scholarly journals Neural correlates of error prediction in a complex motor task

Author(s):  
Lisa Katharina Maurer ◽  
Heiko Maurer ◽  
Hermann Müller
2018 ◽  
Vol 6 (s1) ◽  
pp. S138-S153 ◽  
Author(s):  
Michael Joch ◽  
Mathias Hegele ◽  
Heiko Maurer ◽  
Hermann Müller ◽  
Lisa K. Maurer

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.


2007 ◽  
Author(s):  
Balazs Fugedi ◽  
Laszlo Toth ◽  
Jozsef Bognar ◽  
Salvara I. Marina ◽  
Laszlo Honfi

2001 ◽  
Vol 16 (4) ◽  
pp. 698-704 ◽  
Author(s):  
Ivan Rektor ◽  
Martin Bare? ◽  
Petr Ka?ovsk� ◽  
Miloslav Kukleta

2015 ◽  
Vol 221 (5) ◽  
pp. 2443-2458 ◽  
Author(s):  
Adnan A. S. Alahmadi ◽  
Rebecca S. Samson ◽  
David Gasston ◽  
Matteo Pardini ◽  
Karl J. Friston ◽  
...  

2011 ◽  
Vol 1 ◽  
pp. 00084 ◽  
Author(s):  
Roland Sigrist ◽  
Georg Rauter ◽  
Robert Riener ◽  
Peter Wolf
Keyword(s):  

2020 ◽  
Author(s):  
Andres P Varani ◽  
Romain W Sala ◽  
Caroline Mailhes-Hamon ◽  
Jimena L Frontera ◽  
Clément Léna ◽  
...  

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.


2019 ◽  
Vol 25 (3) ◽  
pp. 260-270
Author(s):  
Sugalya Amatachaya ◽  
Kitiyawadee Srisim ◽  
Preeda Arrayawichanon ◽  
Thiwabhorn Thaweewannakij ◽  
Pipatana Amatachaya

Background: The effectiveness of dual-task training has been reported in individuals with cognitive impairments. To date, there is no clear evidence on the incorporation of dual-task training in ambulatory individuals with spinal cord injury (SCI) who have intact cognitive functions but have various degrees of sensorimotor dysfunction. Objectives: To compare the immediate effects of dual-task obstacle crossing (DTOC) and single-task obstacle crossing (STOC) training on functional and cognitive abilities in chronic ambulatory participants with SCI. Methods: This is a randomized 2 × 2 crossover design with blinded assessors. Twenty-two participants were randomly trained using a 30-minute DTOC and STOC training program with a 2-day washout period. Outcomes, including 10-Meter Walk Tests (single- and dual-task tests), percent of Stroop Color and Word Test task errors, Timed Up and Go Test (TUG), and five times sit-to-stand test, were measured immediately before and after each training program. Results: Participants showed significant improvement in all outcomes following both training programs ( p < .05), except percent of Stroop Color and Word Test task errors after STOC training. Obvious differences between the training programs were found for the percent of Stroop task errors and TUG ( ps = .014 and .06). Conclusion: Obstacle crossing is a demanding task, thus the obvious improvement was found immediately after both training programs in participants with long post-injury time (approximately 5 years). However, the findings primarily suggest the superior effects of DTOC over STOC on a complex motor task and cognitive activity. A further randomized control trial incorporating a complex dual-task test is needed to strengthen evidence for the benefit of DTOC for these individuals.


1978 ◽  
Vol 46 (3) ◽  
pp. 823-829 ◽  
Author(s):  
John P. Lombardo ◽  
John F. Catalano

Social facilitation theory states that an audience functions as a conditioned stimulus for generalized drive and that this drive effect is learned through classical conditioning. In the present study an attempt was made to condition classically an aversive drive to an audience by having a subject fail a task in front of an audience. A sample of 61 subjects took part in a 2 × 2 factorial design. Half of the subjects did not perform a first task but only a complex motor task. Half of these subjects performed in the presence of an audience, half without an audience present. Of those subjects exposed to failure on the first task, half performed a second complex motor task in the presence of the same audience. Results indicated that performance of subjects who failed a first task in the presence of an audience and then performed the second task in the presence of that audience was significantly poorer than all of the other groups. The findings were taken as evidence that the social facilitation effect may be based on an aversive learned drive.


1989 ◽  
Vol 8 (1) ◽  
pp. 33-44 ◽  
Author(s):  
Dianne Parker-Taillon ◽  
Robert Kerr

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