scholarly journals Repetita iuvant: repetition facilitates online planning of sequential movements

2020 ◽  
Vol 123 (5) ◽  
pp. 1727-1738 ◽  
Author(s):  
Giacomo Ariani ◽  
Young Han Kwon ◽  
Jörn Diedrichsen
Keyword(s):  
Motor Skills ◽  
Motor Planning ◽  
The Novel ◽  
Repetition Effects ◽  
Movement Experience ◽  
Reaching Movement ◽  
Sequential Movements ◽  
Online Planning ◽  
Actual Movement ◽  
Sequence Elements

Even for overlearned motor skills such as reaching, movement repetition improves performance. How brain processes associated with motor planning or execution benefit from repetition, however, remains unclear. We report the novel finding of repetition effects for sequential movements. Our results show that repetition benefits are tied to improved online planning of upcoming sequence elements. We also highlight how actual movement experience appears to be more beneficial than mental rehearsal for observing short-term repetition effects.

scholarly journals Repetita iuvant: repetition facilitates online planning of sequential movements

2019 ◽  
Author(s):  
Giacomo Ariani ◽  
Young Han Kwon ◽  
Jörn Diedrichsen
Keyword(s):  
Motor Planning ◽  
Middle Part ◽  
Behavioral Experiments ◽  
Repetition Effects ◽  
Movement Experience ◽  
Sequential Movements ◽  
Movement Sequences ◽  
Online Planning ◽  
Sequence Production ◽  
Sequence Elements

AbstractBeyond being essential for long-term motor-skill development, movement repetition has immediate benefits on performance, increasing speed and accuracy of a second execution. While repetition effects have been reported for single reaching movements, it has yet to be determined whether they also occur for movement sequences, and what aspects of sequence production are improved. We addressed these questions in two behavioral experiments using a discrete sequence production (DSP) task in which human volunteers had to perform short sequences of finger movements. In Experiment 1, we presented participants with randomly varying sequences and manipulated 1) whether the same sequence was repeated on successive trials, and 2) whether participants had to execute the sequence (Go), or not (No-Go). We establish that sequence repetition led to immediate improvements in speed without associated accuracy costs. The largest benefit was observed in the middle part of a sequence, suggesting that sequence repetition facilitated online planning. This claim was further supported by Experiment 2, in which we kept a set of sequences fixed throughout the experiment, thus allowing participants to develop sequence-specific learning: once the need for online planning decreased, the benefit of repetition disappeared. Finally, we found that repetition-related improvements only occurred for the trials that had been preceded by sequence production, suggesting that action selection and sequence pre-planning may not be sufficient to reap the benefits of repetition. Together, these results show that repetition can enhance representations at the level of movement sequences (rather than of individual movements) and facilitate online planning.New & NoteworthyEven for overlearned motor skills such as reaching, movement repetition improves performance. How brain processes associated with motor planning or execution benefit from repetition, however, remains unclear. Here we report the novel finding of repetition effects for sequential movements. Our results show that repetition benefits are tied to improved online planning of upcoming sequence elements. We also highlight how actual movement experience appears to be more beneficial than mental rehearsal for observing short-term repetition effects.

scholarly journals Rewards interact with explicit knowledge to enhance skilled motor performance

2019 ◽  
Author(s):  
Sean P. Anderson ◽  
Tyler J. Adkins ◽  
Bradley S. Gary ◽  
Taraz G. Lee
Keyword(s):  
Motor Skills ◽  
Motor Performance ◽  
Explicit Knowledge ◽  
Motor Planning ◽  
Action Selection ◽  
The Other ◽  
Monetary Incentives ◽  
Sequential Movements ◽  
Human Participants ◽  
Sequencing Task

AbstractFrom typing on a keyboard to playing the piano, many everyday skills require the ability to quickly and accurately perform sequential movements. It is well-known that the availability of rewards leads to increases in motivational vigor whereby people enhance both the speed and force of their movements. However, in the context of motor skills, it is unclear whether rewards also lead to more effective motor planning and action selection. Here, we trained human participants to perform four separate sequences in a skilled motor sequencing task. Two of these sequences were trained explicitly and performed with pre-cues that allow for the planning of movements, while the other two were trained implicitly. Immediately following the introduction of performance-contingent monetary incentives, participants improved their performance on all sequences consistent with enhancements in motivational vigor. However, there was a much larger performance boost for explicitly trained sequences. We replicated these results in a second, pre-registered experiment with an independent sample. We conclude from these experiments that rewards enhance both the planning of movements as well as motivational vigor.

scholarly journals Rewards interact with explicit knowledge to enhance skilled motor performance

