scholarly journals Interactive effect of acute pain and motor learning acquisition on sensorimotor integration and motor learning outcomes

2016 ◽  
Vol 116 (5) ◽  
pp. 2210-2220 ◽  
Author(s):  
Erin Dancey ◽  
Bernadette Murphy ◽  
Danielle Andrew ◽  
Paul Yielder
Keyword(s):  
Motor Learning ◽  
Learning Outcomes ◽  
Acute Pain ◽  
Sensorimotor Integration ◽  
Interactive Effect ◽  
Motor Task ◽  
Learning Task ◽  
Control Group ◽  
Complex Motor ◽  
Acquisition Task

Previous work has demonstrated differential changes in early somatosensory evoked potentials (SEPs) when motor learning acquisition occurred in the presence of acute pain; however, the learning task was insufficiently complex to determine how these underlying neurophysiological differences impacted learning acquisition and retention. To address this limitation, we have utilized a complex motor task in conjunction with SEPs. Two groups of 12 participants ( n = 24) were randomly assigned to either a capsaicin (capsaicin cream) or a control (inert lotion) group. SEP amplitudes were collected at baseline, after application, and after motor learning acquisition. Participants performed a motor acquisition task followed by a pain-free retention task within 24–48 h. After motor learning acquisition, the amplitude of the N20 SEP peak significantly increased ( P < 0.05) and the N24 SEP peak significantly decreased ( P < 0.001) for the control group while the N18 SEP peak significantly decreased ( P < 0.01) for the capsaicin group. The N30 SEP peak was significantly increased ( P < 0.001) after motor learning acquisition for both groups. The P25 SEP peak decreased significantly ( P < 0.05) after the application of capsaicin cream. Both groups improved in accuracy after motor learning acquisition ( P < 0.001). The capsaicin group outperformed the control group before motor learning acquisition ( P < 0.05) and after motor learning acquisition ( P < 0.05) and approached significance at retention ( P = 0.06). Improved motor learning in the presence of capsaicin provides support for the enhancement of motor learning while in acute pain. In addition, the changes in SEP peak amplitudes suggest that early SEP changes reflect neurophysiological alterations accompanying both motor learning and mild acute pain.

scholarly journals Does Location of Tonic Pain Differentially Impact Motor Learning and Sensorimotor Integration?

2018 ◽  
Vol 8 (10) ◽  
pp. 179 ◽  
Author(s):  
Erin Dancey ◽  
Paul Yielder ◽  
Bernadette Murphy
Keyword(s):  
Motor Learning ◽  
Acute Pain ◽  
Experimental Pain ◽  
Learning Task ◽  
Interactive Effects ◽  
Sensorimotor Processing ◽  
Capsaicin Application ◽  
Acquisition Task ◽  
Tonic Pain ◽  
Accuracy Data

Recent work found that experimental pain appeared to negate alterations in cortical somatosensory evoked potentials (SEPs) that occurred in response to motor learning acquisition of a novel tracing task. The goal of this experiment was to further investigate the interactive effects of pain stimulus location on motor learning acquisition, retention, and sensorimotor processing. Three groups of twelve participants (n = 36) were randomly assigned to either a local capsaicin group, remote capsaicin group or contralateral capsaicin group. SEPs were collected at baseline, post-application of capsaicin cream, and following a motor learning task. Participants performed a motor tracing acquisition task followed by a pain-free retention task 24–48 h later while accuracy data was recorded. The P25 (p < 0.001) SEP peak significantly decreased following capsaicin application for all groups. Following motor learning acquisition, the N18 SEP peak decreased for the remote capsaicin group (p = 0.02) while the N30 (p = 0.002) SEP peaks increased significantly following motor learning acquisition for all groups. The local, remote and contralateral capsaicin groups improved in accuracy following motor learning (p < 0.001) with no significant differences between the groups. Early SEP alterations are markers of the neuroplasticity that accompanies acute pain and motor learning acquisition. Improved motor learning while in acute pain may be due to an increase in arousal, as opposed to increased attention to the limb performing the task.

