Choices Over Feedback Enhance Motor Learning in Older Adults

2017 ◽  
Vol 5 (2) ◽  
pp. 304-318 ◽  
Author(s):  
Suzete Chiviacowsky ◽  
Helena Thofehrn Lessa
Keyword(s):  
Older Adults ◽  
Motor Learning ◽  
Motor Skills ◽  
Present Experiment ◽  
Autonomy Support ◽  
Absolute Error ◽  
Augmented Feedback ◽  
Choice Group ◽  
To Receive

Granting learners autonomy over certain aspects of the practice context—for example, by providing them with the opportunity to choose when to receive augmented feedback or observe a model—has been consistently shown to facilitate the acquisition of motor skills in several populations. However, studies investigating the provision of autonomy support to older adults remain scarce. The purpose of the present experiment was to investigate the effects of providing choice over feedback on motor learning in older adults. Participants were divided into two groups, choice and no-choice, and practiced 36 trials of a linear positioning task. Before each block of six trials, participants from the choice group were given the choice to control, or not, when to receive feedback in the block. No-choice group participants received feedback according to the same schedule as their choice group counterparts, but they could not choose when to receive it. Two days later, participants of both groups performed retention and transfer tests. The choice group demonstrated lower absolute error scores during transfer compared with the no-choice group. The findings reinforce outcomes of previous autonomy support studies and provide the first evidence that choice over feedback can enhance the learning of motor skills in older adults.

Investigating the Mechanisms Underlying the Effects of an Incidental Choice on Motor Learning

2017 ◽  
Vol 5 (2) ◽  
pp. 207-226 ◽  
Author(s):  
Kirk F. Grand ◽  
Marcos Daou ◽  
Keith R. Lohse ◽  
Matthew W. Miller
Keyword(s):  
Motor Learning ◽  
Intrinsic Motivation ◽  
Learning Motivation ◽  
Augmented Feedback ◽  
Feedback Processing ◽  
Choice Group ◽  
Accuracy And Precision ◽  
Practice Performance ◽  
Intrinsic Motivation Inventory

The present study investigated whether motivation and augmented feedback processing explain the effect of an incidental choice on motor learning, and examined whether motivation and feedback processing generally predict learning. Accordingly, participants were assigned to one of two groups, choice or yoked, then asked to practice a nondominant arm beanbag toss. The choice group was allowed to choose the color of the beanbag with which they made the toss, whereas the yoked group was not. Motor learning was determined by delayed-posttest accuracy and precision. Motivation and augmented feedback processing were indexed via the Intrinsic Motivation Inventory and electroencephalography, respectively. We predicted the choice group would exhibit greater motor learning, motivation, and augmented feedback processing, and that the latter two variables would predict learning. Results showed that an incidental choice failed to enhance motor learning, motivation, or augmented feedback processing. In addition, neither motivation nor augmented feedback processing predicted motor learning. However, motivation and augmented feedback processing were correlated, with both factors predicting changes in practice performance. Thus, results suggest the effect of incidental choices on motor learning may be tenuous, and indicate motivation and augmented feedback processing may be more closely linked to changes in practice performance than motor learning.

Transfer of Motor Learning in a Visuomotor Tracking Task for Healthy Old and Young Adults

2010 ◽  
Vol 21 (4) ◽  
pp. 247-258 ◽  
Author(s):  
Kai Lutz ◽  
Mike Martin ◽  
Lutz Jäncke
Keyword(s):  
Older Adults ◽  
Young Adults ◽  
Motor Learning ◽  
Motor Skills ◽  
Tracking Error ◽  
Tracking Task ◽  
The Other ◽  
Relative Reduction ◽  
Age Group ◽  
Visuomotor Tracking

Using a continuous bimanual tracking task with three different movement speeds, we examined motor learning and transfer in older adults. Three groups of subjects within each age group learned only one particular trajectory during training of 40 trials, while the other two trajectories were not practiced during this period. Motor learning (measured as absolute and relative reduction in tracking error) was identified in all subjects. The most important finding was that motor learning was present even for the trajectories that were not practiced to almost the same degree as for practiced trajectories and motor skills for visuomotor tracking show the same amount of improvement and transfer in young and older adults.

scholarly journals Motor learning decline with age is related to differences in the explicit memory system

