scholarly journals Changes in intentional binding effect during a novel perceptual-motor task

PeerJ ◽  
2018 ◽  
Vol 6 ◽  
pp. e6066 ◽  
Author(s):  
Shu Morioka ◽  
Kazuki Hayashida ◽  
Yuki Nishi ◽  
Sayaka Negi ◽  
Yuki Nishi ◽  
...  
Keyword(s):  
Motor Learning ◽  
Motor Performance ◽  
Motor Task ◽  
Moving Object ◽  
Voluntary Action ◽  
Intentional Binding ◽  
Binding Effect ◽  
Target Circle ◽  
Perceptual Motor Performance ◽  
Perceptual Motor Learning

Perceptual-motor learning describes the process of improving the smoothness and accuracy of movements. Intentional binding (IB) is a phenomenon whereby the length of time between performing a voluntary action and the production of a sensory outcome during perceptual-motor control is perceived as being shorter than the reality. How IB may change over the course of perceptual-motor learning, however, has not been explicitly investigated. Here, we developed a set of IB tasks during perceptual-motor learning. Participants were instructed to stop a circular moving object by key press when it reached the center of a target circle on the display screen. The distance between the center of the target circle and the center of the moving object was measured, and the error was used to approximate the perceptual-motor performance index. This task also included an additional exercise that was unrelated to the perceptual-motor task: after pressing the key, a sound was presented after a randomly chosen delay of 200, 500, or 700 ms and the participant had to estimate the delay interval. The difference between the estimated and actual delay was used as the IB value. A cluster analysis was then performed using the error values from the first and last task to group the participants based on their perceptual-motor performance. Participants showing a very small change in error value, and thus demonstrating a small effect of perceptual-motor learning, were classified into cluster 1. Those who exhibited a large decrease in error value from the first to the last set, and thus demonstrated a strong improvement in perceptual-motor performance, were classified into cluster 2. Those who exhibited perceptual-motor learning also showed improvements in the IB value. Our data suggest that IB is elevated when perceptual-motor learning occurs.

scholarly journals Intentional Binding Effects in the Experience of Noticing the Regularity of a Perceptual-Motor Task

2020 ◽  
Vol 10 (9) ◽  
pp. 659
Author(s):  
Kazuki Hayashida ◽  
Yuki Nishi ◽  
Akihiro Masuike ◽  
Shu Morioka
Keyword(s):  
Motor Performance ◽  
Motor Task ◽  
Motor Command ◽  
External World ◽  
Similar Model ◽  
Motor Tasks ◽  
Intentional Binding ◽  
Comparator Model ◽  
Sensory Predictions ◽  
Perceptual Motor Performance

Noticing the regularity of the task is necessary to enhance motor performance. The experience of noticing further motivates improvement in motor performance. Motor control is explained by a comparator model that modifies the motor command to reduce discrepancies between sensory predictions and actual outcomes. A similar model could apply to sense of agency (SoA). SoA refers to the sensation of controlling one’s own actions and, through them, the outcomes in the external world. SoA may also be enhanced by the experience of noticing errors. We recently reported gradual enhancement of SoA in participants with high perceptual-motor performance. However, what component of the motor task changed the SoA is unclear. In this study, we aimed to investigate the influence over time of the experience of noticing during a motor task on SoA. Participants performed an implicit regularity perceptual-motor task and an intentional binding task (a method that can quantitatively measure SoA) simultaneously. We separated participants into groups after the experiment based on noticing or not noticing the regularity. SoA was gradually enhanced in the noticing group, compared with that of the non-noticing group. The results suggest that the experience of noticing may enhance SoA during perceptual-motor tasks.

