scholarly journals Learning from the physical consequences of our actions improves motor memory

2021 ◽  
Author(s):  
Amanda Bakkum ◽  
Daniel S Marigold
Keyword(s):  
Motor Learning ◽  
Motor Memory ◽  
Group Differences ◽  
Physical Consequence ◽  
Foot Placement ◽  
Future Behavior ◽  
Movement Error ◽  
Initial Learning ◽  
Physical Consequences ◽  
The Brain

Actions have consequences. Motor learning involves correcting actions that lead to movement errors and remembering these actions for future behavior. In most laboratory situations, movement errors have no physical consequences and simply indicate the progress of learning. Here we asked how experiencing a physical consequence when making a movement error affects motor learning. Two groups of participants adapted to a new, prism-induced mapping between visual input and motor output while performing a precision walking task. Importantly, one group experienced an unexpected slip perturbation when making foot-placement errors during adaptation. Because of our innate drive for safety, and the fact that balance is fundamental to movement, we hypothesized that this experience would enhance motor memory. Learning generalized to different walking tasks to a greater extent in the group who experienced the adverse physical consequence. This group also showed faster relearning one week later despite exposure to a competing mapping during initial learning—evidence of greater memory consolidation. The group differences in generalization and consolidation occurred even though they both experienced similar magnitude foot-placement errors and adapted at similar rates. Our results suggest the brain considers the potential physical consequences of movement error when learning and that balance-threatening consequences serve to enhance this process.

scholarly journals Preserved motor memory in Parkinson's disease

2021 ◽  
Author(s):  
Soraya Lahlou ◽  
Ella Gabitov ◽  
Lucy L. W. Owen ◽  
Daphna Shohamy ◽  
Madeleine Sharp
Keyword(s):  
Older Adults ◽  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Motor Learning ◽  
Motor Performance ◽  
Motor Memory ◽  
Motor Sequence ◽  
Younger Adults ◽  
Initial Sequence ◽  
Initial Learning

Patients with Parkinson's disease, who lose the dopaminergic projections to the striatum, are impaired in certain aspects of motor learning. Recent evidence suggests that, in addition to its role in motor performance, the striatum plays a key role in the memory of motor learning. Whether Parkinson's patients have impaired motor memory and whether motor memory is modulated by dopamine at the time of initial learning is unknown. To address these questions, we measured memory of a learned motor sequence in Parkinson's patients who were either On or Off their dopaminergic medications. We compared them to a group of older and younger controls. Contrary to our predictions, motor memory was not impaired in patients compared to older controls, and was not influenced by dopamine state at the time of initial learning. To probe post-learning consolidation processes, we also tested whether learning a new sequence shortly after learning the initial sequence would interfere with later memory. We found that, in contrast to younger adults, neither older adults nor patients were susceptible to this interference. These findings suggest that motor memory is preserved in Parkinson's patients and raise the possibility that motor memory in patients is supported by compensatory non-dopamine sensitive mechanisms. Furthermore, given the similar performance characteristics observed in the patients and older adults and the absence of an effect of dopamine, these results raise the possibility that aging and Parkinson's disease affect motor memory in similar ways.

scholarly journals Size of Error Affects Cerebellar Contributions to Motor Learning

2010 ◽  
Vol 103 (4) ◽  
pp. 2275-2284 ◽  
Author(s):  
Sarah E. Criscimagna-Hemminger ◽  
Amy J. Bastian ◽  
Reza Shadmehr
Keyword(s):  
Motor Learning ◽  
Neural Mechanisms ◽  
Reaching Movements ◽  
Motor Memory ◽  
Healthy Controls ◽  
Neural Basis ◽  
Large Magnitude ◽  
Cerebellar Damage ◽  
Latent Ability ◽  
The Brain

