scholarly journals Motor Learning in Response to Different Experimental Pain Models among Healthy Individuals: A Systematic Review

2021 ◽  
Author(s):  
Mohammad Izadi ◽  
Sae Franklin ◽  
Marianna Bellafiore ◽  
David W. Franklin
Keyword(s):  
Systematic Review ◽  
Motor Learning ◽  
Learning Process ◽  
Motor Task ◽  
Experimental Pain ◽  
Skill Learning ◽  
Healthy Individuals ◽  
Major Question ◽  
Motor Strategy ◽  
Pain Models

AbstractLearning new movement patterns is a normal part of daily life, but of critical importance in both sport and rehabilitation. A major question is how different sensory signals are integrated together to give rise to motor adaptation and learning. More specifically, there is growing evidence that pain can give rise to alterations in the learning process. Despite a number of studies investigating the role of pain on the learning process, there is still no systematic review to summarize and critically assess investigations regarding this topic in the literature. Here in this systematic review, we summarize and critically evaluate studies that examined the influence of experimental pain on motor learning. Seventeen studies that exclusively assessed the effect of experimental pain models on motor learning among healthy individuals were included for this systematic review, carried out based on the PRISMA statement. The results of the review revealed there is no consensus regarding the effect of pain on the skill learning acquisition and retention. However, several studies demonstrated that participants who experienced pain continued to express a changed motor strategy to perform a motor task even one week after training under the pain condition. The results highlight a need for further studies in this area of research, and specifically to investigate whether pain has different effects on motor learning depending on the type of motor task.

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 Predicting Motor Skill Learning in Older Adults Using Visuospatial Performance

2020 ◽  
Vol 8 (1) ◽  
pp. 38-51
Author(s):  
Peiyuan Wang ◽  
Frank J. Infurna ◽  
Sydney Y. Schaefer
Keyword(s):  
Motor Learning ◽  
Motor Task ◽  
Skill Learning ◽  
Cognitive Test ◽  
Cognitive Differences ◽  
Cognitive Domains ◽  
Visuospatial Function ◽  
Backward Elimination ◽  
Age Related ◽  
Age Range

Between-group comparisons of older and younger adults suggest that motor learning decreases with advancing age. However, such comparisons do not necessarily account for group differences in cognitive function, despite the co-occurrence of aging and cognitive decline. As such, cognitive differences may explain the observed age effects on motor learning. Recent work has shown that the extent to which a motor task is learned is related to visuospatial function in adults over age 65. The current study tested whether this relationship is replicable across a wider age range and with a brief, widely available cognitive test. Thirty-three adults (aged 39–89 years old) completed the Montreal Cognitive Assessment (MoCA) prior to practicing a functional upper extremity motor task; performance on the motor task was assessed 24 hours later to quantify learning. Backward elimination stepwise linear regression identified which cognitive domains significantly predicted retention. Consistent with previous findings, only the Visuospatial/Executive subtest score predicted change in performance 24 hours later, even when accounting for participant age. Thus, the age-related declines in motor learning that have been reported previously may be explained in part by deficits in visuospatial function that can occur with advancing age.

scholarly journals Endogenous Opioid Antagonism in Physiological Experimental Pain Models: A Systematic Review

PLoS ONE ◽  
2015 ◽  
Vol 10 (6) ◽  
pp. e0125887 ◽  
Author(s):  
Mads U. Werner ◽  
Manuel P. Pereira ◽  
Lars Peter H. Andersen ◽  
Jørgen B. Dahl
Keyword(s):  
Systematic Review ◽  
Experimental Pain ◽  
Endogenous Opioid ◽  
Pain Models

scholarly journals Exploring pain interference with motor skill learning in humans: a protocol for a systematic review

