Tracking the Costs of Clear and Loud Speech: Interactions Between Speech Motor Control and Concurrent Visuomotor Tracking

Purpose Prior work has demonstrated that competing tasks impact habitual speech production. The purpose of this investigation was to quantify the extent to which clear and loud speech are affected by concurrent performance of an attention-demanding task. Method Speech kinematics and acoustics were collected while participants spoke using habitual, loud, and clear speech styles. The styles were performed in isolation and while performing a secondary tracking task. Results Compared to the habitual style, speakers exhibited expected increases in lip aperture range of motion and speech intensity for the clear and loud styles. During concurrent visuomotor tracking, there was a decrease in lip aperture range of motion and speech intensity for the habitual style. Tracking performance during habitual speech did not differ from single-task tracking. For loud and clear speech, speakers retained the gains in speech intensity and range of motion, respectively, while concurrently tracking. A reduction in tracking performance was observed during concurrent loud and clear speech, compared to tracking alone. Conclusions These data suggest that loud and clear speech may help to mitigate motor interference associated with concurrent performance of an attention-demanding task. Additionally, reductions in tracking accuracy observed during concurrent loud and clear speech may suggest that these higher effort speaking styles require greater attentional resources than habitual speech.

Aerobic exercise and aerobic fitness level do not modify motor learning

Motor learning may be enhanced when a single session of aerobic exercise is performed immediately before or after motor skill practice. Most research to date has focused on aerobically trained (AT) individuals, but it is unknown if aerobically untrained (AU) individuals would equally benefit. We aimed to: (a) replicate previous studies and determine the effect of rest (REST) versus exercise (EXE) on motor skill retention, and (b) explore the effect of aerobic fitness level (AU, AT), assessed by peak oxygen uptake (VO2peak), on motor skill retention after exercise. Forty-four participants (20–29 years) practiced a visuomotor tracking task (acquisition), immediately followed by 25-min of high-intensity cycling or rest. Twenty-four hours after acquisition, participants completed a motor skill retention test. REST and EXE groups significantly improved motor skill performance during acquisition [F(3.17, 133.22) = 269.13, P = 0.001], but had no group differences in motor skill retention across time. AU-exercise (VO2peak = 31.6 ± 4.2 ml kg−1 min−1) and AT-exercise (VO2peak = 51.5 ± 7.6 ml kg−1 min−1) groups significantly improved motor skill performance during acquisition [F(3.07, 61.44) = 155.95, P = 0.001], but had no group differences in motor skill retention across time. Therefore, exercise or aerobic fitness level did not modify motor skill retention.

Multimodal Assessment of Precentral Anodal TDCS: Individual Rise in Supplementary Motor Activity Scales With Increase in Corticospinal Excitability

BackgroundTranscranial direct current stimulation (TDCS) targeting the primary motor hand area (M1-HAND) may induce lasting shifts in corticospinal excitability, but after-effects show substantial inter-individual variability. Functional magnetic resonance imaging (fMRI) can probe after-effects of TDCS on regional neural activity on a whole-brain level.ObjectiveUsing a double-blinded cross-over design, we investigated whether the individual change in corticospinal excitability after TDCS of M1-HAND is associated with changes in task-related regional activity in cortical motor areas.MethodsSeventeen healthy volunteers (10 women) received 20 min of real (0.75 mA) or sham TDCS on separate days in randomized order. Real and sham TDCS used the classic bipolar set-up with the anode placed over right M1-HAND. Before and after each TDCS session, we recorded motor evoked potentials (MEP) from the relaxed left first dorsal interosseus muscle after single-pulse transcranial magnetic stimulation(TMS) of left M1-HAND and performed whole-brain fMRI at 3 Tesla while participants completed a visuomotor tracking task with their left hand. We also assessed the difference in MEP latency when applying anterior-posterior and latero-medial TMS pulses to the precentral hand knob (AP-LM MEP latency).ResultsReal TDCS had no consistent aftereffects on mean MEP amplitude, task-related activity or motor performance. Individual changes in MEP amplitude, measured directly after real TDCS showed a positive linear relationship with individual changes in task-related activity in the supplementary motor area and AP-LM MEP latency.ConclusionFunctional aftereffects of classical bipolar anodal TDCS of M1-HAND on the motor system vary substantially across individuals. Physiological features upstream from the primary motor cortex may determine how anodal TDCS changes corticospinal excitability.