2018 ◽  
Author(s):  
Noham Wolpe ◽  
James N. Ingram ◽  
Kamen A. Tsvetanov ◽  
Richard N. Henson ◽  
Rogier A. Kievit ◽  
...  
Keyword(s):  
Older Adults ◽  
Motor Learning ◽  
Motor Skills ◽  
Explicit Memory ◽  
Grey Matter ◽  
Memory Performance ◽  
Motor Adaptation ◽  
Memory System ◽  
Grey Matter Volume ◽  
Matter Volume

ABSTRACTThe ability to adapt one’s movements to changes in the environment is fundamental in everyday life, but this ability changes across the lifespan. Although often regarded as an ‘implicit’ process, recent research has also linked motor adaptation with ‘explicit’ learning processes. To understand how these processes contribute to differences in motor adaptation with age, we combined a visuomotor learning paradigm with cognitive tasks that measure implicit and explicit processes, and structural brain imaging. In a large population-based cohort from the Cambridge Centre for Ageing and Neuroscience (n=322, aged 18-89 years) we first confirmed that the degree of adaptation to an angular perturbation of visual feedback declined with age. There were no associations between adaptation and sensory attenuation, which has been previously hypothesised to contribute to implicit motor learning. However, interactions between age and scores on two independent memory tasks showed that explicit memory performance was a progressively stronger determinant of motor learning with age. Similarly, interactions between age and grey matter volume in the medial temporal lobe, amygdala and hippocampus showed that grey matter volume in these regions became a stronger determinant of adaptation in older adults. The convergent behavioural and structural imaging results suggest that age-related differences in the explicit memory system is a contributor to the decline in motor adaptation in older age. These results may reflect the more general compensatory reliance on cognitive strategies to maintain motor performance with age.SIGNIFICANCE STATEMENTThe central nervous system has a remarkable capacity to learn new motor skills and adapt to new environmental dynamics. This capacity is impaired with age, and in many brain disorders. We find that explicit memory performance and its associated medial temporal brain regions deteriorate with age, but the association between this brain system and individual differences in motor learning becomes stronger in older adults. We propose that these results reflect an increased reliance on cognition in order to maintain adaptive motor skill performance. This difference in learning strategy has implications for interventions to improve motor skills in older adults.

Effects of regular exercise on motor skills and cognitive functioning in older adults

2013 ◽  
Author(s):  
Dorothee Alfermann ◽  
Cathleen Illig ◽  
Katja Linde ◽  
Ines Pfeffer
Keyword(s):  
Older Adults ◽  
Cognitive Functioning ◽  
Motor Skills ◽  
Regular Exercise

Algorithm-Based Practice Schedule and Task Similarity Enhance Motor Learning in Older Adults

2020 ◽  
pp. 1-13
Author(s):  
Meysam Beik ◽  
Hamidreza Taheri ◽  
Alireza Saberi Kakhki ◽  
Majid Ghoshuni
Keyword(s):  
Older Adults ◽  
Motor Learning ◽  
Practice Schedule ◽  
Task Similarity ◽  
And Task

scholarly journals Promoting Generalized Learning in Balance Recovery Interventions

2021 ◽  
Vol 11 (3) ◽  
pp. 402
Author(s):  
Sara A. Harper ◽  
Anne Z. Beethe ◽  
Christopher J. Dakin ◽  
David A. E. Bolton
Keyword(s):  
Older Adults ◽  
Motor Learning ◽  
Daily Life ◽  
Balance Training ◽  
Community Dwelling ◽  
Specific Training ◽  
Balance Recovery ◽  
Parallel Streams ◽  
Postural Perturbations ◽  
Community Dwelling Older Adults

Recent studies have shown balance recovery can be enhanced via task-specific training, referred to as perturbation-based balance training (PBT). These interventions rely on principles of motor learning where repeated exposure to task-relevant postural perturbations results in more effective compensatory balance responses. Evidence indicates that compensatory responses trained using PBT can be retained for many months and can lead to a reduction in falls in community-dwelling older adults. A notable shortcoming with PBT is that it does not transfer well to similar but contextually different scenarios (e.g., falling sideways versus a forward trip). Given that it is not feasible to train all conditions in which someone could fall, this limited transfer presents a conundrum; namely, how do we best use PBT to appropriately equip people to deal with the enormous variety of fall-inducing scenarios encountered in daily life? In this perspective article, we draw from fields of research that explore how general learning can be promoted. From this, we propose a series of methods, gleaned from parallel streams of research, to inform and hopefully optimize this emerging field where people receive training to specifically improve their balance reactions.