Small errors may affect the process of learning in a fundamentally different way than large errors. For example, adapting reaching movements in response to a small perturbation produces generalization patterns that are different from large perturbations. Are distinct neural mechanisms engaged in response to large versus small errors? Here, we examined the motor learning process in patients with severe degeneration of the cerebellum. Consistent with earlier reports, we found that the patients were profoundly impaired in adapting their motor commands during reaching movements in response to large, sudden perturbations. However, when the same magnitude perturbation was imposed gradually over many trials, the patients showed marked improvements, uncovering a latent ability to learn from errors. On sudden removal of the perturbation, the patients exhibited aftereffects that persisted much longer than did those in healthy controls. That is, despite cerebellar damage, the brain maintained the ability to learn from small errors and the motor memory that resulted from this learning was strongly resistant to change. Of note was the fact that on completion of learning, the motor output of the cerebellar patients remained distinct from healthy controls in terms of its temporal characteristics. Therefore cerebellar degeneration impaired the ability to learn from large-magnitude errors, but had a lesser impact on learning from small errors. The neural basis of motor learning in response to small and large errors appears to be distinct.

scholarly journals Consolidation of visuomotor adaptation memory with consistent and noisy environments

2017 ◽  
Vol 117 (1) ◽  
pp. 316-326 ◽  
Author(s):  
Rodrigo S. Maeda ◽  
Steven E. McGee ◽  
Daniel S. Marigold
Keyword(s):  
Visuomotor Adaptation ◽  
Motor Memory ◽  
Visually Guided ◽  
Foot Placement ◽  
Motor Behaviors ◽  
Motor Commands ◽  
Conflicting Evidence ◽  
Initial Learning ◽  
Mapping Structures ◽  
Trial Basis

Our understanding of how we learn and retain motor behaviors is still limited. For instance, there is conflicting evidence as to whether the memory of a learned visuomotor perturbation consolidates; i.e., the motor memory becomes resistant to interference from learning a competing perturbation over time. Here, we sought to determine the factors that influence consolidation during visually guided walking. Subjects learned a novel mapping relationship, created by prism lenses, between the perceived location of two targets and the motor commands necessary to direct the feet to their positions. Subjects relearned this mapping 1 wk later. Different groups experienced protocols with or without a competing mapping (and with and without washout trials), presented either on the same day as initial learning or before relearning on day 2. We tested identical protocols under constant and noisy mapping structures. In the latter, we varied, on a trial-by-trial basis, the strength of prism lenses around a non-zero mean. We found that a novel visuomotor mapping is retained at least 1 wk after initial learning. We also found reduced foot-placement error with relearning in constant and noisy mapping groups, despite learning a competing mapping beforehand, and with the exception of one protocol, with and without washout trials. Exposure to noisy mappings led to similar performance on relearning compared with the equivalent constant mapping groups for most protocols. Overall, our results support the idea of motor memory consolidation during visually guided walking and suggest that constant and noisy practices are effective for motor learning. NEW & NOTEWORTHY The adaptation of movement is essential for many daily activities. To interact with targets, this often requires learning the mapping to produce appropriate motor commands based on visual input. Here, we show that a novel visuomotor mapping is retained 1 wk after initial learning in a visually guided walking task. Furthermore, we find that this motor memory consolidates (i.e., becomes more resistant to interference from learning a competing mapping) when learning in constant and noisy mapping environments.

scholarly journals Neurotransmitters, Cell Types, and Circuit Mechanisms of Motor Skill Learning and Clinical Applications

2021 ◽  
Vol 12 ◽  
Author(s):  
Wotu Tian ◽  
Shengdi Chen
Keyword(s):  
Motor Learning ◽  
Neural Mechanism ◽  
Experimental Tests ◽  
Cell Types ◽  
Skill Learning ◽  
Motor Memory ◽  
Long Term Memory ◽  
Motor Actions ◽  
The Brain

Animals acquire motor skills to better survive and adapt to a changing environment. The ability to learn novel motor actions without disturbing learned ones is essential to maintaining a broad motor repertoire. During motor learning, the brain makes a series of adjustments to build novel sensory–motor relationships that are stored within specific circuits for long-term retention. The neural mechanism of learning novel motor actions and transforming them into long-term memory still remains unclear. Here we review the latest findings with regard to the contributions of various brain subregions, cell types, and neurotransmitters to motor learning. Aiming to seek therapeutic strategies to restore the motor memory in relative neurodegenerative disorders, we also briefly describe the common experimental tests and manipulations for motor memory in rodents.