scholarly journals Dual contributions of cerebellar-thalamic networks to learning and offline consolidation of a complex motor task

2020 ◽  
Author(s):  
Andres P Varani ◽  
Romain W Sala ◽  
Caroline Mailhes-Hamon ◽  
Jimena L Frontera ◽  
Clément Léna ◽  
...  
Keyword(s):  
Motor Learning ◽  
Motor Task ◽  
Cerebellar Nuclei ◽  
Specific Inhibition ◽  
Thalamic Nuclei ◽  
Related Information ◽  
Midline Thalamus ◽  
Ventral Thalamus ◽  
Complex Motor ◽  
Offline Processing

SUMMARYThe contribution of cerebellum to motor learning is often considered to be limited to adaptation, a short-timescale tuning of reflexes and previous learned skills. Yet, the cerebellum is reciprocally connected to two main players of motor learning, the motor cortex and the basal ganglia, via the ventral and midline thalamus respectively. Here, we evaluated the contribution of cerebellar neurons projecting to these thalamic nuclei in a skilled locomotion task in mice. In the cerebellar nuclei, we found task-specific neuronal activities during the task, and lasting changes after the task suggesting an offline processing of task-related information. Using pathway-specific inhibition, we found that dentate neurons projecting to the midline thalamus contribute to learning and retrieval, while interposed neurons projecting to the ventral thalamus contribute to the offline consolidation of savings. Our results thus show that two parallel cerebello-thalamic pathways perform distinct computations operating on distinct timescales in motor learning.

scholarly journals The Interactive Effect of Tonic Pain and Motor Learning on Corticospinal Excitability

2019 ◽  
Vol 9 (3) ◽  
pp. 63 ◽  
Author(s):  
Erin Dancey ◽  
Paul Yielder ◽  
Bernadette Murphy
Keyword(s):  
Motor Learning ◽  
Retention Test ◽  
Motor Performance ◽  
Magnetic Stimulation ◽  
Interactive Effect ◽  
Corticospinal Excitability ◽  
Acquisition Phase ◽  
Control Group ◽  
Learning Effects ◽  
Tonic Pain

Prior work showed differential alterations in early somatosensory evoked potentials (SEPs) and improved motor learning while in acute tonic pain. The aim of the current study was to determine the interactive effect of acute tonic pain and early motor learning on corticospinal excitability as measured by transcranial magnetic stimulation (TMS). Two groups of twelve participants (n = 24) were randomly assigned to a control (inert lotion) or capsaicin (capsaicin cream) group. TMS input–output (IO) curves were performed at baseline, post-application, and following motor learning acquisition. Following the application of the creams, participants in both groups completed a motor tracing task (pre-test and an acquisition test) followed by a retention test (completed without capsaicin) within 24–48 h. Following an acquisition phase, there was a significant increase in the slope of the TMS IO curves for the control group (p < 0.05), and no significant change for the capsaicin group (p = 0.57). Both groups improved in accuracy following an acquisition phase (p < 0.001). The capsaicin group outperformed the control group at pre-test (p < 0.005), following an acquisition phase (p < 0.005), and following a retention test (p < 0.005). When data was normalized to the pre-test values, the learning effects were similar for both groups post-acquisition and at retention (p < 0.005), with no interactive effect of group. The acute tonic pain in this study was shown to negate the increase in IO slope observed for the control group despite the fact that motor performance improved similarly to the control group following acquisition and retention. This study highlights the need to better understand the implications of neural changes accompanying early motor learning, particularly while in pain.

