scholarly journals Skill acquisition is enhanced by reducing trial-to-trial repetition

2020 ◽  
Vol 123 (4) ◽  
pp. 1460-1471 ◽  
Author(s):  
Lore W. E. Vleugels ◽  
Stephan P. Swinnen ◽  
Robert M. Hardwick
Keyword(s):  
Data Analysis ◽  
Skill Acquisition ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Short Term ◽  
Beneficial Effects ◽  
Learning Tasks ◽  
Block Level ◽  
Term Performance ◽  
Learning Data

Developing approaches to improve motor skill learning is of considerable interest across multiple disciplines. Previous research has typically shown that repeating the same action on consecutive trials enhances short-term performance but has detrimental effects on longer term skill acquisition. However, most prior research has contrasted the effects of repetition only at the block level; in the current study we examined the effects of repeating individual trials embedded in a larger randomized block, a feature that is often overlooked when random trial orders are generated in learning tasks. With 4 days of practice, a “Minimal Repeats” group, who rarely experienced repeating stimuli on consecutive trials during training, improved to a greater extent than a “Frequent Repeats” group, who were frequently presented with repeating stimuli on consecutive trials during training. Our results extend the previous finding of the beneficial effects of random compared with blocked practice on performance, showing that reduced trial-to-trial repetition during training is favorable with regard to skill learning. This research highlights that limiting the number of repeats on consecutive trials is a simple behavioral manipulation that can enhance the process of skill learning. Data/analysis code and Supplemental Material are available at https://osf.io/p3278/ . NEW & NOTEWORTHY Numerous studies have shown that performing different subtasks across consecutive blocks of trials enhances learning. We examined whether the same effect would occur on a trial-to-trial level. Our Minimal Repeats group, who primarily responded to different stimuli on consecutive trials, learned more than our Frequent Repeats group, who frequently responded to the same stimulus on consecutive trials. This shows that minimizing trial-to-trial repetition is a simple and easily applicable manipulation that can enhance learning.

scholarly journals Skill Acquisition is Enhanced by Reducing Trial-To-Trial Repetition

2019 ◽  
Author(s):  
Lore WE Vleugels ◽  
Stephan P Swinnen ◽  
Robert M Hardwick
Keyword(s):  
Data Analysis ◽  
Skill Acquisition ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Short Term ◽  
Beneficial Effects ◽  
Learning Tasks ◽  
Block Level ◽  
Term Performance ◽  
Learning Data

ABSTRACTDeveloping approaches to improve motor skill learning is of considerable interest across multiple disciplines. Previous research has typically shown that repeating the same action on consecutive trials enhances short-term performance, but has detrimental effects on longer term skill acquisition. However, most prior research has contrasted the effects of repetition only at the block level; here we examined the effects of repeating individual trials embedded in a larger randomized block a feature that is often overlooked when generating random trial orders in learning tasks. With four days of practice, a “Minimal Repeats Group”, who rarely experienced repeating stimuli on consecutive trials during training improved to a greater extent than a “Frequent Repeats Group”, who were frequently presented with repeating stimuli on consecutive trials during training. Our results extend the previous finding of the beneficial effects of random as compared to blocked practice on performance, showing that reduced trial-to-trial repetition during training is favorable with regards to skill learning. This research highlights that limiting the number of repeats on consecutive trials is a simple behavioral manipulation that can enhance the process of skill learning. Data/analysis code and supplementary materials available at https://osf.io/p3278/NEW & NOTEWORTHYNumerous studies have shown that performing different sub-tasks across consecutive blocks of trials enhances learning. Here we examined whether the same effect would occur on a trial-to-trial level. Our Minimal Repeats Group, who primarily responded to different stimuli on consecutive trials, learned more than our Frequent Repeats Group, who frequently responded to the same stimulus on consecutive trials. This shows that minimizing trial-to-trial repetition is a simple and easily applicable manipulation that can enhance learning.

