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Robot-enhanced motor learning: accelerating internal model formation during locomotion by transient dynamic amplification.

When adapting to novel dynamic environments the nervous system learns to anticipate the imposed forces by forming an internal model of the environmental dynamics in a process driven by movement error reduction. Here, we tested the hypothesis that motor learning could be accelerated by transiently amplifying the environmental dynamics. A novel dynamic environment was created during treadmill stepping by applying a perpendicular viscous force field to the leg through a robotic device. The environmental dynamics were amplified by an amount determined by a computational learning model fit on a per-subject basis. On average, subjects significantly reduced the time required to predict the applied force field by approximately 26% when the field was transiently amplified. However, this reduction was not as great as that predicted by the model, likely due to nonstationarities in the learning parameters. We conclude that motor learning of a novel dynamic environment can be accelerated by exploiting the error-based learning mechanism of internal model formation, but that nonlinearities in adaptive response may limit the feasible acceleration. These results support an approach to movement training devices that amplify rather than reduce movement errors, and provide a computational framework for both implementing the approach and understanding its limitations.

Adaptation, Physiological↗

Review of the afferent neural system of the knee and its contribution to motor learning.

Understanding the afferent neural system of the knee is considered to be vital to rehabilitation planning. An intricate relationship exists involving the afferent neural receptors in the inert and contractile tissues of the knee. Traditional rehabilitation strategies may not exploit this extensive afferent neural system. Closed kinetic chain functional training (CKCFT) may provide a method for more effectively rehabilitating an injured or reconstructed knee. The rationale for CKCFT has traditionally focused on mechanical aspects. Sensorimotor integration through motor learning is believed to be an important component of CKCFT. The purposes of this review are to discuss: 1) the afferent neural system of the knee with emphasis on the mechanoreceptors, 2) the influence of the afferent neural system of the knee on motor learning, and 3) how CKCFT uses the afferent neural system of the knee and motor learning during knee rehabilitation. This review reinforces the use of CKCFT in knee rehabilitation plans.

Afferent Pathways↗

Neurobiological basis of motor learning in mammals.

Long-term potentiation (LTP) has been proposed as a model of learning and memory. There is still little evidence, however, linking LTP to cognitive processes. We have chosen to study motor learning, first, because it is relatively simpler than cognitive learning and second, because much of the circuitry involved in motor function is already known. In behavioral studies we determined that the sensory cortex is required for the acquisition of new motor skills. Once a skill is acquired, however, the sensory cortex is no longer necessary in the performance of that skill. In electrophysiological experiments we have shown that LTP can be induced in the motor cortex with stimulation of the sensory cortex (SCx) or associativly when stimulation was applied to both SCx and thalamus. We propose that motor learning involves the formation of loop circuits between the motor cortex and the periphery involving the SCx and the thalamus. At first these loop circuits are diffuse, producing contraction of unnecessary muscles, but become specific by producing LTP through practice.

Animals↗

Motor learning and Parkinson disease: Refinement of movement velocity and endpoint excursion in a limits of stability balance task.

OBJECTIVE: To investigate the effects of practice on performance and retention of a balance task in persons with Parkinson disease (PD). METHODS: Ten persons with PD and 10 age and gender-matched healthy control subjects were tested on an anticipatory, static base of support, limits of stability (LOS) balance task on a force plate. The motor learning paradigm utilized for all subjects included an acquisition phase and retention tests at 24 h and 1 week after acquisition. A force plate was used for testing and to collect outcome measures including movement velocity (MVL), endpoint excursion (EPE), and directional control. Data were analyzed for differences between groups and change over time. RESULTS: Persons with PD demonstrated performance deficits relative to controls for MVL at all testing periods (P < 0.05), and initially for EPE (P < 0.05), but were able to maintain significant improvements through retention testing relative to baseline (P < 0.05). CONCLUSIONS: Persons with PD demonstrated unimpaired capacity for motor learning in a LOS balance task for MVL and EPE, although performance deficits remained for MVL. The results concur with previous motor learning research of upper extremity tasks by suggesting that individuals with mild to moderate PD exhibit a preserved ability to benefit from practice as a means of improving balance task performance.

Aged↗

Extrinsic feedback for motor learning after stroke: what is the evidence?