scholarly journals HIV Infection Is Associated with Attenuated Frontostriatal Intrinsic Connectivity: A Preliminary Study

2015 ◽  
Vol 21 (3) ◽  
pp. 203-213 ◽  
Author(s):  
Jonathan C. Ipser ◽  
Gregory G. Brown ◽  
Amanda Bischoff-Grethe ◽  
Colm G. Connolly ◽  
Ronald J. Ellis ◽  
...  
Keyword(s):  
Hiv Infection ◽  
Brain Regions ◽  
Group Differences ◽  
Hiv Rna ◽  
Functional Connections ◽  
Intrinsic Connectivity ◽  
Dorsolateral Prefrontal ◽  
Independent Replication ◽  
Subcortical Regions ◽  
The Brain

AbstractHIV-associated cognitive impairments are prevalent, and are consistent with injury to both frontal cortical and subcortical regions of the brain. The current study aimed to assess the association of HIV infection with functional connections within the frontostriatal network, circuitry hypothesized to be highly vulnerable to HIV infection. Fifteen HIV-positive and 15 demographically matched control participants underwent 6 min of resting-state functional magnetic resonance imaging (RS-fMRI). Multivariate group comparisons of age-adjusted estimates of connectivity within the frontostriatal network were derived from BOLD data for dorsolateral prefrontal cortex (DLPFC), dorsal caudate and mediodorsal thalamic regions of interest. Whole-brain comparisons of group differences in frontostriatal connectivity were conducted, as were pairwise tests of connectivity associations with measures of global cognitive functioning and clinical and immunological characteristics (nadir and current CD4 count, duration of HIV infection, plasma HIV RNA). HIV – associated reductions in connectivity were observed between the DLPFC and the dorsal caudate, particularly in younger participants (<50 years, N=9). Seropositive participants also demonstrated reductions in dorsal caudate connectivity to frontal and parietal brain regions previously demonstrated to be functionally connected to the DLPFC. Cognitive impairment, but none of the assessed clinical/immunological variables, was also associated with reduced frontostriatal connectivity. In conclusion, our data indicate that HIV is associated with attenuated intrinsic frontostriatal connectivity. Intrinsic connectivity of this network may therefore serve as a marker of the deleterious effects of HIV infection on the brain, possibly via HIV-associated dopaminergic abnormalities. These findings warrant independent replication in larger studies. (JINS, 2015, 21, 1–11)

Error-related Persistence of Motor Activity in Resting-state Networks

2018 ◽  
Vol 30 (12) ◽  
pp. 1883-1901 ◽  
Author(s):  
Nicolò F. Bernardi ◽  
Floris T. Van Vugt ◽  
Ricardo Ruy Valle-Mena ◽  
Shahabeddin Vahdat ◽  
David J. Ostry
Keyword(s):  
Motor Learning ◽  
Resting State ◽  
Brain Connectivity ◽  
Brain Activity ◽  
Brain Networks ◽  
Neural Activation ◽  
Resting State Functional Connectivity ◽  
Movement Training ◽  
Movement Error ◽  
Human Participants

The relationship between neural activation during movement training and the plastic changes that survive beyond movement execution is not well understood. Here we ask whether the changes in resting-state functional connectivity observed following motor learning overlap with the brain networks that track movement error during training. Human participants learned to trace an arched trajectory using a computer mouse in an MRI scanner. Motor performance was quantified on each trial as the maximum distance from the prescribed arc. During learning, two brain networks were observed, one showing increased activations for larger movement error, comprising the cerebellum, parietal, visual, somatosensory, and cortical motor areas, and the other being more activated for movements with lower error, comprising the ventral putamen and the OFC. After learning, changes in brain connectivity at rest were found predominantly in areas that had shown increased activation for larger error during task, specifically the cerebellum and its connections with motor, visual, and somatosensory cortex. The findings indicate that, although both errors and accurate movements are important during the active stage of motor learning, the changes in brain activity observed at rest primarily reflect networks that process errors. This suggests that error-related networks are represented in the initial stages of motor memory formation.