The Effect of Aimed Movements in Sequenced Motor Skill Learning Motor Skill Acquisition Using Aiming and the SRTT

2008 ◽  
Author(s):  
Michelle V. Thompson ◽  
Janet L. Utschig ◽  
Mikaela K. Vaughan ◽  
Marc V. Richard ◽  
Benjamin A. Clegg
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Motor Skill Acquisition

Distinguishable Brain Activation Networks for Short- and Long-Term Motor Skill Learning

2005 ◽  
Vol 94 (1) ◽  
pp. 512-518 ◽  
Author(s):  
A. Floyer-Lea ◽  
P. M. Matthews
Keyword(s):  
Motor Skill ◽  
Isometric Force ◽  
Brain Activation ◽  
Skill Learning ◽  
Anterior Cingulate ◽  
Motor Skill Learning ◽  
Short Term ◽  
Learning Stage ◽  
The Right

The acquisition of a new motor skill is characterized first by a short-term, fast learning stage in which performance improves rapidly, and subsequently by a long-term, slower learning stage in which additional performance gains are incremental. Previous functional imaging studies have suggested that distinct brain networks mediate these two stages of learning, but direct comparisons using the same task have not been performed. Here we used a task in which subjects learn to track a continuous 8-s sequence demanding variable isometric force development between the fingers and thumb of the dominant, right hand. Learning-associated changes in brain activation were characterized using functional MRI (fMRI) during short-term learning of a novel sequence, during short-term learning after prior, brief exposure to the sequence, and over long-term (3 wk) training in the task. Short-term learning was associated with decreases in activity in the dorsolateral prefrontal, anterior cingulate, posterior parietal, primary motor, and cerebellar cortex, and with increased activation in the right cerebellar dentate nucleus, the left putamen, and left thalamus. Prefrontal, parietal, and cerebellar cortical changes were not apparent with short-term learning after prior exposure to the sequence. With long-term learning, increases in activity were found in the left primary somatosensory and motor cortex and in the right putamen. Our observations extend previous work suggesting that distinguishable networks are recruited during the different phases of motor learning. While short-term motor skill learning seems associated primarily with activation in a cortical network specific for the learned movements, long-term learning involves increased activation of a bihemispheric cortical-subcortical network in a pattern suggesting “plastic” development of new representations for both motor output and somatosensory afferent information.

scholarly journals Capital Investments and Manufacturing Firms’ Performance: Panel-Data Analysis

2020 ◽  
Vol 12 (4) ◽  
pp. 1689 ◽  
Author(s):  
Vanja Grozdić ◽  
Branislav Marić ◽  
Mladen Radišić ◽  
Jarmila Šebestová ◽  
Marcin Lis
Keyword(s):  
Data Analysis ◽  
Firm Performance ◽  
Panel Data ◽  
Fixed Effects ◽  
Panel Data Analysis ◽  
Manufacturing Firms ◽  
Capital Investments ◽  
Short Term ◽  
Term Performance

The main goal of this study was to examine the effects of capital investments on firm performance, using panel-data analysis. For this purpose, financial data were gathered for 60 manufacturing firms based in Serbia, in the period from 2004 to 2016. The main research hypotheses were developed in accordance with the definition, nature, and time aspect of capital investments. Therefore, empirical expectation of this study was that the relationship between capital investments and firm performance should be positive—they probably bring losses to the firm in the short term, but they should increase firm performance in the long term. Finally, the results have indeed shown that capital investments have statistically significant negative effect on the short-term performance, but positive effect on the long-term performance of the analyzed firms, while controlling for time-fixed effects and certain internal factors.

“You Kick Like A Girl!” The Effects of Gender Stereotypes on Motor Skill Learning in Young Adolescents

2021 ◽  
pp. 1-9
Author(s):  
Seyyed Mohammadreza Mousavi ◽  
Laura Gray ◽  
Sahar Beik ◽  
Maxime Deshayes
Keyword(s):  
Gender Stereotypes ◽  
Retention Test ◽  
Learning Task ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Young Adolescents ◽  
Negative Stereotype ◽  
Learning Tasks ◽  
And Control ◽  
Positive Effect

This study investigated the effect of gender stereotypes on (a) a soccer learning task based on accuracy (i.e., shooting on different size targets) among young adolescents and (b) the strategy used to score as many points as possible. After performing 10 baseline trials, 45 young adolescents were randomly divided into three groups: positive stereotype, negative stereotype, and control. Then, they performed five blocks of 10 trials and two retention tests, 1 and 3 days after the stereotype manipulation to assess the relatively permanent consequences of stereotype effects. Results showed that when the negative stereotype was induced, participants performed worse during the acquisition phase and the first retention test. The positive stereotype only had a positive effect on performance during the second retention test. These findings provide the first evidence of the effect of gender stereotypes on motor learning tasks requiring accuracy among young adolescents.

