scholarly journals Fatigue induces long-lasting detrimental changes in motor-skill learning

eLife ◽  
2019 ◽  
Vol 8 ◽  
Author(s):  
Meret Branscheidt ◽  
Panagiotis Kassavetis ◽  
Manuel Anaya ◽  
Davis Rogers ◽  
Han Debra Huang ◽  
...  
Keyword(s):  
Motor Skill ◽  
Neurological Diseases ◽  
Physical Exertion ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Negative Effects ◽  
Series Of Experiments ◽  
The Common ◽  
Rehabilitation Exercises

Fatigue due to physical exertion is a ubiquitous phenomenon in everyday life and especially common in a range of neurological diseases. While the effect of fatigue on limiting skill execution are well known, its influence on learning new skills is unclear. This is of particular interest as it is common practice to train athletes, musicians or perform rehabilitation exercises up to and beyond a point of fatigue. In a series of experiments, we describe how muscle fatigue, defined as degradation of maximum force after exertion, impairs motor-skill learning beyond its effects on task execution. The negative effects on learning are evidenced by impaired task acquisition on subsequent practice days even in the absence of fatigue. Further, we found that this effect is in part mediated centrally and can be alleviated by altering motor cortex function. Thus, the common practice of training while, or beyond, fatigue levels should be carefully reconsidered, since this affects overall long-term skill learning.

scholarly journals Fatigue induces long lasting detrimental changes in motor skill learning

2018 ◽  
Author(s):  
Meret Branscheidt ◽  
Panagiotis Kassavetis ◽  
Davis Rogers ◽  
Martin A. Lindquist ◽  
Pablo Celnik
Keyword(s):  
Motor Skill ◽  
Neurological Diseases ◽  
Physical Exertion ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Negative Effects ◽  
Series Of Experiments ◽  
The Common ◽  
Rehabilitation Exercises

ABSTRACTFatigue due to physical exertion is a ubiquitous phenomenon in everyday life and especially common in a range of neurological diseases. While the effect of fatigue on limiting skill execution are well known, its influence on learning new skills is unclear. This is of particular interest as it is common practice to train athletes, musicians or perform rehabilitation exercises up to and beyond a point of fatigue. In a series of experiments, we describe how fatigue impairs motor skill learning beyond its effects on task execution. The negative effects on learning are evidenced by impaired task acquisition on subsequent practice days even in the absence of fatigue. Further, we found that this effect is in part mediated centrally and can be alleviated by altering motor cortex function. Thus, the common practice of training while, or beyond, fatigue levels should be carefully reconsidered, since this affects overall long-term skill learning.

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.

Observations on Action-Observation Research: An Autobiographical Retrospective Across the Past Two Decades

2017 ◽  
Vol 6 (3) ◽  
pp. 240-260 ◽  
Author(s):  
Nicola J. Hodges
Keyword(s):  
Visual System ◽  
Motor Skill ◽  
Action Observation ◽  
Learning Experiences ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Action Prediction ◽  
The Past ◽  
The Common ◽  
Physical Impact

When we watch other people perform actions, this involves many interacting processes comprising cognitive, motor, and visual system interactions. These processes change based on the context of our observations, particularly if the actions are novel and our intention is to learn those actions so we can later reproduce them, or respond to them in an effective way. Over the past 20 years or so I have been involved in research directed at understanding how we learn from watching others, what information guides this learning, and how our learning experiences, whether observational or physical, impact our subsequent observations of others, particularly when we are engaged in action prediction. In this review I take a historical look at action observation research, particularly in reference to motor skill learning, and situate my research, and those of collaborators and students, among the common theoretical and methodological frameworks of the time.

High-Density Electromyography and Motor Skill Learning for Robust Long-Term Control of a 7-DoF Robot Arm

2016 ◽  
Vol 24 (4) ◽  
pp. 424-433 ◽  
Author(s):  
Mark Ison ◽  
Ivan Vujaklija ◽  
Bryan Whitsell ◽  
Dario Farina ◽  
Panagiotis Artemiadis
Keyword(s):  
Motor Skill ◽  
High Density ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Robot Arm

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

The foundations of peaceful coexistence after the war ... Mosul is a model

2019 ◽  
pp. 178
Author(s):  
Omar Hashim Thanon
Keyword(s):  
Ethnic Diversity ◽  
Psychological Consequences ◽  
Peaceful Coexistence ◽  
Negative Effects ◽  
Mass Displacement ◽  
The Common ◽  
Near Term ◽  
Post War ◽  
Common Destiny

Since peaceful coexistence reflects in its various aspects the concept of harmony between the members of the same society with their different national, religious and sectarian affiliations, as well as their attitudes and ideas, what brings together these are the common bonds such as land, interests and common destiny. But this coexistence is exposing for crises and instability and the theft of rights and other that destroy the communities with their different religious, national, sectarian, ethnic aspects, especially if these led to a crisis of fighting or war, which produces only destruction and mass displacement, ttherefore, the process of bridging the gap between the different parts of society in the post-war phase through a set of requirements that serve as the basis for the promotion of peaceful coexistence within the same country to consolidate civil and community peace in order to create a general framework and a coherent basis to reconstruct the community again.      Hence the premise of the research by asking about the extent of the possibility and ability of the community of religious and ethnic diversity, which has been exposed to these crises, which aimed at this diversity, basically to be able to rise and re-integrate within the same country and thus achieve civil and community peace, and Mosul is an example for that, the negative effects of the war and the accomplices of many criminal acts have given rise to hatred and fear for all, leading to the loss of livelihoods, which in the long term may have devastating social and psychological consequences.        To clarify all of this, the title of the first topic was a review of the concept and origin of peaceful coexistence. While the second topic dealt with the requirements of peaceful coexistence and social integration in Mosul, the last topic has identified the most important challenges facing the processes of coexistence and integration in Mosul. All this in order to paint a better future for the conductor at all levels in the near term at the very least to achieve the values of this peaceful coexistence, especially in the post-war period.

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