scholarly journals Learning the same motor task twice impairs its retention in a time- and dose-dependent manner

2021 ◽  
Vol 288 (1942) ◽  
pp. 20202556
Author(s):  
R. Hamel ◽  
L. Dallaire-Jean ◽  
É. De La Fontaine ◽  
J. F. Lepage ◽  
P. M. Bernier
Keyword(s):  
Motor Learning ◽  
Refractory Period ◽  
Motor Task ◽  
Dependent Manner ◽  
Learning Session ◽  
Concurrent Learning ◽  
Performance Improvements ◽  
Dependent Process ◽  
Initial Learning ◽  
Dose Dependent

Anterograde interference emerges when two differing tasks are learned in close temporal proximity, an effect repeatedly attributed to a competition between differing task memories. However, recent development alternatively suggests that initial learning may trigger a refractory period that occludes neuroplasticity and impairs subsequent learning, consequently mediating interference independently of memory competition. Accordingly, this study tested the hypothesis that interference can emerge when the same motor task is being learned twice, that is when competition between memories is prevented. In a first experiment, the inter-session interval (ISI) between two identical motor learning sessions was manipulated to be 2 min, 1 h or 24 h. Results revealed that retention of the second session was impaired as compared to the first one when the ISI was 2 min but not when it was 1 h or 24 h, indicating a time-dependent process. Results from a second experiment replicated those of the first one and revealed that adding a third motor learning session with a 2 min ISI further impaired retention, indicating a dose-dependent process. Results from a third experiment revealed that the retention impairments did not take place when a learning session was preceded by simple rehearsal of the motor task without concurrent learning, thus ruling out fatigue and confirming that retention is impaired specifically when preceded by a learning session. Altogether, the present results suggest that competing memories is not the sole mechanism mediating anterograde interference and introduce the possibility that a time- and dose-dependent refractory period—independent of fatigue—also contributes to its emergence. One possibility is that learning transiently perturbs the homeostasis of learning-related neuronal substrates. Introducing additional learning when homeostasis is still perturbed may not only impair performance improvements, but also memory formation.

scholarly journals Motor cost affects the decision of when to shift gaze for guiding movement

2019 ◽  
Vol 122 (1) ◽  
pp. 378-388 ◽  
Author(s):  
F. Javier Domínguez-Zamora ◽  
Daniel S. Marigold
Keyword(s):  
Center Of Mass ◽  
Relevant Information ◽  
Lateral Direction ◽  
Foot Placement ◽  
Factors Affecting ◽  
Direct Gaze ◽  
Trial Basis ◽  
Motor Actions ◽  
The Cost ◽  
The Brain

Frequent gait modifications are often required to navigate our world. These can involve long or wide steps or changes in direction. People generally prefer to minimize the motor cost (or effort) of a movement, although with changes in gait this is not always possible. The decision of when and where to shift gaze is critical for controlling motor actions, since vision informs the brain about the available choices for movement—in this case, where to step. Here we asked how motor cost influences the allocation of gaze. To address this, we had participants walk and step to the center of sequential targets on the ground. We manipulated the motor cost associated with controlling foot placement by varying the location of one target in the lateral direction on a trial-to-trial basis within environments with different numbers of targets. Costlier steps caused a switch from a gaze strategy of planning future steps to one favoring visual feedback of the current foot placement when participants had to negotiate another target immediately after. Specifically, costlier steps delayed gaze shifts away from the manipulated target. We show that this relates to the cost of moving the leg and redirecting the body’s center of mass from target to target. Overall, our results suggest that temporal gaze decisions are affected by motor costs associated with step-to-step demands of the environment. Moreover, they provide insight into what affects the coordination between the eyes and feet for the control of stable and accurate foot placement while walking. NEW & NOTEWORTHY Changes in gait allow us to navigate our world. For instance, one may step long or wide to avoid a spilled drink. The brain can direct gaze to gather relevant information for making these types of motor decisions; however, the factors affecting gaze allocation in natural behaviors are poorly understood. We show how the motor cost associated with a step influences the decision of when to redirect gaze to ensure accurate foot placement while walking.