Primary motor cortex disinhibition during motor skill learning

2014 ◽  
Vol 112 (1) ◽  
pp. 156-164 ◽  
Author(s):  
James P. Coxon ◽  
Nicola M. Peat ◽  
Winston D. Byblow
Keyword(s):  
Motor Cortex ◽  
Motor Learning ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Primary Motor Cortex ◽  
Brain Plasticity ◽  
Intracortical Inhibition ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Pinch Grip

Motor learning requires practice over a period of time and depends on brain plasticity, yet even for relatively simple movements, there are multiple practice strategies that can be used for skill acquisition. We investigated the role of intracortical inhibition in the primary motor cortex (M1) during motor skill learning. Event-related transcranial magnetic stimulation (TMS) was used to assess corticomotor excitability and inhibition thought to involve synaptic and extrasynaptic γ-aminobutyric acid (GABA). Short intracortical inhibition (SICI) was assessed using 1- and 2.5-ms interstimulus intervals (ISIs). Participants learned a novel, sequential pinch-grip task on a computer in either a repetitive or interleaved practice structure. Both practice structures showed equivalent levels of motor performance at the end of acquisition and at retention 1 wk later. There was a novel task-related modulation of 1-ms SICI. Repetitive practice elicited a greater reduction of 1- and 2.5-ms SICI, i.e., disinhibition, between rest and task acquisition, compared with interleaved practice. These novel findings support the use of a repetitive practice structure for motor learning because the associated effects within M1 have relevance for motor rehabilitation.

scholarly journals Motor learning characterization in people with autism spectrum disorder: A systematic review

2017 ◽  
Vol 11 (3) ◽  
pp. 276-286 ◽  
Author(s):  
Íbis Ariana Peña de Moraes ◽  
Thais Massetti ◽  
Tânia Brusque Crocetta ◽  
Talita Dias da Silva ◽  
Lilian Del Ciello de Menezes ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Learning ◽  
Skill Acquisition ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Skill Learning ◽  
Spectrum Disorder ◽  
Learning Tasks ◽  
The Individual ◽  
Methodological Aspects

ABSTRACT Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder primarily characterized by deficits in social interaction, communication and implicit skill learning. OBJECTIVE: To analyse the results of research on "motor learning" and the means used for measuring "autistic disorder". METHODS: A systematic literature search was done using Medline/PubMed, Web of Science, BVS (virtual health library), and PsycINFO. We included articles that contained the keywords "autism" and "motor learning". The variables considered were the methodological aspects; results presented, and the methodological quality of the studies. RESULTS: A total of 42 studies were identified; 33 articles were excluded because they did not meet the inclusion criteria. Data were extracted from nine eligible studies and summarized. CONCLUSION: We concluded that although individuals with ASD showed performance difficulties in different memory and motor learning tasks, acquisition of skills still takes place in this population; however, this skill acquisition is related to heterogeneous events, occurring without the awareness of the individual.

scholarly journals Resting-state brain network features associated with short-term skill learning ability in humans and the influence of N-methyl-d-aspartate receptor antagonism

2018 ◽  
Vol 2 (4) ◽  
pp. 464-480 ◽  
Author(s):  
Zhenxiang Zang ◽  
Lena S. Geiger ◽  
Urs Braun ◽  
Hengyi Cao ◽  
Maria Zangl ◽  
...  
Keyword(s):  
Motor Learning ◽  
Skill Acquisition ◽  
Resting State ◽  
Intraclass Correlation ◽  
Brain Network ◽  
Skill Learning ◽  
Learning Ability ◽  
Short Term ◽  
Characteristic Path Length ◽  
Good Reliability

