Behavioral and neural effects of congruency of visual feedback during short-term motor learning

NeuroImage ◽  
2018 ◽  
Vol 172 ◽  
pp. 864-873 ◽  
Author(s):  
Ori Ossmy ◽  
Roy Mukamel
Keyword(s):  
Motor Learning ◽  
Visual Feedback ◽  
Short Term

scholarly journals Embodied virtual reality for the study of real-world motor learning

PLoS ONE ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. e0245717
Author(s):  
Shlomi Haar ◽  
Guhan Sundar ◽  
A. Aldo Faisal
Keyword(s):  
Virtual Reality ◽  
Motor Learning ◽  
Visual Feedback ◽  
Real World ◽  
Motion Tracking ◽  
Body Motion ◽  
Controlled Environment ◽  
Short Term ◽  
Learning And Adaptation ◽  
Full Body

Motor-learning literature focuses on simple laboratory-tasks due to their controlled manner and the ease to apply manipulations to induce learning and adaptation. Recently, we introduced a billiards paradigm and demonstrated the feasibility of real-world-neuroscience using wearables for naturalistic full-body motion-tracking and mobile-brain-imaging. Here we developed an embodied virtual-reality (VR) environment to our real-world billiards paradigm, which allows to control the visual feedback for this complex real-world task, while maintaining sense of embodiment. The setup was validated by comparing real-world ball trajectories with the trajectories of the virtual balls, calculated by the physics engine. We then ran our short-term motor learning protocol in the embodied VR. Subjects played billiard shots when they held the physical cue and hit a physical ball on the table while seeing it all in VR. We found comparable short-term motor learning trends in the embodied VR to those we previously reported in the physical real-world task. Embodied VR can be used for learning real-world tasks in a highly controlled environment which enables applying visual manipulations, common in laboratory-tasks and rehabilitation, to a real-world full-body task. Embodied VR enables to manipulate feedback and apply perturbations to isolate and assess interactions between specific motor-learning components, thus enabling addressing the current questions of motor-learning in real-world tasks. Such a setup can potentially be used for rehabilitation, where VR is gaining popularity but the transfer to the real-world is currently limited, presumably, due to the lack of embodiment.

Laterality, bimanual interference and short-term motor learning of fine motor movements in childhood and adolescence

2012 ◽  
Vol 43 (02) ◽  
Author(s):  
P Hernáiz Driever ◽  
R Burghardt ◽  
A Bierbaum ◽  
S Hager ◽  
S Rückriegel
Keyword(s):  
Motor Learning ◽  
Fine Motor ◽  
Childhood And Adolescence ◽  
Short Term ◽  
Motor Movements ◽  
Bimanual Interference

scholarly journals Exposure to auditory feedback delay while speaking induces perceptual habituation but does not mitigate the disruptive effect of delay on speech auditory-motor learning

2020 ◽  
Author(s):  
Douglas M. Shiller ◽  
Takashi Mitsuya ◽  
Ludo Max
Keyword(s):  
Motor Learning ◽  
Visual Feedback ◽  
Auditory Feedback ◽  
Detrimental Effect ◽  
Negative Impact ◽  
Motor Adaptation ◽  
List Type ◽  
Disruptive Effect ◽  
Feedback Delay ◽  
Spectral Perturbation

