scholarly journals Behavioral performance and visual strategies during skill acquisition using a novel tool use motor learning task

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
T. J. Bosch ◽  
T. Hanna ◽  
K. A. Fercho ◽  
L. A. Baugh
Keyword(s):  
Motor Learning ◽  
Skill Acquisition ◽  
Tool Use ◽  
Learning Task ◽  
Behavioral Performance ◽  
Visual Strategies

scholarly journals Cerebellar involvement in learning to balance a cart-pole system

2019 ◽  
Author(s):  
Nicolas Ludolph ◽  
Thomas M. Ernst ◽  
Oliver M. Mueller ◽  
Sophia L. Goericke ◽  
Martin A. Giese ◽  
...  
Keyword(s):  
Motor Learning ◽  
Skill Acquisition ◽  
Learning Task ◽  
Learning Performance ◽  
Control Mechanisms ◽  
Offline Learning ◽  
Cerebellar Involvement ◽  
Lesion Symptom Mapping ◽  
Pole System

ABSTRACTThe role of the cerebellum in error-based motor adaptation is well examined. In contrast, the involvement of the cerebellum in reward-based motor learning is less clear. In this study, we examined cerebellar involvement in a reward-based motor learning task, namely learning to control a virtual cart-pole system, over five consecutive days. Subjects with focal cerebellar lesions were compared to age-matched controls in terms of learning performance and underlying control mechanisms.Based on the overall balancing performance we have identified two subgroups of patients: (1) patients with learning performance comparable to healthy controls and (2) patients with decelerated learning, unsaturated learning progress after five days and decreased inter-manual transfer. Furthermore, we found that online learning is impaired while offline learning is partly preserved in cerebellar subjects. Regarding control mechanisms, decreased control performance was associated with impairments in predictive action timing.Voxel-wise lesion symptom mapping based on the two subgroups revealed strong associations between impairments in controlling the virtual cart-pole system and lesions in intermediate and lateral parts of lobules V and VI. These results together with previous reports suggest that the ability to predict the dynamics of the cart-pole system is an important factor for the reward-based skill acquisition process.

scholarly journals Sequential motor learning transfers from real to virtual environment

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Yuhi Takeo ◽  
Masayuki Hara ◽  
Yuna Shirakawa ◽  
Takashi Ikeda ◽  
Hisato Sugata
Keyword(s):  
Motor Learning ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Learning Task ◽  
Button Press ◽  
Reaching Task ◽  
Learning Tasks ◽  
Task Order

Abstract Background Skill acquisition of motor learning between virtual environments (VEs) and real environments (REs) may be related. Although studies have previously examined the transfer of motor learning in VEs and REs through the same tasks, only a small number of studies have focused on studying the transfer of motor learning in VEs and REs by using different tasks. Thus, detailed effects of the transfer of motor skills between VEs and REs remain controversial. Here, we investigated the transfer of sequential motor learning between VEs and REs conditions. Methods Twenty-seven healthy volunteers performed two types of sequential motor learning tasks; a visually cued button-press task in RE (RE task) and a virtual reaching task in VE (VE task). Participants were randomly assigned to two groups in the task order; the first group was RE task followed by VE task and the second group was VE task followed by RE task. Subsequently, the response time in RE task and VE task was compared between the two groups respectively. Results The results showed that the sequential reaching task in VEs was facilitated after the sequential finger task in REs. Conclusions These findings suggested that the sequential reaching task in VEs can be facilitated by a motor learning task comprising the same sequential finger task in REs, even when a different task is applied.

scholarly journals Sequential Motor Learning Transfers from Real to Virtual Environment

2020 ◽  
Author(s):  
Yuhi Takeo ◽  
Masayuki Hara ◽  
Yuna Shirakawa ◽  
Takashi Ikeda ◽  
Hisato Sugata
Keyword(s):  
Motor Learning ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Learning Task ◽  
Button Press ◽  
Reaching Task ◽  
Learning Tasks ◽  
Task Order

Abstract Background:Skill acquisition of motor learning between virtual environments (VEs) and real environments (REs) may be related. Although studies have previously examined the transfer of motor learning in VEs and REs through the same tasks, only a small number of studies have focused on studying the transfer of motor learning in VEs and REs by using different tasks. Thus, detailed effects of the transfer of motor skills between VEs and REs remain controversial. Here, we investigated the transfer of sequential motor learning between VEs and REs conditions.Methods:Twenty-seven healthy volunteers performed two types of sequential motor learning tasks; a visually cued button press task in RE (RE task) and a virtual reaching task in VE (VE task). Participants were randomly assigned to two groups in the task order; the first group was RE task followed by VE task and the second group was VE task followed by RE task. Subsequently, the response time in RE task and VE task was compared between the two groups respectively.Results:The results revealed that sequential motor learning was transferred when motor learning in VEs was performed after motor learning in REs, but not when motor learning in REs was performed after motor learning in VEs.Conclusions:These findings suggested that sequential motor learning in VEs can be facilitated by motor learning task consisting of the same sequence in REs even when different task is applied. These results may derive from the fact that motor learning in REs is more implicit than that in VEs.