Cortical and subcortical morphology deficits in cerebral gray matter in patients with schizophrenia and not affected siblings

2016 ◽  
Vol 33 (S1) ◽  
pp. s249-s249
Author(s):  
F. Pastoriza ◽  
L. Galindo ◽  
A. Mané ◽  
D. Bergé ◽  
N. Pujol ◽  
...  
Keyword(s):  
Magnetic Resonance ◽  
Linear Model ◽  
Cortical Thickness ◽  
A Priori ◽  
Multiple Comparisons ◽  
General Linear Model ◽  
General Linear ◽  
Group Differences ◽  
Competing Interest ◽  
The Brain

ObjectiveExplore the basis of cortical morphometry in patients with schizophrenia and non-affected siblings by Magnetic Resonance Structural analyzing cortical thickness.MethodsTwenty-nine patients with schizophrenia treated with atypical antipsychotics and clinically stable in the last 6 months were recruited. Twenty-three not affected siblings of patients with schizophrenia and 37 healthy volunteers were recruited. Magnetic Resonance Structural was performed. FreeSurfer the brain imaging software package for analysis of Cortical Thickness is used. In the analysis of group differences in cortical thickness (CT) with the general linear model (GLM), the P-value was established in 0003 following the Bonferroni correction to control for multiple comparisons (seven regions of interest a priori in each hemisphere).ResultsSignificant differences in cortical thickness between patients and healthy controls. Differences between groups were calculated by general linear model (GLM) with age and sex as covairables (Table 1).ConclusionsIn applying the correction for multiple comparisons, differences in bilateral-lateral orbitofrontal, medial orbitofrontal-right and left temporal transverse frontal cortex are significant. Our study replicates previous findings and provides further evidence of abnormalities in the cerebral cortex, particularly in the frontal and temporal regions, being characteristic of schizophrenia.Disclosure of interestThe authors have not supplied their declaration of competing interest.AcknowledgementsL. Galindo is a Rio-Hortega-fellowship-(ISC-III; CM14/00111).

scholarly journals Rehabilitation Outcomes: Ischemic versus Hemorrhagic Strokes

2015 ◽  
Vol 2015 ◽  
pp. 1-6 ◽  
Author(s):  
Robert Perna ◽  
Jessica Temple
Keyword(s):  
Vascular Pathology ◽  
Group Differences ◽  
Significant Group ◽  
Highly Educated ◽  
Rehabilitation Outcomes ◽  
Level Of Functioning ◽  
Functional Implications ◽  
Study Participants ◽  
The Brain

Background. Ischemic and hemorrhagic strokes have different pathophysiologies and possibly different long-term cerebral and functional implications. Hemorrhagic strokes expose the brain to irritating effects of blood and ischemic strokes reflect localized or diffuse cerebral vascular pathology.Methods. Participants were individuals who suffered either an ischemic (n=172) or hemorrhagic stroke (n=112) within the past six months and were involved in a postacute neurorehabilitation program. Participants completed three months of postacute neurorehabilitation and the Mayo Portland Adaptability Inventory-4 (MPAI-4) at admission and discharge. Admission MPAI-4 scores and level of functioning were comparable.Results. Group ANOVA comparisons show no significant group differences at admission or discharge or difference in change scores. Both groups showed considerably reduced levels of productivity/employment after discharge as compared to preinjury levels.Conclusions. Though the pathophysiology of these types of strokes is different, both ultimately result in ischemic injuries, possibly accounting for lack of findings of differences between groups. In the present study, participants in both groups experienced similar functional levels across all three MPAI-4 domains both at admission and discharge. Limitations of this study include a highly educated sample and few outcome measures.

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