2020 ◽  
Vol 123 (6) ◽  
pp. 2476-2490 ◽  
Author(s):  
Sean P. Anderson ◽  
Tyler J. Adkins ◽  
Bradley S. Gary ◽  
Taraz G. Lee
Keyword(s):  
Motor Skills ◽  
Motor Performance ◽  
Explicit Knowledge ◽  
Motor Planning ◽  
Motor Tasks

Offering people rewards and incentives typically improves their performance on skilled motor tasks. However, the mechanisms by which motivation impacts motor skills remains unclear. In two experiments, we show that motivation impacts motor sequencing skills in two separate ways. First, the prospect of reward speeds up the execution of all actions. Second, rewards provide an additional boost to motor planning when explicit skill knowledge can be used to prepare movements in advance.

Forming Tool Use Representations: A Neurophysiological Investigation into Tool Exposure

2011 ◽  
Vol 23 (10) ◽  
pp. 2920-2934 ◽  
Author(s):  
John Christopher Mizelle ◽  
Teresa Tang ◽  
Nikta Pirouz ◽  
Lewis A. Wheaton
Keyword(s):  
Learning Strategies ◽  
Tool Use ◽  
Motor Planning ◽  
Hemispheric Dominance ◽  
Neural Activation ◽  
The Novel ◽  
Beta Band ◽  
Related Information ◽  
Direct Exposure ◽  
Indirect Exposure

Prior work has identified a common left parietofrontal network for storage of tool-related information for various tasks. How these representations become established within this network on the basis of different modes of exposure is unclear. Here, healthy subjects engaged in physical practice (direct exposure) with familiar and unfamiliar tools. A separate group of subjects engaged in video-based observation (indirect exposure) of the same tools to understand how these learning strategies create representations. To assess neural mechanisms engaged for pantomime after different modes of exposure, a pantomime task was performed for both tools while recording neural activation with high-density EEG. Motor planning–related neural activation was evaluated using beta band (13–22 Hz) event-related desynchronization. Hemispheric dominance was assessed, and activation maps were generated to understand topography of activations. Comparison of conditions (effects of tool familiarity and tool exposure) was performed with standardized low-resolution brain electromagnetic tomography. Novel tool pantomime following direct exposure resulted in greater activations of bilateral parietofrontal regions. Activations following indirect training varied by tool familiarity; pantomime of the familiar tool showed greater activations in left parietofrontal areas, whereas the novel tool showed greater activations at right temporoparieto-occipital areas. These findings have relevance to the mechanisms for understanding motor-related behaviors involved in new tools that we have little or no experience with and can extend into advancing theories of tool use motor learning.

scholarly journals Cognitive Pocket Method Application in Education of Children with ASD

2018 ◽  
Vol 16 (4) ◽  
pp. 28-34
Author(s):  
E.G. Zavarzina-Memmi
Keyword(s):  
Motor Skills ◽  
Auditory Perception ◽  
Motor Planning ◽  
Autism Spectrum ◽  
Depth Of Field ◽  
Fine Motor ◽  
Communication Techniques ◽  
Visual Skills ◽  
Oral Speech ◽  
Spectrum Disorders

A description of the author’s Cognitive Pocket Method is given, which is primarily intended for work with children with autism spectrum disorders and, generally, involves parents or tutor individual lessons with a child. The Cognitive Pocket Method allows to adjust the auditory perception, respectively — the understanding of oral speech, and teach to read as well. Also the method subsequently provides to the wards education and communication techniques. The method can be used with normotupical children and adults, it is used both at home and in the specialist’s environment, which includes application in the group of children. Alongside with the solution of the main tasks associated with auditory perception, the Cognitive Pocket Method trains attention, memory (including motor), visual skills (depth of field, eye control of hand actions), coordination, fine motor skills, touch, motor planning.

scholarly journals COMPARISON OF HANDWRITING LEGIBILITY FOR MANUAL HANDWRITING AMONG TYPICALLY DEVELOPING INDIAN CHILDREN

2021 ◽  
pp. 103-111
Author(s):  
Dr. Sushmita Ahirwal ◽  
Dr. Anita Gupta ◽  
Dr. Sheetal Gupta
Keyword(s):  
Motor Skills ◽  
Assessment Tool ◽  
Motor Planning ◽  
Typically Developing ◽  
Evaluation Tool ◽  
Indian Children ◽  
Significant Difference ◽  
Size Uniformity ◽  
Letter Size ◽  
Perceptual Motor Skills