Information Rate in Humans during Visuomotor Tracking

Previous investigations concluded that the human brain’s information processing rate remains fundamentally constant, irrespective of task demands. However, their conclusion rested in analyses of simple discrete-choice tasks. The present contribution recasts the question of human information rate within the context of visuomotor tasks, which provides a more ecologically relevant arena, albeit a more complex one. We argue that, while predictable aspects of inputs can be encoded virtually free of charge, real-time information transfer should be identified with the processing of surprises. We formalise this intuition by deriving from first principles a decomposition of the total information shared by inputs and outputs into a feedforward, predictive component and a feedback, error-correcting component. We find that the information measured by the feedback component, a proxy for the brain’s information processing rate, scales with the difficulty of the task at hand, in agreement with cost-benefit models of cognitive effort.

Performance Monitoring for Sensorimotor Confidence: A Visuomotor Tracking Study

To best interact with the external world, humans are often required to consider the quality of their actions. Sometimes the environment furnishes rewards or punishments to signal action efficacy. However, when such feedback is absent or only partial, we must rely on internally generated signals to evaluate our performance (i.e., metacognition). Yet, very little is known about how humans form such judgements of sensorimotor confidence. Do they monitor their performance? Or do they rely on cues to sensorimotor uncertainty to infer how likely it is they performed well? We investigated motor metacognition in two visuomotor tracking experiments, where participants followed an unpredictably moving dot cloud with a mouse cursor as it followed a random trajectory. Their goal was to infer the underlying target generating the dots, track it for several seconds, and then report their confidence in their tracking as better or worse than their average. In Experiment 1, we manipulated task difficulty with two methods: varying the size of the dot cloud and varying the stability of the target’s velocity. In Experiment 2, the stimulus statistics were fixed and duration of the stimulus presentation was varied. We found similar levels of metacognitive sensitivity in all experiments, with the temporal analysis revealing a recency effect, where error later in the trial had a greater influence on the sensorimotor confidence. In sum, these results indicate humans predominantly monitor their tracking performance, albeit inefficiently, to judge sensorimotor confidence.HighlightsParticipants consciously reflected on their tracking performance with some accuracySensorimotor confidence was influenced by recent errorsExpectations of task difficulty did not play a large role in sensorimotor confidenceMetacognitive sensitivity of binary confidence judgements on continuous performance can be quantified with standard non-parametric techniques

Acquisition of motor memory determines the interindividual variability of learning-induced plasticity in the primary motor cortex

Acquisition of new motor skills induces plastic reorganization in the primary motor cortex (M1). Previous studies have demonstrated the increases in the M1 excitability through motor skill learning. However, this M1 reorganization is highly variable between individuals even though they improve their skill performance through the same training protocol. To reveal the source of this interindividual variability, we examined the relationship between an acquisition of memory-guided feedforward movements and the learning-induced increases in the M1 excitability. Twenty-eight subjects participated in experiment 1. We asked subjects to learn a visuomotor tracking task. The subjects controlled a cursor on a PC monitor to pursue a target line by performing ankle dorsiflexion and plantar flexion. In experiment 1, we removed the online visual feedback provided by the cursor movement once every six trials, which enabled us to assess whether the subjects could perform accurate memory-guided movements. Motor-evoked potentials (MEP) were elicited in the tibialis anterior muscle by transcranial magnetic stimulation of the relevant M1 before and after the learning of the visuomotor tracking task and after half the trials. We found that the MEP amplitude was increased along with the improvement in memory-guided movements. In experiment 2 ( n = 10), we confirmed this relationship by examining whether the improvement in memory-guided movements induces increases in MEP amplitude. The results of this study indicate that the plastic reorganization of the M1 induced by the learning of a visuomotor skill is associated with the acquisition of memory-guided movements. NEW & NOTEWORTHY Acquisition of novel motor skills increases excitability of the primary motor cortex (M1). We recently reported that the amount of increases in the M1 excitability is highly variable between individuals even though they learned the same skill to the similar extent, yet the sources of this interindividual variability still remain unclear. The present study revealed that this interindividual variability is associated with whether individuals acquire a motor memory, which enables them to produce accurate memory-guided movements.