PURPOSE: There is little guidance on using extrinsic feedback to enhance motor learning after stroke. This narrative review synthesises research findings and identifies questions remaining to be answered. METHOD: A summary is given relating to the use of extrinsic feedback in healthy subjects. Then, research concerning content of feedback, feedback scheduling, and attentional focus is discussed in relation to patients with stroke. RESULTS: Though research is scarce, preliminary key findings were as follows: Patients' balance performance can improve from receiving visual feedback about weight distribution during practice; auditory feedback of force production may improve performance of sit-to-stand; providing feedback on less than 100% of trials, and giving summary or average feedback may enhance learning; instructions or feedback inducing an external focus may be more effective than those with an internal focus. Further research is needed concerning the relative benefits of verbal, visual, video and kinematic feedback; reduced feedback frequencies and summary feedback schedules; feedback delays, error estimation, and self-controlled feedback; and attentional focus of feedback. CONCLUSIONS: Although there are some indications that feedback might enhance motor learning after stroke, there are many areas as yet not examined and there is clearly a need for considerable research in this area.

Evidence-Based Medicine↗

A motor learning strategy reflects neural circuitry for limb control.

During motor skill acquisition, the brain learns a mapping between intended limb motion and requisite muscular forces. We propose that regions where sensory and motor representations overlap are crucial for motor learning. In primary motor cortex, for example, cells that modulate their activity for motor actions at a joint tend to receive input from that same portion of the periphery. We predict that this correspondence reflects a default strategy--a Bayesian prior--in which subjects tend to associate loads at a joint with motion at that joint (local sensorimotor association) when there is ambiguity regarding the nature of the load. As predicted, we found that in the presence of uncertainty, humans inappropriately generalized elbow loads as though they were based on elbow velocity. Generalization improved when we reduced uncertainty by decreasing coupling between elbow velocity and load during training. These results illustrate a key link between motor learning and the underlying neural circuitry.

Extremities↗

The effect of verbal feedback on motor learning--a PET study. Positron emission tomography.

The purpose of this study was to investigate brain mechanisms underlying feedback effects on motor learning. We measured human brain activity using positron emission tomography (PET) during length-of-line drawing tasks in the presence or absence of verbal feedback, i.e., information on the precision of motor performance. The average error in responses was significantly lower and the percentage of correct responses was significantly higher in the case of tasks with feedback than those in the absence of feedback. The contralateral sensorimotor, premotor, supplementary motor, the right prefrontal, bilateral parietal and temporal, and anterior cingulate cortices, and the left basal ganglia were activated during all the line-drawing tasks. The right lateral prefrontal and occipital cortices and the left basal ganglia exhibited marked increase in activity after learning. The right inferior parietal and the anterior cingulate cortices were activated in the presence of feedback which provided information on how the subjects should correct their performances. The results indicate that these brain areas may play an important role in representing knowledge of results during motor learning and that appropriate feedback may facilitate motor learning.

Adult↗

The effect of motor learning in facioscapulohumeral muscular dystrophy patients.

Two models of motor learning (ML) practice (complex and simple) were used to investigate upper limb function in individuals with facioscapulohumeral dystrophy (FSHD). The effect of ML practice was studied by examining changes in the ability to undertake a simulated drinking task. In the complex model, seven FSHD patients and seven age- and gender-matched healthy volunteers were studied. Performance was assessed by measurement of the electromyographic (EMG) activity of the biceps brachii and brachioradialis, elbow joint flexion, shoulder joint flexion and abduction, maximum acceleration at the onset of movement, movement time and reaction time, both before and after a 30-min complex ML task. In the simple model, a second group of six FSHD patients and six age- and gender-matched healthy subjects were studied. The same parameters were measured as for the complex ML task, except that the EMG activity of the triceps and deltoid muscles (anterior part) were measured instead of that of the brachioradialis. In both studies, the FSHD patients showed significantly larger values for all parameters except the flexion of shoulder joint and reaction time, compared with controls before the ML task. In the FSHD group, while the complex ML resulted in decreases in the brachioradialis EMG activity (P<0.005) and reaction time (P<0.0001), the simple ML model resulted in significant changes towards the normal value in all parameters measured except shoulder flexion. The change in the measured variables towards normal values indicates that ML may help to improve performance in FSHD.

Adult↗

Facilitative effect of high frequency subthreshold repetitive transcranial magnetic stimulation on complex sequential motor learning in humans.