A Reservoir Computing Model of Reward-Modulated Motor Learning and Automaticity

2019 ◽  
Vol 31 (7) ◽  
pp. 1430-1461 ◽  
Author(s):  
Ryan Pyle ◽  
Robert Rosenbaum
Keyword(s):  
Motor Learning ◽  
Learning Algorithm ◽  
Motor Task ◽  
Reservoir Computing ◽  
Motor Tasks ◽  
Biologically Inspired ◽  
Target Time ◽  
Learning Rules ◽  
Complex Motor ◽  
Experimental Findings

Reservoir computing is a biologically inspired class of learning algorithms in which the intrinsic dynamics of a recurrent neural network are mined to produce target time series. Most existing reservoir computing algorithms rely on fully supervised learning rules, which require access to an exact copy of the target response, greatly reducing the utility of the system. Reinforcement learning rules have been developed for reservoir computing, but we find that they fail to converge on complex motor tasks. Current theories of biological motor learning pose that early learning is controlled by dopamine-modulated plasticity in the basal ganglia that trains parallel cortical pathways through unsupervised plasticity as a motor task becomes well learned. We developed a novel learning algorithm for reservoir computing that models the interaction between reinforcement and unsupervised learning observed in experiments. This novel learning algorithm converges on simulated motor tasks on which previous reservoir computing algorithms fail and reproduces experimental findings that relate Parkinson's disease and its treatments to motor learning. Hence, incorporating biological theories of motor learning improves the effectiveness and biological relevance of reservoir computing models.

Online Movement Monitoring Modulates Feedback Processing in Motor Learning: An Analysis of Event-Related Potentials

2018 ◽  
Vol 6 (s1) ◽  
pp. S138-S153 ◽  
Author(s):  
Michael Joch ◽  
Mathias Hegele ◽  
Heiko Maurer ◽  
Hermann Müller ◽  
Lisa K. Maurer
Keyword(s):  
Motor Learning ◽  
Motor Task ◽  
Event Related Potentials ◽  
Neural Correlates ◽  
Difficulty Level ◽  
Error Processing ◽  
Error Prediction ◽  
Feedback Processing ◽  
Complex Motor ◽  
Related Potentials

Motor learning can be monitored by observing the development of neural correlates of error processing. Among these neural correlates, the error- and feedback-related negativity (Ne/ERN and FRN) represent error processing mechanisms. While the Ne/ERN is more related to error prediction, the FRN is found after an error is manifested. The questions the current study strives to answer are: What information is needed by the system to make error predictions and how is this represented by the Ne/ERN and FRN in a complex motor task? We reduced the information and increased the difficulty level for the prediction in a semivirtual throwing task and found no Ne/ERN but a large FRN when the action result was finally observed (hitting or missing a target). We assume that uncertainty for error prediction was too high (either due to insufficient information or due to lacking prerequisites for prediction), such that error processing had to be mainly based on feedback. The finding is in line with the reinforcement theory of learning, after which Ne/ERN and FRN should behave complementary.

scholarly journals Changes in Cerebello-motor Connectivity during Procedural Learning by Actual Execution and Observation

2011 ◽  
Vol 23 (2) ◽  
pp. 338-348 ◽  
Author(s):  
Sara Torriero ◽  
Massimiliano Oliveri ◽  
Giacomo Koch ◽  
Emanuele Lo Gerfo ◽  
Silvia Salerno ◽  
...  
Keyword(s):  
Neural Network ◽  
Motor Learning ◽  
Primary Motor Cortex ◽  
Motor Evoked Potentials ◽  
Motor Task ◽  
Learning Task ◽  
Procedural Learning ◽  
Magnetic Conditioning ◽  
New Procedures ◽  
Cerebellar Stimulation

The cerebellum is involved in motor learning of new procedures both during actual execution of a motor task and during observational training. These processes are thought to depend on the activity of a neural network that involves the lateral cerebellum and primary motor cortex (M1). In this study, we used a twin-coil TMS technique to investigate whether execution and observation of a visuomotor procedural learning task is related to modulation of cerebello-motor connectivity. We observed that, at rest, a magnetic conditioning pulse applied over the lateral cerebellum reduced the motor-evoked potentials obtained by stimulating the contralateral M1, indicating activation of a cerebello-motor connection. Furthermore, during procedural learning, cerebellar stimulation resulted in selective facilitation, not inhibition, of contralateral M1 excitability. The effects were evident when motor learning was obtained by actual execution of the task or by observation, but they disappeared if procedural learning had already been acquired by previous observational training. These results indicate that changes in cerebello-motor connectivity occur in relation to specific phases of procedural learning, demonstrating a complex pattern of excitatory and inhibitory drives modulated across time.