Graph theoretical functional magnetic resonance imaging (fMRI) studies have demonstrated that brain networks reorganize significantly during motor skill acquisition, yet the associations between motor learning ability, brain network features, and the underlying biological mechanisms remain unclear. In the current study, we applied a visually guided sequential pinch force learning task and graph theoretical analyses to investigate the associations between short-term motor learning ability and resting-state brain network metrics in 60 healthy subjects. We further probed the test-retest reliability ( n = 26) and potential effects of the N-methyl-d-aspartate (NMDA) antagonist ketamine ( n = 19) in independent healthy volunteers. Our results show that the improvement of motor performance after short-term training was positively correlated with small-worldness ( p = 0.032) and global efficiency ( p = 0.025), whereas negatively correlated with characteristic path length ( p = 0.014) and transitivity ( p = 0.025). In addition, using network-based statistics (NBS), we identified a learning ability–associated ( p = 0.037) and ketamine-susceptible ( p = 0.027) cerebellar-cortical network with fair to good reliability (intraclass correlation coefficient [ICC] > 0.7) and higher functional connectivity in better learners. Our results provide new evidence for the association of intrinsic brain network features with motor learning and suggest a role of NMDA-related glutamatergic processes in learning-associated subnetworks.

scholarly journals Coherent waves of myelin plasticity during motor-skill learning

2021 ◽  
Author(s):  
Michela Azzaritto ◽  
Gabriel Ziegler ◽  
Eveline Huber ◽  
Patrick Grabher ◽  
Martina Callaghan ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Neural Plasticity ◽  
Motor Skill ◽  
Posterior Part ◽  
Internal Capsule ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Performance Improvements ◽  
Corticospinal System ◽  
Spatially Distributed

Motor skill learning relies on neural plasticity in the motor and limbic systems. However, the spatial and temporal dependencies of these changes, and their microstructural underpinnings, remain unclear. Eighteen healthy males received training in a computer- controlled motion game 4 times a week, for 4 weeks. Performance improvements were observed in all trained participants. Serial myelin-sensitive multiparametric mapping at 3T during this period of intensive motor skill acquisition revealed temporally and spatially distributed, performance-related myelin-sensitive microstructural changes in the grey and white matter across the corticospinal system and hippocampus. Interestingly, analysis of the trajectory of these transient changes revealed a time-shifted choreography across white and grey matter of the corticospinal system as well as with changes in the hippocampus. Crucially, in the cranial corticospinal tracts, myelin-sensitive changes during training in the posterior part of the limb of the internal capsule were of greater magnitude in lower-limb trainees compared to upper limb trainees. Motor skill learning is depended on coherent waves of plasticity within a corticospinal-hippocampal loop.

Viewpoint: What Brain Research Can Tell Us About Accent Modification

2013 ◽  
Vol 20 (3) ◽  
pp. 101-108
Author(s):  
Catherine L. Ojakangas
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Mirror Neurons ◽  
Brain Research ◽  
Brain Regions ◽  
Skill Learning ◽  
Neural Pathways ◽  
Motor Skill Learning ◽  
Automatic Production ◽  
Accent Modification

The field of brain research has made numerous advances in the past few decades into how we learn new motor skills, from the value of sleep to the discovery of “mirror neurons,” which fire when we watch others performing movements we are attempting to learn. Accent modification may be conceptualized as a form of sensorimotor skill learning – learning to produce a set of movement components and performing them as a whole automatically in spontaneous speech. Motor skill learning occurs in stages and motor habits are formed after acquisition of the new behavior, consolidation of the new brain patterns, and automatic production in appropriate settings. New neural pathways are formed and both cortical and subcortical brain regions participate. The author of this article reviews concepts from the neuroscience literature in the field of motor skill acquisition, work which has primarily focused on the learning of arm and finger movements, and attempts to apply them in a practical manner for the clinician working with non-native English speakers. Discussed are the neurophysiology of motor skill learning, stages of habit formation, intermittent practice, sleep, feedback, mirror neurons and motor imagery. Practical suggestions are given to optimize the accent modification process for the clinician and client.

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