scholarly journals Increased perceptions of autonomy through choice fail to enhance motor skill retention

2021 ◽  
Author(s):  
Laura St. Germain ◽  
Allison Williams ◽  
Noura Balbaa ◽  
Andrew Poskus ◽  
Olena Leshchyshen ◽  
...  
Keyword(s):  
Motor Learning ◽  
Autonomy Support ◽  
Control Group ◽  
Learning Differences ◽  
Skill Retention ◽  
Equivalence Tests ◽  
Growing Body ◽  
Learning Labs ◽  
Video Demonstration

There has been growing research interest in the effects that motivation plays in motor learning, and specifically how autonomy, competence, and social relatedness may directly benefit the learning process. Here, we present a preregistered manipulation of autonomy-support by providing learners with choice during the practice of a speed cup-stacking skill. One group was given control over when a video demonstration was provided and the viewing speed. A yoked control group received an identical demonstration schedule, but without choice (as their schedule was matched to a participant with choice). Critically, we addressed a gap in the literature by adding a yoked group who was explicitly told that they were being denied choice and that their schedule was chosen by another participant. We found no statistically significant learning differences between groups, despite finding evidence that providing choice increased perceived autonomy. Equivalence tests further showed that although the groups were not statistically equivalent, the effect size is likely too small to practically study the effects of autonomy-support through choice in most motor learning labs. These findings add to a growing body of research that questions a causal role of autonomy-support on motor learning, and the robustness of the so-called self-controlled learning advantage.

scholarly journals Motor and Audiovisual Learning Consolidate Auditory Memory of Tonally Ambiguous Melodies

2016 ◽  
Vol 34 (1) ◽  
pp. 21-32 ◽  
Author(s):  
Andrea Schiavio ◽  
Renee Timmers
Keyword(s):  
Motor Learning ◽  
Skill Acquisition ◽  
Auditory Feedback ◽  
Learning Phase ◽  
Auditory Memory ◽  
Control Group ◽  
Learning Condition ◽  
Familiarization Phase ◽  
The Way

The present study investigated the role of motor and audiovisual learning in the memorization of four tonally ambiguous melodies for piano. A total of one hundred and twenty participants divided into three groups — pianists, other musicians (i.e., not pianists), and nonmusicians — learned the melodies through either playing them on a keyboard (playing condition), through performing the melodies on a piano without auditory feedback (silent playing condition), through watching a video with a performer playing the melodies (seeing condition), or through listening to them (control condition). Participants were exposed to each melody four times during the learning phase (in additional to hearing it once during a familiarization phase). This exposure consisted of an alternation between hearing the melody and engaging with the melody in the way determined by the learning condition. Participants in the control group only received the auditory aspect of the learning phase and listened to each melody twice. Memory of the melodies was tested after a 10-minute break. Our results indicate a benefit of motor learning for all groups of participants, suggesting that active sensorimotor experience plays a key role in musical skill acquisition.

Optimizing Bowling Performance

2020 ◽  
Vol 8 (2) ◽  
pp. 233-244 ◽  
Author(s):  
Reza Abdollahipour ◽  
Ludvík Valtr ◽  
Gabriele Wulf
Keyword(s):  
Motor Learning ◽  
Learning Theory ◽  
Motor Performance ◽  
Autonomy Support ◽  
Control Group ◽  
External Focus ◽  
Future Performance ◽  
Optimal Theory ◽  
Key Variables ◽  
Neutral Conditions

The present study examined the influence on motor performance of key variables described in the OPTIMAL (Optimizing Performance Through Intrinsic Motivation and Attention for Learning) theory of motor learning: enhanced expectancies for future performance, autonomy support, and an external focus. Participants performed a nine-pin bowling task. In the optimized group, enhanced expectancies, autonomy support, and an external focus were implemented on three successive blocks of 12 trials. In the control group, participants performed all trials under “neutral” conditions. The optimized group outperformed the control group on all blocks. The findings corroborate the importance of key variables in the OPTIMAL theory by demonstrating immediate benefits of their implementation for motor performance.

scholarly journals Contribution of explicit processes to reinforcement-based motor learning

2018 ◽  
Vol 119 (6) ◽  
pp. 2241-2255 ◽  
Author(s):  
Peter Holland ◽  
Olivier Codol ◽  
Joseph M. Galea
Keyword(s):  
Motor Learning ◽  
Initial Period ◽  
Large Angle ◽  
Control Group ◽  
Visuomotor Rotation ◽  
Therapeutic Benefits ◽  
Maximum Angle ◽  
Explicit Processes ◽  
Reach Angle