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e045841
Author(s):  
David Matthews ◽  
Edith Elgueta Cancino ◽  
Deborah Falla ◽  
Ali Khatibi
Keyword(s):  
Systematic Review ◽  
Motor Learning ◽  
Learning Strategies ◽  
Motor Skills ◽  
Motor Skill ◽  
Meta Analysis ◽  
Grey Literature ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
The Impact

IntroductionMotor skill learning is intrinsic to living. Pain demands attention and may disrupt non-pain-related goals such as learning new motor skills. Although rehabilitation approaches have used motor skill learning for individuals in pain, there is uncertainty on the impact of pain on learning motor skills.Methods and analysisThe protocol of this systematic review has been designed and is reported in accordance with criteria set out by the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols guidelines. Web of Science, Scopus, MEDLINE, Embase and CINAHL databases; key journals; and grey literature will be searched up until March 2021, using subject-specific searches. Two independent assessors will oversee searching, screening and extracting of data and assessment of risk of bias. Both behavioural and activity-dependent plasticity outcome measures of motor learning will be synthesised and presented. The quality of evidence will be assessed using the Grading of Recommendations Assessment, Development and Evaluation approach.Ethics and disseminationNo patient data will be collected, and therefore, ethical approval was not required for this review. The results of this review will provide further understanding into the complex effects of pain and may guide clinicians in their use of motor learning strategies for the rehabilitation of individuals in pain. The results of this review will be published in a peer-reviewed journal and presented at scientific conferences.PROSPERO registration numberCRD42020213240.

scholarly journals Slow oscillation-spindle coupling strength predicts real-life gross-motor learning in adolescents and adults

2021 ◽  
Author(s):  
Michael A. Hahn ◽  
Kathrin Bothe ◽  
Dominik P. J. Heib ◽  
Manuel Schabus ◽  
Randolph F. Helfrich ◽  
...  
Keyword(s):  
Motor Learning ◽  
Learning Curve ◽  
Learning Process ◽  
Coupling Strength ◽  
Declarative Memory ◽  
Real Life ◽  
Early Adolescents ◽  
Motor Task ◽  
Gross Motor ◽  
Adolescents And Adults

ABSTRACTPrecise temporal coordination between slow oscillations (SO) and sleep spindles indexes declarative memory network development. SO-spindle interplay is thought to time subcortical-cortical network communication. However, it is currently unclear whether these findings in the declarative memory domain also apply in the motor memory domain. Here, we compared early adolescents and young adults learning juggling, a real-life gross-motor task. We found that improved task proficiency after sleep lead to an attenuation of the learning curve, suggesting a dynamic juggling learning process. We employed individualized cross-frequency coupling analyses to alleviate inter and intra-group variability of oscillatory features. Complementary to our earlier findings, we identified a more precise SO-spindle coupling in adults compared to early adolescents. Importantly, coupling precision over motor areas predicted overnight changes in task proficiency and learning curve, indicating that SO-spindle coupling strength is sensitive to the dynamic motor learning process. Our results provide first evidence that regionally specific precisely coupled sleep oscillations support gross-motor learning in humans.

scholarly journals Mutual Skill Learning and Adaptability to Others via Haptic Interaction

2021 ◽  
Vol 15 ◽  
Author(s):  
Ozge Ozlem Saracbasi ◽  
William Harwin ◽  
Toshiyuki Kondo ◽  
Yoshikatsu Hayashi
Keyword(s):  
Motor Learning ◽  
Motor Skills ◽  
Motor Coordination ◽  
Target Location ◽  
Peer Interactions ◽  
Motor Task ◽  
Peer To Peer ◽  
Skill Learning ◽  
Skill Transfer ◽  
Common Goal