Handwriting involves the integration of many skills, including perceptual motor skills, motor planning and cognition visual motor skills, as well as control of kinesthetic and tactile abilities to grasp and maintain control of the writing tool, as well as motor control The aim of this study was to compare the handwriting skills of typically developing Indian children on ETCH-M (Evaluation Tool Of Children Handwriting – Manuscript). A sample of 200 typically developing Indian children were included in the study using convenience sampling method. The age ranged from 6 years to 9 years. It was found that ETCH-M is an assessment tool which can assess the Handwriting skills of Indian typically developing children in 6-9 years of age group. Independent sample t- test was done to compare the mean raw score of each group. There was a significant difference with statistical value of p< 0.001. The handwriting evaluation depends upon six characteristics of writing: Handwriting legibility, letter formation, uniformity of letter size, uniformity of letter slant, spacing between letters and words, alignment of lines of writing. KEYWORDS: Handwriting, legibility, occupational therapy, vernacular medium.

scholarly journals Hasil Belajar Pendidikan Jasmani dan Olahraga Siswa Sekolah Dasar: Pengaruh Keterampilan Motorik (Tinggi) dan Model Pembelajaran (Kooperatif)

2020 ◽  
Vol 3 (2) ◽  
pp. 59-65
Author(s):  
Anang Setiawan ◽  
Yunyun Yudiana ◽  
Surdiniaty Ugelta ◽  
Seni Oktriani ◽  
Didik Rilastiyo Budi ◽  
...  
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Motor Skills ◽  
Learning Model ◽  
School Students ◽  
Movement Experience ◽  
Student Teams

The level of motor skills of elementary school students can be influenced by many things such as movement experience, the environment, and facilities for learning so that it also impacts on learning outcomes. This study intends to find out the differences in physical education and sports learning outcomes of floor gymnastic material from elementary school students who have high motor skills. Floor gymnastic learning material is used in two cooperative learning model strategies (Student Teams Achievement Divisions and Jigsaw). The research approach method used was an experiment with a Pre-Experimental design. The students' motor skills were measured using the Johnson Fundamental Skills Test, while the series of floor motion exercises for Grade V Elementary School students were used as research instruments. The results of his study showed that there were differences in physical education learning outcomes and sports materials on floor gymnastics, groups of students with the STAD strategy got better learning outcomes compared to the Jigsaw strategy group. So, it can be concluded that the use of the STAD strategy cooperative learning model for students with high motor skills gives a better influence than Jigsaw's strategy on learning outcomes of physical education and sports learning exercises for floor gymnastics.AbstrakTingkat keterampilan motorik siswa Sekolah Dasar bisa dipengaruhi oleh banyak hal seperti pengalaman gerak, lingkungan, serta fasilitas untuk pembelajaran sehingga berdampak pula terhadap hasil belajarnya. Penelitian ini bermaksud untuk mengetahui perbedaan hasil belajar pendidikan jasmani dan olahraga materi senam lantai dari siswa Sekolah Dasar yang memiliki keterampilan motorik tinggi. Materi pembelajaran senam lantai digunakan pada dua strategi model pembelajaran kooperatif (student Teams Achievement Divisions dan Jigsaw). Metode Pendekatan penelitian yang digunakan adalah eksperimen dengan desain Pre-Experimental. Keterampilan motorik siswa diukur menggunakan Johnson Fundamental Skills Test, sedangkan rangkaian gerak senam lantai untuk siswa Sekolah Dasar kelas V digunakan sebagai instrumen penelitian. Hasil penelitiannya menunjukkan bahwa terdapat perbedaan hasil belajar pendidikan jasmani dan olahraga materi senam lantai, kelompok siswa dengan strategi STAD mendapatkan hasil belajar yang lebih baik dibandingkan dengan kelompok strategi Jigsaw. Sehingga, dapat ditarik kesimpulan bahwa penggunaan model pembelajaran kooperatif strategi STAD kepada siswa dengan keterampilan motorik tinggi memberikan pengaruh yang lebih baik daripada strategi Jigsaw terhadap hasil belajar pendidikan jasmani dan olahraga materi pembelajaran senam lantai.

scholarly journals Inhibition of protein synthesis in M1 of monkeys disrupts performance of sequential movements guided by memory

eLife ◽  
2020 ◽  
Vol 9 ◽  
Author(s):  
Machiko Ohbayashi
Keyword(s):  
Protein Synthesis ◽  
Motor Skills ◽  
Visual Cues ◽  
Primary Motor Cortex ◽  
Information Storage ◽  
Fundamental Aspect ◽  
Sequential Movements ◽  
Action Sequences ◽  
Extended Practice ◽  
Inhibitor Of Protein Synthesis

The production of action sequences is a fundamental aspect of motor skills. To examine whether primary motor cortex (M1) is involved in maintenance of sequential movements, we trained two monkeys (Cebus apella) to perform two sequential reaching tasks. In one task, sequential movements were instructed by visual cues, whereas in the other task, movements were generated from memory after extended practice. After the monkey became proficient with performing the tasks, we injected an inhibitor of protein synthesis, anisomycin, into M1 to disrupt information storage in this area. Injection of anisomycin in M1 had a marked effect on the performance of sequential movements that were guided by memory. In contrast, the anisomycin injection did not have a significant effect on the performance of movements guided by vision. These results suggest that M1 of non-human primates is involved in the maintenance of skilled sequential movements.

