLD responses in cerebro-cortical areas and cerebellum

2015 ◽  
Vol 221 (5) ◽  
pp. 2443-2458 ◽  
Author(s):  
Adnan A. S. Alahmadi ◽  
Rebecca S. Samson ◽  
David Gasston ◽  
Matteo Pardini ◽  
Karl J. Friston ◽  
...  
Keyword(s):  
Motor Task ◽  
Cortical Areas ◽  
Bold Responses ◽  
Non Linear ◽  
Complex Motor

scholarly journals Self-Controlled Feedback for a Complex Motor Task

2011 ◽  
Vol 1 ◽  
pp. 00084 ◽  
Author(s):  
Roland Sigrist ◽  
Georg Rauter ◽  
Robert Riener ◽  
Peter Wolf
Keyword(s):  
Motor Task ◽  
Complex Motor

scholarly journals Dual contributions of cerebellar-thalamic networks to learning and offline consolidation of a complex motor task

2020 ◽  
Author(s):  
Andres P Varani ◽  
Romain W Sala ◽  
Caroline Mailhes-Hamon ◽  
Jimena L Frontera ◽  
Clément Léna ◽  
...  
Keyword(s):  
Motor Learning ◽  
Motor Task ◽  
Cerebellar Nuclei ◽  
Specific Inhibition ◽  
Thalamic Nuclei ◽  
Related Information ◽  
Midline Thalamus ◽  
Ventral Thalamus ◽  
Complex Motor ◽  
Offline Processing

SUMMARYThe contribution of cerebellum to motor learning is often considered to be limited to adaptation, a short-timescale tuning of reflexes and previous learned skills. Yet, the cerebellum is reciprocally connected to two main players of motor learning, the motor cortex and the basal ganglia, via the ventral and midline thalamus respectively. Here, we evaluated the contribution of cerebellar neurons projecting to these thalamic nuclei in a skilled locomotion task in mice. In the cerebellar nuclei, we found task-specific neuronal activities during the task, and lasting changes after the task suggesting an offline processing of task-related information. Using pathway-specific inhibition, we found that dentate neurons projecting to the midline thalamus contribute to learning and retrieval, while interposed neurons projecting to the ventral thalamus contribute to the offline consolidation of savings. Our results thus show that two parallel cerebello-thalamic pathways perform distinct computations operating on distinct timescales in motor learning.

scholarly journals Dual-Task Obstacle Crossing Training Could Immediately Improve Ability to Control a Complex Motor Task and Cognitive Activity in Chronic Ambulatory Individuals With Spinal Cord Injury

2019 ◽  
Vol 25 (3) ◽  
pp. 260-270
Author(s):  
Sugalya Amatachaya ◽  
Kitiyawadee Srisim ◽  
Preeda Arrayawichanon ◽  
Thiwabhorn Thaweewannakij ◽  
Pipatana Amatachaya
Keyword(s):  
Dual Task ◽  
Training Programs ◽  
Cognitive Activity ◽  
Motor Task ◽  
Test Task ◽  
Obstacle Crossing ◽  
Cord Injury ◽  
Complex Motor ◽  
Task Training ◽  
Dual Task Training

Background: The effectiveness of dual-task training has been reported in individuals with cognitive impairments. To date, there is no clear evidence on the incorporation of dual-task training in ambulatory individuals with spinal cord injury (SCI) who have intact cognitive functions but have various degrees of sensorimotor dysfunction. Objectives: To compare the immediate effects of dual-task obstacle crossing (DTOC) and single-task obstacle crossing (STOC) training on functional and cognitive abilities in chronic ambulatory participants with SCI. Methods: This is a randomized 2 × 2 crossover design with blinded assessors. Twenty-two participants were randomly trained using a 30-minute DTOC and STOC training program with a 2-day washout period. Outcomes, including 10-Meter Walk Tests (single- and dual-task tests), percent of Stroop Color and Word Test task errors, Timed Up and Go Test (TUG), and five times sit-to-stand test, were measured immediately before and after each training program. Results: Participants showed significant improvement in all outcomes following both training programs ( p < .05), except percent of Stroop Color and Word Test task errors after STOC training. Obvious differences between the training programs were found for the percent of Stroop task errors and TUG ( ps = .014 and .06). Conclusion: Obstacle crossing is a demanding task, thus the obvious improvement was found immediately after both training programs in participants with long post-injury time (approximately 5 years). However, the findings primarily suggest the superior effects of DTOC over STOC on a complex motor task and cognitive activity. A further randomized control trial incorporating a complex dual-task test is needed to strengthen evidence for the benefit of DTOC for these individuals.