When learning a new skill through an unknown environment, should we practice alone, or together with another beginner, or learn from the expert? It is normally helpful to have an expert guiding through unknown environmental dynamics. The guidance from the expert is fundamentally based on mutual interactions. From the perspective of the beginner, one needs to face dual unknown dynamics of the environment and motor coordination of the expert. In a cooperative visuo-haptic motor task, we asked novice participants to bring a virtual mass onto the specified target location under an unknown external force field. The task was completed by an individual or with an expert or another novice. In addition to evaluation of the motor performance, we evaluated the adaptability of the novice participants to a new partner while attempting to achieve a common goal together. The experiment was set in five phases; baseline for skill transfer and adaptability, learning and evaluation for adaptability and skill transfer respectively. The performance of the participants was characterized by using the time to target, effort index, and length of the trajectory. Experimental results suggested that (1) peer-to-peer interactions among paired beginners enhanced the motor learning most, (2) individuals practicing on their own (learning as a single) showed better motor learning than practicing under the expert's guidance, and (3) regarding the adaptability, peer-to-peer interactions induced higher adaptability to a new partner than the novice-to-expert interactions while attempting to achieve a common goal together. Thus, we conclude that the peer-to-peer interactions under a collaborative task can realize the best motor learning of the motor skills through the new environmental dynamics, and adaptability to others in order to achieve a goal together. We suggest that the peer-to-peer learning can induce both adaptability to others and learning of motor skills through the unknown environmental dynamics under mutual interactions. On the other hand, during the peer-to-peer interactions, the novice can learn how to coordinate motion with his/her partner (even though one is a new partner), and thus, is able to learn the motor skills through new environmental dynamics.

scholarly journals Evidence for associations between Rey-Osterrieth Complex Figure test and motor skill learning in older adults

2020 ◽  
Author(s):  
Jennapher Lingo VanGilder ◽  
Keith R. Lohse ◽  
Kevin Duff ◽  
Peiyuan Wang ◽  
Sydney Y. Schaefer
Keyword(s):  
Older Adults ◽  
Motor Learning ◽  
Upper Extremity ◽  
Principal Components ◽  
Motor Task ◽  
Principal Component ◽  
Skill Learning ◽  
Motor Rehabilitation ◽  
Age Related

AbstractAge-related declines in motor learning may be related to poor visuospatial function. Thus, visuospatial testing could evaluate older adults’ potential for motor learning, which has implications for geriatric motor rehabilitation. To this end, the purpose of this study was to identify which visuospatial test is most predictive of motor learning within older adults. Forty-five nondemented older adults completed six standardized visuospatial tests, followed by three weekly practice sessions on a functional upper-extremity motor task. Participants were re-tested one month later on the trained task and another untrained upper-extremity motor task to evaluate the durability and generalizability of motor learning, respectively. Principal component analysis first reduced the dimensions of the visuospatial battery to two principal components for inclusion in a mixed-effects model that assessed one-month follow-up performance as a function of baseline performance and the principal components. Of the two components, only one was related to one-month follow-up. Factor loadings and post hoc analyses suggested that of the six visuospatial tests, the Rey-Osterrieth test (visual construction and memory) was related to one-month follow-up of the trained and untrained tasks. Thus, it may be plausible that older adults’ long-term motor learning capacity could be evaluated using the Rey-Osterrieth test, which would be feasible to administer prior to motor rehabilitation to indicate risk of non-responsiveness to therapy.

Sleep and motor learning

2020 ◽  
pp. 12-19
Author(s):  
Antonio Cicchella
Keyword(s):  
Motor Learning ◽  
Experimental Research ◽  
Human Body ◽  
Learning Process ◽  
Finger Tapping ◽  
Historical Overview ◽  
Motor Tasks ◽  
Sleep Habits ◽  
Simple Motor ◽  
Function Of Sleep

Sleep is a process, which happens in human body and has many functions. One relatively recently studied function of sleep is its involvement in the motor learning process. This paper presents a historical overview of the studies on sleep, and the results of two experimental research studies that explore the motor learning of a simple finger tapping tasks performed by adults, and the sleep habits of boys practicing sports. The research results show that sleep has an effect on improving motion retention of simple motor tasks, and that sports improve sleep for boys, thus contributing to better learning.

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