Despite increasing interest in the role of reward in motor learning, the underlying mechanisms remain ill defined. In particular, the contribution of explicit processes to reward-based motor learning is unclear. To address this, we examined subjects’ ( n = 30) ability to learn to compensate for a gradually introduced 25° visuomotor rotation with only reward-based feedback (binary success/failure). Only two-thirds of subjects ( n = 20) were successful at the maximum angle. The remaining subjects initially followed the rotation but after a variable number of trials began to reach at an insufficiently large angle and subsequently returned to near-baseline performance ( n = 10). Furthermore, those who were successful accomplished this via a large explicit component, evidenced by a reduction in reach angle when they were asked to remove any strategy they employed. However, both groups displayed a small degree of remaining retention even after the removal of this explicit component. All subjects made greater and more variable changes in reach angle after incorrect (unrewarded) trials. However, subjects who failed to learn showed decreased sensitivity to errors, even in the initial period in which they followed the rotation, a pattern previously found in parkinsonian patients. In a second experiment, the addition of a secondary mental rotation task completely abolished learning ( n = 10), while a control group replicated the results of the first experiment ( n = 10). These results emphasize a pivotal role of explicit processes during reinforcement-based motor learning, and the susceptibility of this form of learning to disruption has important implications for its potential therapeutic benefits. NEW & NOTEWORTHY We demonstrate that learning a visuomotor rotation with only reward-based feedback is principally accomplished via the development of a large explicit component. Furthermore, this form of learning is susceptible to disruption with a secondary task. The results suggest that future experiments utilizing reward-based feedback should aim to dissect the roles of implicit and explicit reinforcement learning systems. Therapeutic motor learning approaches based on reward should be aware of the sensitivity to disruption.

scholarly journals Perceptions of competence and motor learning: performance criterion resulting in low success experience degrades learning

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
Suzete Chiviacowsky ◽  
Natália Maass Harter
Keyword(s):  
Motor Learning ◽  
Performance Criterion ◽  
Learning Performance ◽  
Control Group ◽  
Dominant Hand ◽  
Error Feedback ◽  
Timing Task ◽  
Success Experience ◽  
And Control

<p>Recent findings have provided converging evidence for the important role of perceptions of competence on motor learning. In the present study we asked whether thwarting learners’ need to feel competent by setting a relatively high criterion for “good” performance, thereby reducing their experience of success, would degrade learning. Participants practiced a coincident-anticipation timing task and received error feedback after every other trial (50%) during the practice phase. One group (low success or LS) was informed before the beginning of practice that an error of 4 ms or less would be considered a good trial, whereas another group (high success or HS) was told that an error of 30 ms or less would be considered good performance. A third (control) group was not given a performance criterion. During practice, participants in the LS and HS groups experienced good performance (i.e., were within their criterion range) on 6.3% and 57.8% of the feedback trials, respectively. On retention and transfer (non-dominant hand) tests without feedback one day after practice, absolute errors of the HS and control groups were significantly lower than those of the LS group. Participants in the HS group reported higher levels of self-efficacy than LS and control group participants. The results demonstrate that reducing learners’ opportunities to experience success during practice degraded learning. </p>

scholarly journals Perceptions of competence and motor learning: performance criterion resulting in low success experience degrades learning

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
Suzete Chiviacowsky ◽  
Natália Maass Harter
Keyword(s):  
Motor Learning ◽  
Performance Criterion ◽  
Learning Performance ◽  
Control Group ◽  
Dominant Hand ◽  
Error Feedback ◽  
Timing Task ◽  
Success Experience ◽  
And Control

Recent findings have provided converging evidence for the important role of perceptions of competence on motor learning. In the present study we asked whether thwarting learners’ need to feel competent by setting a relatively high criterion for “good” performance, thereby reducing their experience of success, would degrade learning. Participants practiced a coincident-anticipation timing task and received error feedback after every other trial (50%) during the practice phase. One group (low success or LS) was informed before the beginning of practice that an error of 4 ms or less would be considered a good trial, whereas another group (high success or HS) was told that an error of 30 ms or less would be considered good performance. A third (control) group was not given a performance criterion. During practice, participants in the LS and HS groups experienced good performance (i.e., were within their criterion range) on 6.3% and 57.8% of the feedback trials, respectively. On retention and transfer (non-dominant hand) tests without feedback one day after practice, absolute errors of the HS and control groups were significantly lower than those of the LS group. Participants in the HS group reported higher levels of self-efficacy than LS and control group participants. The results demonstrate that reducing learners’ opportunities to experience success during practice degraded learning. 

scholarly journals The role of explicit strategies during reinforcement-based motor learning

2017 ◽  
Author(s):  
Peter Holland ◽  
Olivier Codol
Keyword(s):  
Motor Learning ◽  
Initial Period ◽  
Large Angle ◽  
Small Degree ◽  
Control Group ◽  
Visuomotor Rotation ◽  
Therapeutic Benefits ◽  
Maximum Angle ◽  
Reach Angle