We investigated the effect of repetitive transcranial magnetic stimulation (rTMS) applied to the motor cortex, on the motor learning of sequential finger movements. Fifteen healthy subjects were trained to perform seven sequential finger movements of the left hand. Ten Hertz or sham rTMS with a resting motor threshold of 80% was applied to each subject during the task period. Stimulation with 10Hz rTMS produced a better learning performance in terms of target score and execution time than sham stimulation. We conclude that high-frequency rTMS may modulate the excitability of the motor cortex and facilitate the sequential motor learning process in normal subjects. These findings may provide a basis for the development of therapeutic applications of rTMS in patients with impaired motor skill.

Adult↗

Perceptual-motor learning with moderately retarded persons.

A visual-motor learning study was undertaken with 12 cultural-familial and 12 organic institutionalized retarded individuals to determine if organic signs on the Bender-Gestalt visual-motor test could be reversed. Statistically significant improvement was obtained with each group after 30 hr. of training. The results were discussed in relation to perceptual-motor regression and its potential for reversibility. Incorporating perceptual-motor regression exercises into the regular school program was suggested as an adjunct to current social and communication goals.

Education of Persons with Intellectual Disabilitie↗

Dimensional change in motor learning.

Bernstein (The Co-ordination and Regulation of Movements, Pergamon, London, 1967) outlined a theoretical framework for the degrees of freedom problem in motor control that included a 3-stage approach to the reorganization of the peripheral biomechanical degrees of freedom in motor learning and development. We propose that Bernstein's conception of change through the stages of learning is too narrow in its consideration of the degrees of freedom problem and the actual pathways of change evident in motor learning. It is shown that change in both the organization of the mechanical degrees of freedom and the dimension of the attractor dynamic organizing motor output can either increase or decrease, according to the confluence of constraints imposed on action. The central issue determining directional change in dimension is whether the dimensionality of the task relevant intrinsic dynamic needs to be increased or decreased to realize new task demands.

Adult↗

Motor learning in man: a positron emission tomographic study.

We measured regional cerebral blood flow (rCBF) with positron emission tomography to study changes in anatomical structures during the course of learning a complicated finger sequence of voluntary movements. Motor learning was accompanied by rCBF increases in the cerebellum, decreases in all limbic and paralimbic structures, and striatal decreases which changed to striatal increases as the motor skill was learned. Simultaneously, activations of initially contributing non-motor parts of the cerebral cortex vanished. Both cerebellar circuits and striatal circuits appear important for the storage of motor skills in the brain.

Adult↗

Neural basis for motor learning in the vestibuloocular reflex of primates. I. Changes in the responses of brain stem neurons.

1. We recorded from neurons in the brain stem of monkeys before and after they had worn magnifying or miniaturizing spectacles to cause changes in the gain of the vestibuloocular reflex (VOR). The gain of the VOR was estimated as eye speed divided by head speed during passive horizontal head rotation in darkness. Electrical stimulation in the cerebellum was used to identify neurons that receive inhibition at monosynaptic latencies from the flocculus and ventral paraflocculus (flocculus target neurons or FTNs). Cells were studied during smooth pursuit eye movements with the head stationary, fixation of different positions, cancellation of the VOR, and the VOR evoked by rapid changes in head velocity. 2. FTNs were divided into two populations according to their responses during pursuit with the head stationary. The two groups showed increased firing during smooth eye motion toward the side of recording (Eye-ipsiversive or E-i) or away from the side of recording (Eye-contraversive or E-c). A higher percentage of FTNs showed increased firing rate for contraversive pursuit when the gain of the VOR was high (> or = 1.6) than when the gain of the VOR was low (< or = 0.4). 3. Changes in the gain of the VOR had a striking effect on the responses during the VOR for the FTNs that were E-c during pursuit with the head stationary. Firing rate increased during contraversive VOR eye movements when the gain of the VOR was high or normal and decreased during contraversive VOR eye movements when the gain of the VOR was low. Changes in the gain of the VOR caused smaller changes in the responses during the VOR of FTNs that were E-i during pursuit with the head stationary. We argue that motor learning in the VOR is the result of changes in the responses of individual FTNs. 4. The responses of E-i and E-c FTNS during cancellation of the VOR depended on the gain of the VOR. Responses tended to be in phase with contraversive head motion when the gain of the VOR was low and in phase with ipsiversive head motion when the gain of the VOR was high. Comparison of the effect of motor learning on the responses of FTNs during cancellation of the VOR with the results of similar experiments on horizontal-gaze velocity Purkinje cells in the flocculus and ventral paraflocculus suggests that the brain stem vestibular inputs to FTNs are one site of motor learning in the VOR.(ABSTRACT TRUNCATED AT 400 WORDS)

Animals↗

Motor performance and motor learning as a function of age and fitness.