scholarly journals Somatosensory signals from the controllers of an extra robotic finger support motor learning

2021 ◽  
Author(s):  
Elena Amoruso ◽  
Lucy Dowdall ◽  
Mathew Thomas Kollamkulam ◽  
Obioha Ukaegbu ◽  
Paulina Kieliba ◽  
...  
Keyword(s):  
Motor Control ◽  
Motor Learning ◽  
Pressure Sensors ◽  
Motor Task ◽  
Body Part ◽  
Control Group ◽  
Body Parts ◽  
Position Information ◽  
Somatosensory Information ◽  
Alternative Means

Considerable resources are being invested to provide bidirectional control of substitutive and augmentative motor interfaces through artificial somatosensory feedback. Here, we investigated whether intrinsic somatosensory information, from body part(s) proportionally controlling an augmentation device, can be utilised to infer the device state and position, to better support motor control and learning. In a placebo-controlled design, we used local anaesthetic to attenuate somatosensory inputs to the big toes while participants learned to operate a toe-controlled robotic extra finger (Third Thumb) using pressure sensors. Motor learning outcomes were compared against a control group who received sham anaesthetic. The availability of somatosensory cues about the amount of exerted pressure generally facilitated acquisition, retention and transfer of motor skills, and performance under cognitive load. Motor performance was not impaired by anaesthesia when tasks involved close collaboration with the biological fingers, indicating that the brain could close the gap of the missing pressure signals by alternative means, including feedback from other body parts involved in the motor task. Together, our findings demonstrate that there are intrinsic natural avenues to provide surrogate position information to support motor control of an artificial body part, beyond artificial extrinsic signalling.

scholarly journals A Short-Term Intervention of High-Intensity Exercise and Anodal-tDCS on Motor Learning in Middle-Aged Adults: An RCT

2021 ◽  
Vol 15 ◽  
Author(s):  
Clare Quinlan ◽  
Ben Rattray ◽  
Disa Pryor ◽  
Joseph M. Northey ◽  
James Coxon ◽  
...  
Keyword(s):  
Motor Learning ◽  
High Intensity ◽  
Exercise Intervention ◽  
Motor Task ◽  
High Intensity Exercise ◽  
Future Research ◽  
Control Group ◽  
Middle Aged ◽  
Short Term ◽  
Middle Aged Adults

High-intensity exercise has enhanced motor learning in healthy young adults. Anodal-transcranial direct current stimulation (a-tDCS) may optimize these effects. This study aimed to determine the effects of a short-term high-intensity interval exercise intervention either with or without a-tDCS on the learning and retention of a novel motor task in middle-aged adults. Forty-two healthy middle-aged adults (age = 44.6 ± 6.3, female = 76%) were randomized into three groups: exercise and active a-tDCS, exercise and sham a-tDCS, and a non-exercise and sham a-tDCS control. Participants completed a baseline testing session, followed by three intervention sessions 48-h apart. The exercise groups completed 20-min of high-intensity exercise followed by a novel sequential visual isometric pinch task (SVIPT) while receiving 20-min of 1.5 mA a-tDCS, or sham tDCS. The control group completed 20-min of reading before receiving sham a-tDCS during the SVIPT. Learning was assessed by skill change within and between intervention sessions. Participants returned 5–7 days after the final intervention session and performed the SVIPT task to assess retention. All three groups showed evidence of learning on the SVIPT task. Neither group displayed enhanced overall learning or retention when compared to the control group. High-intensity exercise with or without a-tDCS did not improve learning or retention of a novel motor task in middle-aged adults. The methodological framework provides direction for future research to investigate the potential of differing exercise intensity effects on learning and retention.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Efficiency of consolidation on free and serial recall in a complex motor task in school-aged children

2007 ◽  
Author(s):  
Balazs Fugedi ◽  
Laszlo Toth ◽  
Jozsef Bognar ◽  
Salvara I. Marina ◽  
Laszlo Honfi
Keyword(s):  
Serial Recall ◽  
Motor Task ◽  
School Aged Children ◽  
Complex Motor
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