Implications of Optimal Feedback Control Theory for Sport Coaching and Motor Learning: A Systematic Review

Motor Control ◽  
2021 ◽  
pp. 1-24
Author(s):  
Steven van Andel ◽  
Robin Pieper ◽  
Inge Werner ◽  
Felix Wachholz ◽  
Maurice Mohr ◽  
...  
Keyword(s):  
Feedback Control ◽  
Motor Learning ◽  
Control Theory ◽  
Skill Acquisition ◽  
Best Practice ◽  
Optimal Feedback Control ◽  
Optimal Feedback ◽  
Different Types ◽  
Novel Theory ◽  
Feedback Control Theory

Best practice in skill acquisition has been informed by motor control theories. The main aim of this study is to screen existing literature on a relatively novel theory, Optimal Feedback Control Theory (OFCT), and to assess how OFCT concepts can be applied in sports and motor learning research. Based on 51 included studies with on average a high methodological quality, we found that different types of training seem to appeal to different control processes within OFCT. The minimum intervention principle (founded in OFCT) was used in many of the reviewed studies, and further investigation might lead to further improvements in sport skill acquisition. However, considering the homogenous nature of the tasks included in the reviewed studies, these ideas and their generalizability should be tested in future studies.

scholarly journals Skill acquisition of manual wheelchair propulsion: initial motor learning

2011 ◽  
Vol 1 ◽  
pp. 00093
Author(s):  
Riemer JK VEGTER ◽  
Claudine J LAMOTH ◽  
Dirkjan HEJ VEEGER ◽  
Sonja de GROOT ◽  
Lucas HV van der WOUDE
Keyword(s):  
Motor Learning ◽  
Skill Acquisition ◽  
Wheelchair Propulsion ◽  
Manual Wheelchair

New roles for dopamine in motor skill acquisition: Lessons from primates, rodents, and songbirds

2021 ◽  
Author(s):  
Alynda N Wood
Keyword(s):  
Basal Ganglia ◽  
Motor Learning ◽  
Associative Learning ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Human Life ◽  
Skill Learning ◽  
Motor Skill Acquisition ◽  
Model Free ◽  
Species Comparisons

Motor learning is a core aspect of human life, and appears to be ubiquitous throughout the animal kingdom. Dopamine, a neuromodulator with a multifaceted role in synaptic plasticity, may be a key signaling molecule for motor skill learning. Though typically studied in the context of reward-based associative learning, dopamine appears to be necessary for some types of motor learning. Mesencephalic dopamine structures are highly conserved among vertebrates, as are some of their primary targets within the basal ganglia, a subcortical circuit important for motor learning and motor control. With a focus on the benefits of cross-species comparisons, this review examines how "model-free" and "model-based" computational frameworks for understanding dopamine's role in associative learning may be applied to motor learning. The hypotheses that dopamine could drive motor learning either by functioning as a reward prediction error, through passive facilitating of normal basal ganglia activity, or through other mechanisms are examined in light of new studies using humans, rodents, and songbirds. Additionally, new paradigms that could enhance our understanding of dopamine's role in motor learning by bridging the gap between the theoretical literature on motor learning in humans and other species are discussed.

scholarly journals THE AGING BRAIN AND MOTOR LEARNING

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S655-S655
Author(s):  
Qu Tian ◽  
Roger Mullins ◽  
Abby Corkum ◽  
David Reiter ◽  
Daniel Pupo ◽  
...  
Keyword(s):  
Motor Learning ◽  
Repeated Measures ◽  
Middle Age ◽  
Brain Activation ◽  
Repeated Sequence ◽  
Learning Task ◽  
Initial Time ◽  
Aging Brain ◽  
Older Individuals ◽  
Over Time

Abstract The effect of aging on motor learning is poorly understood. This study investigated response time and patterns of brain activation induced over the course of a bimanual motor learning task in three age groups. Twenty-two cognitively unimpaired participants (32%women) were grouped into Young (<35,n=6), Middle-Age (36-59,n=10), and Old (60+,n=6). A self-paced bimanual motor learning task was performed during fMRI. The task consisted of using 2 capital and 2 lower case letters in strings of 16 cues with 6 novel alternating with 6 repeated sequence blocks. To assess learning, a repeated measures ANOVA tested whether average time per slide differed over time between novel and sequence conditions. Voxel-wise changes in brain activation between novel and sequence conditions over time were examined using a within-subject repeated measures model. Faster initial time per slide was associated with younger age (p0.05). Old had increased brain activation in repeated sequence than novel conditions in right postcentral and superior parietal regions during the early half of the task compared to the second half (p0.05). We found behavioral evidence of motor learning in Middle-Age and Old, but not Young, perhaps because younger individuals performed quickly and learned sequence almost immediately. Among older individuals, sequence-specific learning in parietal regions challenges the view that it is mediated by only motor areas.

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