ABSTRACTPerceiving the sensory consequences of our actions with a delay alters the interpretation of these afferent signals and impacts motor learning. For reaching movements, delayed visual feedback of hand position reduces the rate and extent of visuomotor adaptation, but substantial adaptation still occurs. Moreover, the detrimental effect of visual feedback delay on reach motor learning—selectively affecting its implicit component—can be mitigated by prior habituation to the delay. Auditory-motor learning for speech has been reported to be more sensitive to feedback delay, and it remains unknown whether habituation to auditory delay reduces its negative impact on learning. We investigated whether 30 minutes of exposure to auditory delay during speaking (a) affects the subjective perception of delay, and (b) mitigates its disruptive effect on speech auditory-motor learning. During a speech adaptation task with real-time perturbation of vowel spectral properties, participants heard this frequency-shifted feedback with no delay, 75 ms delay, or 115 ms delay. In the delay groups, 50% of participants had been exposed to the delay throughout a preceding 30-minute block of speaking whereas the remaining participants completed this block without delay. Although habituation minimized awareness of the delay, no improvement in adaptation to the spectral perturbation was observed. Thus, short-term habituation to auditory feedback delays is not effective in reducing the negative impact of delay on speech auditory-motor adaptation. Combined with previous findings, the strong negative effect of delay and the absence of an influence of delay awareness suggest the involvement of predominantly implicit learning mechanisms in speech.HIGHLIGHTSSpeech auditory-motor adaptation to a spectral perturbation was reduced by ~50% when feedback was delayed by 75 or 115 ms.Thirty minutes of prior delay exposure without perturbation effectively reduced participants’ awareness of the delay.However, habituation was ineffective in remediating the detrimental effect of delay on speech auditory-motor adaptation.The dissociation of delay awareness and adaptation suggests that speech auditory-motor learning is mostly implicit.

Short-Term Effects of Isometric Quadriceps Muscle Exercise with Auditory and Visual Feedback on Pain, Physical Function, and Performance after Total Knee Arthroplasty: A Randomized Controlled Trial

2020 ◽  
Author(s):  
Yasutaka Kondo ◽  
Yoshihiro Yoshida ◽  
Takashi Iioka ◽  
Hideki Kataoka ◽  
Junya Sakamoto ◽  
...  
Keyword(s):  
Total Knee Arthroplasty ◽  
Visual Feedback ◽  
Knee Arthroplasty ◽  
Acute Pain ◽  
Intervention Group ◽  
Quadriceps Muscle ◽  
Control Group ◽  
Muscle Exercise ◽  
Short Term ◽  
Total Knee

AbstractSevere acute pain after total knee arthroplasty (TKA) may cause delay in muscle strength and functional recovery, and it is a risk factor for chronic postoperative pain. Although pharmacological approaches are the typical firstline to treat acute pain; recently, nonpharmacological approaches such as exercise have been increasingly applied. The purpose of this investigation was to evaluate the effects of a rehabilitation program involving isometric quadriceps exercise with auditory and visual feedback to improve the short-term outcome after TKA. Sixty-two patients, planning a primary unilateral TKA, were randomly assigned to either an intervention group (n = 31) involving isometric quadriceps exercise with auditory and visual feedback in usual rehabilitation after TKA or a control group (n = 31) involving a standardized program for TKA. Patients in the intervention group performed the isometric quadriceps muscle exercise using the Quadriceps Training Machine from 2 to 14 days after TKA instead of the traditional quadriceps sets. Pain intensity, isometric knee extension strength, range of motion, timed up and go test (TUG), 10-m gait speed, 6-minute walking distance, the Western Ontario and McMaster University Osteoarthritis index (WOMAC), the hospital anxiety and depression scale, and the pain catastrophizing scale were assessed before TKA (baseline) and 1 to 3 weeks after TKA. Pain intensity significantly decreased in the intervention group than in the control group at 1 (p = 0.005), 2 (p = 0.002), and 3 (p = 0.010) weeks after TKA. Greater improvements in TUG (p = 0.036), 10-m gait speed (p = 0.047), WOMAC total score (p = 0.017), pain (p = 0.010), and function (p = 0.028) 3 weeks after TKA were observed in the intervention group. These results suggest that isometric quadriceps exercises with auditory and visual feedback provided early knee pain relief, possibly leading to better improvements in physical performance, and patient's perception of physical function in the early stages of postoperative TKA. Further studies should investigate whether this short-term effect is sustainable.