Gamma frequencies as a predictor for the accomplishment of a motor task guided through the action observation network

2020 ◽  
pp. 1-10
Author(s):  
Toledo Felippe ◽  
Thaler Markus
Keyword(s):  
Motor Learning ◽  
Motor Performance ◽  
Motor Behavior ◽  
Low Cost ◽  
Action Observation ◽  
Motor Task ◽  
Gamma Oscillations ◽  
Therapeutic Interventions ◽  
Action Observation Network ◽  
Observation Network

BACKGROUND: Action observation describes a concept where the subsequent motor behavior of an individual can be modulated though observing an action. This occurs through the activation of neurons in the action observation network, acting on a variety of motor learning processes. This network has been proven highly useful in the rehabilitation of patients with acquired brain injury, placing “action observation” as one of the most effective techniques for motor recovery in physical neurorehabilitation. OBJECTIVE: The aim of this paper is to define an EEG marker for motor learning, guided through observation. METHODS: Healthy subjects (n = 41) participated voluntarily for this research. They were asked to repeat an unknown motor behavior, immediately after observing a video. During the observation, EEG raw signals where collected with a portable EEG and the results were later compared with success and fail on repeating the motor procedure. The comparison was then analyzed with the Mann-Whitney U test for non-parametrical data, with a confidence interval of 95%. RESULTS: A significant relation between motor performance and neural activity was found for Alpha (p = 0,0149) and Gamma (0,0005) oscillatory patterns. CONCLUSION: Gamma oscillations with frequencies between 41 and 49,75 Hz, seem to be an adequate EEG marker for motor performance guided through the action observation network. The technology used for this paper is easy to use, low-cost and presents valid measurements for the recommended oscillatory frequencies, implying a possible use on rehabilitation, by collecting data in real-time during therapeutic interventions and assessments.

Work Rhythm and Breathing Rhythm in a Repetitive Perceptual–Motor Task: The Effects of Synchronization on Performance

1987 ◽  
Vol 31 (12) ◽  
pp. 1336-1340 ◽  
Author(s):  
Robert A. Henning
Keyword(s):  
Reaction Time ◽  
Error Rate ◽  
Motor Performance ◽  
Motor Task ◽  
Reaction Time Task ◽  
Work Rate ◽  
Task Structure ◽  
Rest Break ◽  
Perceived Difficulty ◽  
Perceptual Motor Performance

A laboratory investigation was conducted to determine if synchronization between the work rhythm and the respiratory biorhythm benefits perceptual-motor performance. The effect of work-respiratory (W–R) synchronization on reaction time, error rate, and perceived difficulty was evaluated for a visual choice reaction time task. Interstimulus intervals were chosen to induce a work rhythm. Prior to the experiment, the task was performed in a self-paced mode so that a baseline work rate could be identified for each subject. Each subject (N=22) then performed the task at 3 machine-paced work rhythms; 1) equal to the work rhythm of the baseline work rate, 2) 33% faster than the work rhythm of the baseline work rate, and 3) 33% slower than the work rhythm of the baseline work rate. Each condition consisted of two, 4 min trials separated by a brief rest break. Work rate (in responses per minute) was held constant across conditions through adjustments in task structure. Regression analysis revealed that W–R synchronization was associated with a 1% reduction in error rate and a 15 msec reduction in reaction time. These results suggest that W–R synchronization benefits perceptual–motor performance of repetitive tasks.

Influence of a psychological stressor on motor performance and motor learning of a fine motor task: a randomised controlled experiment

Physiotherapy ◽  
2015 ◽  
Vol 101 ◽  
pp. e954
Author(s):  
D. Marquardt ◽  
M. Jongbloed-Pereboom ◽  
B. Staal ◽  
H.-J. Appell ◽  
A. Overvelde ◽  
...  
Keyword(s):  
Motor Learning ◽  
Motor Performance ◽  
Motor Task ◽  
Controlled Experiment ◽  
Fine Motor ◽  
Randomised Controlled ◽  
Psychological Stressor

Effects of Practice and Alcohol on Performance of a Perceptual-Motor Task

1987 ◽  
Vol 39 (4) ◽  
pp. 777-795 ◽  
Author(s):  
E. A. Maylor ◽  
P. M. A. Rabbitt
Keyword(s):  
Body Weight ◽  
Motor Performance ◽  
Motor Task ◽  
Computer Game ◽  
Simple Computer ◽  
Perceptual Motor Performance

Practice may modify the effects of alcohol on perceptual-motor performance in at least three different ways: (1) alcohol may affect learning—that is, the rate at which performance of a skill improves with practice; (2) alcohol may have a greater effect on performance when the skill is unfamiliar than when it is practised; and (3) practice with alcohol may allow adaptation to its effects. These were investigated using a simple computer game in which subjects attempted to destroy a tank by pressing a key to release a bomb from a plane horizontally traversing the screen above it. The results demonstrated that (1) performance improved with practice; (2) with alcohol (0.8 mg/kg body weight), subjects were more variable and less accurate; (3) improvement with alcohol was greater than without alcohol, but as performance was impaired by alcohol, there was greater scope for improvement; (4) those who practised with alcohol still improved when switched to no alcohol late in practice; and (5) alcohol had the same effect early and late in practice. It is therefore concluded that there is no evidence to support any of the three suggestions outlined above.