AbstractDespite increasing interest in the role of reward in motor learning, the underlying mechanisms remain ill-defined. In particular, the relevance of explicit strategies to reward-based motor learning is unclear. To address this, we examined subject’s (n=30) ability to learn to compensate for a gradually introduced 25° visuomotor rotation with only reward-based feedback (binary success/failure). Only two-thirds of subjects (n=20) were successful at the maximum angle. The remaining subjects initially follow the rotation but after a variable number of trials begin to reach at an insufficiently large angle and subsequently return to near baseline performance (n=10). Furthermore, those that were successful accomplished this largely via the use of strategies, evidenced by a large reduction in reach angle when asked to remove any strategy they employed. However, both groups display a small degree of remaining retention even after the removal of strategies. All subjects made greater and more variable changes in reach angle following incorrect (unrewarded) trials. However, subjects who failed to learn showed decreased sensitivity to errors, even in the initial period in which they followed the rotation, a pattern previously found in Parkinsonian patients. In a second experiment, the addition of a secondary mental rotation task completely abolished learning (n=10), whilst a control group replicated the results of the first experiment (n=10). These results emphasize a pivotal role of strategy-use during reinforcement-based motor learning and the susceptibility of this form of learning to disruption has important implications for its potential therapeutic benefits.

Tryptophan-Niacin Metabolism in Rat with Puromycin Aminonucleoside-Induced Nephrosis

2006 ◽  
Vol 76 (1) ◽  
pp. 28-33 ◽  
Author(s):  
Yukari Egashira ◽  
Shin Nagaki ◽  
Hiroo Sanada
Keyword(s):  
Body Weight ◽  
Urinary Excretion ◽  
Enzyme Activities ◽  
Treated Group ◽  
Control Group ◽  
Puromycin Aminonucleoside ◽  
Low Level ◽  
Key Enzyme

We investigated the change of tryptophan-niacin metabolism in rats with puromycin aminonucleoside PAN-induced nephrosis, the mechanisms responsible for their change of urinary excretion of nicotinamide and its metabolites, and the role of the kidney in tryptophan-niacin conversion. PAN-treated rats were intraperitoneally injected once with a 1.0% (w/v) solution of PAN at a dose of 100 mg/kg body weight. The collection of 24-hour urine was conducted 8 days after PAN injection. Daily urinary excretion of nicotinamide and its metabolites, liver and blood NAD, and key enzyme activities of tryptophan-niacin metabolism were determined. In PAN-treated rats, the sum of urinary excretion of nicotinamide and its metabolites was significantly lower compared with controls. The kidneyα-amino-β-carboxymuconate-ε-semialdehyde decarboxylase (ACMSD) activity in the PAN-treated group was significantly decreased by 50%, compared with the control group. Although kidney ACMSD activity was reduced, the conversion of tryptophan to niacin tended to be lower in the PAN-treated rats. A decrease in urinary excretion of niacin and the conversion of tryptophan to niacin in nephrotic rats may contribute to a low level of blood tryptophan. The role of kidney ACMSD activity may be minimal concerning tryptophan-niacin conversion under this experimental condition.

The Use of Posterior Pericardiotomy Technique to Prevent Postoperative Pericardial Effusion in Cardiac Surgery

2012 ◽  
Vol 15 (2) ◽  
pp. 84 ◽  
Author(s):  
Canturk Cakalagaoglu ◽  
Cengiz Koksal ◽  
Ayse Baysal ◽  
Gokhan Alici ◽  
Birol Ozkan ◽  
...  
Keyword(s):  
Cardiac Surgery ◽  
Heart Surgery ◽  
Artery Bypass ◽  
Pericardial Tamponade ◽  
Anxiety Level ◽  
Control Group ◽  
Echocardiographic Study ◽  
Number Of Patients ◽  
Hospital Stays

<p><b>Aim:</b> The goal was to determine the effectiveness of the posterior pericardiotomy technique in preventing the development of early and late pericardial effusions (PEs) and to determine the role of anxiety level for the detection of late pericardial tamponade (PT).</p><p><b>Materials and Methods:</b> We divided 100 patients randomly into 2 groups, the posterior pericardiotomy group (n = 50) and the control group (n = 50). All patients undergoing coronary artery bypass grafting surgery (CABG), valvular heart surgery, or combined valvular and CABG surgeries were included. The posterior pericardiotomy technique was performed in the first group of 50 patients. Evaluations completed preoperatively, postoperatively on day 1, before discharge, and on postoperative days 5 and 30 included electrocardiographic study, chest radiography, echocardiographic study, and evaluation of the patient's anxiety level. Postoperative causes of morbidity and durations of intensive care unit and hospital stays were recorded.</p><p><b>Results:</b> The 2 groups were not significantly different with respect to demographic and operative data (<i>P</i> > .05). Echocardiography evaluations revealed no significant differences between the groups preoperatively; however, before discharge the control group had a significantly higher number of patients with moderate, large, and very large PEs compared with the pericardiotomy group (<i>P</i> < .01). There were 6 cases of late PT in the control group, whereas there were none in the pericardiotomy group (<i>P</i> < .05). Before discharge and on postoperative day 15, the patients in the pericardiotomy group showed significant improvement in anxiety levels (<i>P</i> = .03 and .004, respectively). No differences in postoperative complications were observed between the 2 groups.</p><p><b>Conclusion:</b> Pericardiotomy is a simple, safe, and effective method for reducing the incidence of PE and late PT after cardiac surgery. It also has the potential to provide a better quality of life.</p>

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