A-41 Not Just a “Clumsy” Kid: A Case Study of Developmental Coordination Disorder

2021 ◽  
Vol 36 (6) ◽  
pp. 1082-1082
Author(s):  
Jill Del Pozzo ◽  
Erica F Weiss ◽  
Diana Bronshteyn ◽  
David M Masur ◽  
John J McGinley ◽  
...  
Keyword(s):  
Motor Skills ◽  
Behavioral Problems ◽  
Developmental Coordination Disorder ◽  
Muscle Tone ◽  
Motor Planning ◽  
Fine Motor ◽  
Gross Motor ◽  
Self Monitoring ◽  
Gross Motor Skills ◽  
Verbal Language

Abstract Objective Developmental Discoordination Disorder (DCD) is an often overlooked and seldom diagnosed neurodevelopmental condition marked by impairments in motor skills. Lacking identifiable medical or neurological etiology, children with DCD often have preserved intellectual abilities. Comorbidity is common, including ADHD and specific learning disability. Despite extensive evidence of significant impact on daily activities and academics due to differences in motor behaviors, DCD difficulties are regularly treated as behavioral problems. Method Neuropsychological evaluation of an 8-year-old boy with a possible reading delay and inability to perform some age-appropriate academic and self-care tasks. Results Average overall ability with very strong verbal performances; intact visual perceptual processing, memory, and non-written language. Academics are within expected range, although graphomotor weakness impacted academic performances on tasks with written demands. Patient appeared clumsy and awkward with low muscle tone, poor balance, and difficulty learning new motor skills. Impaired fine motor control, handwriting, gait, gross motor skills, motor planning, coordination, and oromotor weakness as well as inferior verbal language abilities were evident. Impulsivity, inattention, poor planning, and poor self-monitoring were also evident. Conclusions DCD is evidenced by impairment in fine and gross motor skills, oromotor skills, motor planning, energy, and coordination with clear discrepancy between motor abilities and abilities in other areas, specifically language. In our case, DCD features were overlooked despite wide ranging impact. ADHD and SLD with impairment in written expression were concurrent. This case highlights the need for greater appreciation of DCD so that children can benefit from early detection and intervention considering the life-long implications of the disorder.

Differential Roles of Neuronal Activity in the Supplementary and Presupplementary Motor Areas: From Information Retrieval to Motor Planning and Execution

2004 ◽  
Vol 92 (6) ◽  
pp. 3482-3499 ◽  
Author(s):  
Eiji Hoshi ◽  
Jun Tanji
Keyword(s):  
Neuronal Activity ◽  
Visual Cues ◽  
Motor Behavior ◽  
Motor Planning ◽  
Visual Signals ◽  
Reaching Movement ◽  
Functional Differences ◽  
Motor Set ◽  
Information Combining ◽  
Motor Areas

We explored functional differences between the supplementary and presupplementary motor areas (SMA and pre-SMA, respectively) systematically with respect to multiple behavioral factors, ranging from the retrieval and processing of associative visual signals to the planning and execution of target-reaching movement. We analyzed neuronal activity while monkeys performed a behavioral task in which two visual instruction cues were given successively with a delay: one cue instructed the location of the reach target, and the other instructed arm use (right or left). After a second delay, the monkey received a motor-set cue to be prepared to make the reaching movement as instructed. Finally, after a GO signal, it reached for the instructed target with the instructed arm. We found the following apparent differences in activity: 1) neuronal activity preceding the appearance of visual cues was more frequent in the pre-SMA; 2) a majority of pre-SMA neurons, but many fewer SMA neurons, responded to the first or second cue, reflecting what was shown or instructed; 3) in addition, pre-SMA neurons often reflected information combining the instructions in the first and second cues; 4) during the motor-set period, pre-SMA neurons preferentially reflected the location of the target, while SMA neurons mainly reflected which arm to use; and 5) when executing the movement, a majority of SMA neurons increased their activity and were largely selective for the use of either the ipsilateral or contralateral arm. In contrast, the activity of pre-SMA neurons tended to be suppressed. These findings point to the functional specialization of the two areas, with respect to receiving associative cues, information processing, motor behavior planning, and movement execution.

Sign in / Sign up

Export Citation Format

Share Document