scholarly journals Using Inclusive Design to Develop a Tele–Tai Chi Intervention for Older Adults With Long-Term Mobility Disability

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 599-600
Author(s):  
Tracy Mitzner ◽  
Elena Remillard ◽  
Kara Cohen ◽  
Jordan Chen
Keyword(s):  
Older Adults ◽  
Tai Chi ◽  
Target Population ◽  
Evidence Based ◽  
Exercise Interventions ◽  
Software Developer ◽  
Master Trainer ◽  
Evidence Based Programs ◽  
To Receive

Abstract Tele-technologies may be able to increase access to evidence-based exercise interventions for adults aging with long-term mobility disabilities. This population experiences substantial barriers in attending such programs in person, including lack of transportation to classes, inaccessible buildings where classes are held, and lack of appropriate modifications offered for this population of older adults. It is critical to overcome such barriers to ensure this population has an opportunity to receive the benefits of evidence-based programs. In this study we are translating an in-person evidence-based tai chi intervention, Tai Chi for Arthritis, to an online platform using videoconferencing software for those aging with long-term mobility disabilities. We will describe our approach of including users from the target population and industry representatives (videoconferencing software developer, Tai Chi for Arthritis program developer as well as local master trainer) in the adaptation of the intervention and present the key findings from doing so.

scholarly journals How Do Patients with Life-Limiting Illness and Caregivers Want End-Of-Life Prognostic Information Delivered? A Pilot Study

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 784
Author(s):  
Ebony T. Lewis ◽  
Kathrine A. Hammill ◽  
Maree Ticehurst ◽  
Robin M. Turner ◽  
Sally Greenaway ◽  
...  
Keyword(s):  
Older Adults ◽  
Pilot Study ◽  
Health Services ◽  
End Of Life ◽  
Older Patients ◽  
Prognostic Information ◽  
Clinical Scenarios ◽  
Delivery Format ◽  
Patient Groups ◽  
To Receive

We aimed to identify the level of prognostic disclosure, type of prognostic information and delivery format of prognostic communication that older adults diagnosed with a life-limiting illness or caregivers prefer to receive. We developed and pilot tested an open-ended survey to 15 older patients and caregivers who had experience in health services for life-limiting illness either for a relative, friend or themselves. Five hypothetical clinical scenarios of prognostic options were presented to ascertain preferences. The preferred format to receive prognostic information was verbal delivery by the clinician with a written summary. Photos and videos were less favoured, and a table with numbers/percentages was least preferred. Distress levels to the prognostic scenarios were low, with the exception of a photo. We conclude that older patients/caregivers want end-of-life prognostic information delivered the traditional way, verbally by clinicians. Options to deliver prognostic information may vary across patient groups but empower clinicians in introducing end-of-life discussions with patients/caregivers. Our study illustrates the feasibility of involving terminal patients and caregivers in research that contributes to eliciting prognostic preferences. Further research is needed to understand whether the prognostic preferences of hospitalized patients with life-limiting illness differ.

Descriptive Analysis of Coach Augmented Feedback Given to High School Varsity Female Volleyball Players

1988 ◽  
Vol 7 (4) ◽  
pp. 289-301 ◽  
Author(s):  
Regina Markland ◽  
Thomas J. Martinek
Keyword(s):  
High School ◽  
Multivariate Analysis ◽  
Descriptive Analysis ◽  
Augmented Feedback ◽  
Skilled Performance ◽  
Dependent Variables ◽  
Volleyball Players ◽  
Analysis System ◽  
To Receive

This study examined the nature and amount of feedback that more successful and less successful high school varsity volleyball coaches gave to their starting and nonstarting volleyball players. Two of the four coaches studied were considered more successful and two were considered less successful, based on previous regular season win-loss percentages. Players of all the coaches (N=41) were also used as subjects and identified as having either a starting or nonstarting role on the team. All subjects were observed on three occasions for 30 minutes per observation during regular season practice. The Cole Descriptive Analysis System (Cole-DAS) was used to observe coach augmented feedback as it was given to individual players in response to skilled performance. A 2 × 2 multivariate analysis of variance was used to describe the effects of (a) success of the coach, (b) role of the player, and (c) both success of the coach and role of the player on the dependent variables of coach augmented feedback. Results indicated that successful coaches varied considerably from less successful coaches in the types of feedback given to their players. Starting players were also found to receive significantly more audio, audiovisual, and immediate terminal feedback than nonstarting players.

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