Failure and its Relationship to the Social Facilitation Effect: Evidence for a Learned Drive Interpretation of the Social Facilitation Effect

1978 ◽  
Vol 46 (3) ◽  
pp. 823-829 ◽  
Author(s):  
John P. Lombardo ◽  
John F. Catalano
Keyword(s):  
Conditioned Stimulus ◽  
Classical Conditioning ◽  
Factorial Design ◽  
Social Facilitation ◽  
Motor Task ◽  
The Other ◽  
Facilitation Effect ◽  
The Social ◽  
Complex Motor ◽  
Drive Effect

Social facilitation theory states that an audience functions as a conditioned stimulus for generalized drive and that this drive effect is learned through classical conditioning. In the present study an attempt was made to condition classically an aversive drive to an audience by having a subject fail a task in front of an audience. A sample of 61 subjects took part in a 2 × 2 factorial design. Half of the subjects did not perform a first task but only a complex motor task. Half of these subjects performed in the presence of an audience, half without an audience present. Of those subjects exposed to failure on the first task, half performed a second complex motor task in the presence of the same audience. Results indicated that performance of subjects who failed a first task in the presence of an audience and then performed the second task in the presence of that audience was significantly poorer than all of the other groups. The findings were taken as evidence that the social facilitation effect may be based on an aversive learned drive.

Manual asymmetries within the performance of a complex motor task

1989 ◽  
Vol 8 (1) ◽  
pp. 33-44 ◽  
Author(s):  
Dianne Parker-Taillon ◽  
Robert Kerr
Keyword(s):  
Motor Task ◽  
Manual Asymmetries ◽  
Complex Motor

Effects of caudate nucleus stimulation upon initiation and performance of a complex motor task

1974 ◽  
Vol 45 (1) ◽  
pp. 61-71 ◽  
Author(s):  
Margaret W. Wilburn ◽  
Raymond P. Kesner
Keyword(s):  
Caudate Nucleus ◽  
Motor Task ◽  
Complex Motor ◽  
And Performance

Quantifying the variability of a complex motor task specifically studying the gait of dyskinetic CP children

2003 ◽  
Vol 17 (1) ◽  
pp. 50-58 ◽  
Author(s):  
Rainer Abel ◽  
Rüdiger Rupp ◽  
David Sutherland
Keyword(s):  
Motor Task ◽  
Complex Motor

scholarly journals SPEED-ACCURACY TRADEOFF OF INSTEP KICK IN YOUNG SOCCER PLAYERS

2019 ◽  
pp. 543
Author(s):  
Bojan Rakojević ◽  
Vladimir Mrdaković ◽  
Nemanja Pažin ◽  
Radun Vulović ◽  
Bojan Leontijević ◽  
...  
Keyword(s):  
Motor Task ◽  
Motor Tasks ◽  
Radial Error ◽  
Significant Difference ◽  
Complex Motor ◽  
Instep Kick ◽  
Secondary Hypothesis ◽  
Primary Hypothesis ◽  
Speed Accuracy ◽  
Speed And Accuracy

The speed-accuracy trade-off of fast movements acts inversely and as such is known as the Fitts's law. The aim of this study is to determine how instep kick (IK) speed grading instructions affect the instep kick speed and accuracy. The primary hypothesis assumes that a complex motor task such as IK has an inverse relation between speed and accuracy, and the secondary hypothesis assumes that the applied speed grading instructions are sensitive. The research involved 13 male players, the average age of 15 years (±1.6). The experimental protocol included the execution of IK at five different speeds, determined by verbal instructions to respondents. For assessment of kicking accuracy, we observed the following dependent variables: mean radial error (MRE), bivariate variable error (BVE), and centroid radial error (CRE). Comparative analysis has shown that higher accuracy (reduced MRE) and kicking consistency (reduced BVE) are achieved under lower kicking speeds, but these effects were not achieved in regard to CRE. Subsequent analyses have shown that MRE has a tendency towards a significant difference between the slowest and fastest kicks (p=0.068-0.075), while in the case of BVE it has been found that there are differences between the slowest and all other speed levels (p≤0.05). The main findings of this study have indicated a partial existence (two of three variables) of an inverse relationship between speed and accuracy in complex motor tasks such as IK (multi-joint and discrete motion).

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