Past studies have shown that electroencephalographic alpha activity increases as people learn to perform a novel motor task. Additionally, it has been suggested that motor performance and learning decline as people age beyond 60 years, and it has been hypothesized that physical fitness may attenuate this decline through its impact on the cerebral environment. This study was designed to replicate past research by assessing changes in alpha activity as a function of learning and to extend past research by examining differences in motor performance, motor learning, and alpha activity as a function of age and fitness. VO2max was assessed in 41 older (ages 60-80 years) and 42 younger (ages 20-30 years) participants. Participants were randomly assigned to experimental or control conditions, which differed in the amount of practice received. Participants performed trials on the mirror star trace on both an acquisition and a retention day. Results indicated that younger participants performed better and had greater learning than older participants. Fitness was not found to impact either performance or learning. Participants in the experimental group improved more than those in the control group and maintained this difference at retention, which suggests that learning occurred. Associated with these improvements in performance capabilities was an increase in alpha power.

Adult↗

[A specific function of the motor cortex in the reorganization of coordination in motor learning in animals and humans].

The findings suggest that a particular function of MCx in motor learning involves suppression of synergies and co-ordination which interferes with acquisition of new motor patterns. Experimental animal models based on inhibition of certain natural synergies or reflexes in the process of learning new co-ordination have been developed where the MCx is responsible for inhibition of natural motor patterns. Following the MCx lesion the natural synergies dominate again and the learned movement cannot be adequately performed. Similar disturbances occur after combined lesions of the premotor and parietal associative cortex or after lesions of the cerebellar nuclei. However, after the associative cortex or cerebellar lesions the recovery of learned co-ordinations is possible. This suggests the inhibition of inappropriate synergies or co-ordination during motor learning is a specific function of the MCx, the latter taking part in organisation of new co-ordination between posture and movement in humans as well.

Aged↗

Memory retention of vestibuloocular reflex motor learning in squirrel monkeys.

The vestibuloocular reflex (VOR) motor learning can be induced chronically by wearing lenses for several weeks to months, or acutely by visual-vestibular mismatch for several hours. Cerebellar long term depression (LTD) has been proposed as a causal mechanism for acute learning. We demonstrate differences in retention of acutely and chronically acquired VOR gains in squirrel monkeys and discuss neuronal correlates and possible roles of cerebellar LTD. Our data is compatible with the idea that cerebellar LTD might be a mechanism responsible for acute VOR adaptation.

Animals↗

Visual dominance in a lateral plane motor learning task.

Visual dominance was investigated in a motor learning task with the criterion movement being in the lateral plane of the body. The criterion movement was a 10-in. abduction of the arm. All subjects received four presentation trials for the criterion movement in each of the following conditions: dominant rotated arm, dominant unrotated arm, nondominant rotated arm, and nondominant unrotated arm. Three independent groups of 10 college-age subjects differed according to sensory stimuli given during presentation trials. The Kinesthetic group was blindfolded for presentation trials. The Visual and Kinesthetic group was unblindfolded for presentation trials. The Alternating group was blindfolded on half of the presentation trials and unblindfolded on the other half. All subjects carried out five blindfolded reproduction trials for each of the four conditions. Absolute error for the length of the reproduced movements was measured and no significant difference between groups was found. This suggests that visual dominance is reduced in movements outside the frontal plane when focal vision is not used. Planned comparison testing indicated the Alternating group was significantly more accurate than the Visual and Kinesthetic group.

Adult↗

Approximate optimal control as a model for motor learning.

Current models of psychological development rely heavily on connectionist models that use supervised learning. These models adapt network weights when the network output does not match the target outputs computed by some agent. The authors present a model of motor learning in which the child uses exploration to discover appropriate ways of responding. The model is consistent with what is known about how neural systems evaluate behavior. The authors model the development of reaching and investigate N. Bernstein's (1967) hypotheses about early motor learning. Simulations show the course of learning as well as model the kinematics of reaching by a dynamical arm.

Brain↗