Impaired Short-term Motor Learning in Multiple Sclerosis: Evidence From Virtual Reality

2007 ◽  
Vol 21 (3) ◽  
pp. 273-278 ◽  
Author(s):  
Letizia Leocani ◽  
Eleonora Comi ◽  
Pietro Annovazzi ◽  
Marco Rovaris ◽  
Paolo Rossi ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Virtual Reality ◽  
Motor Learning ◽  
Short Term

scholarly journals Mu Suppression Is Sensitive to Observational Practice but Results in Different Patterns of Activation in Comparison with Physical Practice

2018 ◽  
Vol 2018 ◽  
pp. 1-12
Author(s):  
Najah Alhajri ◽  
Nicola J. Hodges ◽  
Jill G. Zwicker ◽  
Naznin Virji-Babul
Keyword(s):  
Motor Learning ◽  
Retention Test ◽  
Motor Task ◽  
Mu Rhythm ◽  
Healthy Individuals ◽  
Physical Practice ◽  
Short Term ◽  
Mu Suppression ◽  
Index Changes ◽  
Observational Practice

Research has shown the effectiveness of observational practice for motor learning, but there continues to be debate about the mechanisms underlying effectiveness. Although cortical processes can be moderated during observation, after both physical and observational practice, how these processes change with respect to behavioural measures of learning has not been studied. Here we compared short-term physical and observational practice during the acquisition and retention of a novel motor task to evaluate how each type of practice modulates EEG mu rhythm (8–13 Hz). Thirty healthy individuals were randomly assigned to one of three groups: (1) physical practice (PP), (2) observational practice (OP), and (3) no practice (NP) control. There were four testing stages: baseline EEG, practice, postpractice observation, and delayed retention. There was significant bilateral suppression of mu rhythm during PP but only left lateralized mu suppression during OP. In the postpractice observation phase, mu suppression was bilateral and larger after PP compared to that after OP. NP control showed no evidence of suppression and was significantly different to both the OP and PP groups. When comparing the three groups in retention, the groups did not differ with respect to tracing times, but the PP group showed fewer errors, especially in comparison to the NP group. Therefore, although the neurophysiological measures index changes in the OP group, which are similar but moderated in comparison to PP, changes in these processes are not manifest in observational practice outcomes when assessed in a delayed retention test.

scholarly journals The Impact of Feedback Frequency on Performance in a Novel Speech Motor Learning Task

2017 ◽  
Vol 60 (6S) ◽  
pp. 1712-1725 ◽  
Author(s):  
Mara Steinberg Lowe ◽  
Adam Buchwald
Keyword(s):  
Motor Learning ◽  
Learning Task ◽  
Short Term ◽  
Time Points ◽  
Term Retention ◽  
Long Term Retention ◽  
Speech Motor Learning ◽  
The Impact ◽  
Speech Motor

Purpose This study investigated whether whole nonword accuracy, phoneme accuracy, and acoustic duration measures were influenced by the amount of feedback speakers without impairment received during a novel speech motor learning task. Method Thirty-two native English speakers completed a nonword production task across 3 time points: practice, short-term retention, and long-term retention. During practice, participants received knowledge of results feedback according to a randomly assigned schedule (100%, 50%, 20%, or 0%). Changes in nonword accuracy, phoneme accuracy, nonword duration, and initial-cluster duration were compared among feedback groups, sessions, and stimulus properties. Results All participants improved phoneme and whole nonword accuracy at short-term and long-term retention time points. Participants also refined productions of nonwords, as indicated by a decrease in nonword duration across sessions. The 50% group exhibited the largest reduction in duration between practice and long-term retention for nonwords with native and nonnative clusters. Conclusions All speakers, regardless of feedback schedule, learned new speech motor behaviors quickly with a high degree of accuracy and refined their speech motor skills for perceptually accurate productions. Acoustic measurements may capture more subtle, subperceptual changes that may occur during speech motor learning. Supplemental Materials https://doi.org/10.23641/asha.5116324

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