Effect of Mass Loading on the Performance of a Linear Positioning Task

1978 ◽  
Vol 47 (2) ◽  
pp. 411-416 ◽  
Author(s):  
Duane B. Soricelli ◽  
Richard E. Burke
Keyword(s):  
Motor Performance ◽  
Motor Task ◽  
Performance Measure ◽  
Physical Characteristics ◽  
Mass Loading ◽  
Perceptual Motor Performance ◽  
Kinesthetic Information ◽  
Measures Of Performance ◽  
Load Conditions ◽  
Increasing Load

To determine the effect of mass loading on the performance of a skilled perceptual-motor task, measures of performance (in terms of number of correct responses) were obtained for 40 blindfolded undergraduate subjects on a linear positioning task under conditions of 0-gm., 909-gm., 1,818-gm., 2,727-gm., and 3,636-gm. manipulandum loads. With respect to the performance measure, the increasing load conditions produced an inverted U-function, with 1,818 gm. resulting in the best performance and 0 gm. producing the poorest performance. It was concluded that skilled perceptual-motor performance can be improved by optimizing the physical characteristics of the manipulandum. The results were interpreted in terms of the augmentation of both attention and kinesthetic information.

scholarly journals Providing Task Instructions During Motor Training Enhances Performance and Modulates Attentional Brain Networks

2021 ◽  
Vol 15 ◽  
Author(s):  
Joaquin Penalver-Andres ◽  
Karin A. Buetler ◽  
Thomas Koenig ◽  
René Martin Müri ◽  
Laura Marchal-Crespo
Keyword(s):  
Motor Learning ◽  
Motor Performance ◽  
Visual Cues ◽  
Brain Networks ◽  
Motor Task ◽  
Cognitive Engagement ◽  
Alpha Band ◽  
Task Instructions ◽  
Attentional Networks ◽  
Implicit Training

Learning a new motor task is a complex cognitive and motor process. Especially early during motor learning, cognitive functions such as attentional engagement, are essential, e.g., to discover relevant visual stimuli. Drawing participant’s attention towards task-relevant stimuli—e.g., with task instructions using visual cues or explicit written information—is a common practice to support cognitive engagement during training and, hence, accelerate motor learning. However, there is little scientific evidence about how visually cued or written task instructions affect attentional brain networks during motor learning. In this experiment, we trained 36 healthy participants in a virtual motor task: surfing waves by steering a boat with a joystick. We measured the participants’ motor performance and observed attentional brain networks using alpha-band electroencephalographic (EEG) activity before and after training. Participants received one of the following task instructions during training: (1) No explicit task instructions and letting participants surf freely (implicit training; IMP); (2) Task instructions provided through explicit visual cues (explicit-implicit training; E-IMP); or (3) through explicit written commands (explicit training; E). We found that providing task instructions during training (E and E-IMP) resulted in less post-training motor variability—linked to enhanced performance—compared to training without instructions (IMP). After training, participants trained with visual cues (E-IMP) enhanced the alpha-band strength over parieto-occipital and frontal brain areas at wave onset. In contrast, participants who trained with explicit commands (E) showed decreased fronto-temporal alpha activity. Thus, providing task instructions in written (E) or using visual cues (E-IMP) leads to similar motor performance improvements by enhancing activation on different attentional networks. While training with visual cues (E-IMP) may be associated with visuo-attentional processes, verbal-analytical processes may be more prominent when written explicit commands are provided (E). Together, we suggest that training parameters such as task instructions, modulate the attentional networks observed during motor practice and may support participant’s cognitive engagement, compared to training without instructions.

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