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At least 109 records · Page 6Linked to original sources
PubMed2003

Obstacle avoidance during human walking: H-reflex modulation during motor learning.

The goal of this study was to investigate changes of H-reflex amplitudes during a motor learning task. Subjects with reduced vision were instructed to step over an obstacle on a treadmill as low as possible, while the soleus H-reflex was elicited. Acoustic warning and feedback signals about performance were provided. Performance improvement was associated with a decrease of muscle activity, needed to step over the obstacle (rectus femoris, biceps femoris, tibialis anterior and gastrocnemius medialis muscles), and of foot clearance, while joint angle trajectories from knee and ankle became more stable. The experiment consisted of five runs, three with normal treadmill walking and two with randomly stepping over the obstacle (100 times). H-reflexes were elicited at early and late stance phase before stepping over the obstacle. H/M ratio, latency and duration were determined. The values of these measures were calculated for the onset and end of a run and their course over time was evaluated using a correlation coefficient. The largest adaptations with a significant increase of reflex amplitude occurred during the first obstacle run. This increase lasted only briefly and the reflex amplitudes decreased to their previous values. During the later obstacle run, no H-reflex modulation occurred. It is concluded that a motor learning task causes adaptational effects not only on performance, but also on H-reflex responses. The results indicate that most of the modulation of H-reflexes is probably due to supraspinal influences on reflex transmission. The observations made are probably less specific for this motor task (stepping over the obstacle), but rather associated with the increased attention required by the motor learning task during the first obstacle run.

Adult↗
PubMed1996

Symptomatic and essential palatal tremor. 3. Abnormal motor learning.

BACKGROUND: Palatal tremor is divided into symptomatic palatal tremor (SPT) and essential palatal tremor (EPT) on the basis of clinical features. The inferior olive seems to be abnormal in SPT, but not EPT. Because the inferior olive is likely to be involved in several types of motor learning, it is hypothesised that motor learning would be abnormal in patients with SPT, but not those with EPT. METHODS: In six patients with SPT and four patients with EPT, two motor learning paradigms were studied--the classical conditioning of an acoustically elicited eyeblink with electrical supraorbital nerve shock and a test of adaptation of ballistic arm movements to a change of the gain. RESULTS: Classical conditioning was impaired unilaterally or bilaterally in the patients with SPT, depending on whether they had unilateral or bilateral abnormalities of the inferior olives, except for the two least affected patients. All but one of the patients with EPT had normal conditioning. On the adaptation test of arm movements, most of the patients with SPT had impaired learning of the arm contralateral to the hypertrophied inferior olive, regardless of whether the abnormality was unilateral or bilateral, but all patients with EPT had normal results. CONCLUSIONS: In SPT pseudohypertrophy of the inferior olive leads to defective cerebellar function, whereas in EPT the inferior olive functions normally.

Adult↗
PubMed2005

Chronic changes in inputs to dorsal Y neurons accompany VOR motor learning.

Gain changes in the vestibuloocular reflex (VOR) during visual-vestibular mismatch stimulation serve as a model system for motor learning. The cerebellar flocculus and its target neurons in the brain stem (FTN) are candidates for the storage of these novel VOR gains. We have recently studied the changes in vertical flocculus Purkinje cells after chronic VOR motor learning. Recently we recorded Y neurons (a vertical type of FTNs) after chronic VOR motor learning and compared these records with vertical floccular Purkinje cells to document any changes in inputs to FTNs and understand how Y neurons and the vertical Purkinje cells fit into a general model for the vertical VOR. Analysis illustrates that the changes observed in Purkinje cells are not transferred to Y neurons, suggesting that the gain of their synaptic interconnection was modified. We quantified changes in both populations and employed simulations to study changes in parallel pathways to FTNs and to extract the role of the flocculus in VOR adaptation. Low-gain adaptation results in more drastic changes than its high-gain counterpart, causing increases in head velocity sensitivity in parallel pathways. Simulations suggest that cerebellar and brain stem plasticity both participate in novel VOR gain storage and that results obtained following floccular lesion are the product of different mechanisms than those operating in the intact animal.

Action Potentials↗
PubMed2002

Implicit motor learning through observational training in adults and children.

Although evidence of implicit motor learning on the basis of observation alone has been reported, there is some data to suggest that the phenomenon could be contaminated by the intentional exploitation of explicit knowledge. In the present experiment, a special procedure was adapted to study observational learning in a situation involving the acquisition of a new drawing behavior. The participants consisted of adults and children 6-10 years of age. The results provide support for the view that overt motor practice is not strictly necessary for implicit motor learning. They demonstrate that children display capacities similar to those of adults in this form of learning. Some suggestions are made to account for the contradictory results present in this area of research.

Adolescent↗
PubMed1998

Risperidone vs. haloperidol on reaction time, manual dexterity, and motor learning in treatment-resistant schizophrenia patients.

BACKGROUND: The present study compared the effects of risperidone vs. haloperidol on reaction time, manual dexterity, and two types of motor learning in a sample of treatment-resistant schizophrenia patients. METHODS: Fifty-six DSM-III-R diagnosed schizophrenia inpatients participated in a randomized, double-blind comparison of risperidone vs. haloperidol. Measures of reaction time, manual dexterity, motor sequence learning, and gross motor learning were administered at baseline, after 4 weeks of fixed-dose medication, and after 4 weeks of flexible-dose medication. RESULTS: The results indicated that patients receiving risperidone showed greater improvement in reaction time and manual dexterity than patients receiving haloperidol. After covarying symptom changes and movement disorder ratings, the results remained significant. The two treatment groups did not differ on either measure of motor learning. CONCLUSIONS: The differences in performance in reaction time and manual dexterity may be due to a specific beneficial effect of risperidone, as opposed to a general reduction in extrapyramidal symptom liability, compared to haloperidol.

Adult↗
PubMed2006

Conditional visuo-motor learning and dimension reduction.

Conditional visuo-motor learning consists in learning by trial and error to associate visual cues with correct motor responses, that have no direct link. Converging evidence supports the role of a large brain network in this type of learning, including the prefrontal and the premotor cortex, the basal ganglia BG and the hippocampus. In this paper we focus on the role of a major structure of the BG, the striatum. We first present behavioral results and electrophysiological data recorded from this structure in monkeys engaged in learning new visuo-motor associations. Visual stimuli were presented on a video screen and the animals had to learn, by trial and error, to select the correct movement of a joystick, in order to receive a liquid reward. Behavioral results revealed that the monkeys used a sequential strategy, whereby they learned the associations one by one although they were presented randomly. Human subjects, tested on the same task, also used a sequential strategy. Neuronal recordings in monkeys revealed learning-related modulations of neural activity in the striatum. We then present a mathematical model inspired by viability theory developed to implement the use of strategies during learning. This model complements existing models of the BG based on reinforcement learning RL, which do not take into account the use of strategies to reduce the dimension of the learning space.

Basal Ganglia↗
PubMed1992

The cerebellum and motor learning.

Lesions of the cerebellum and its associated circuitry abolish or impair several types of motor learning. It is controversial whether these lesions damage the motor memory or its performance. Recent work is evaluated in the light of the original suggestions by Marr, Albus and Gilbert that the cerebellar cortex is a preferred locus for reflex plasticity and motor learning.

Afferent Pathways↗
PubMed2005

Instructive signals for motor learning from visual cortical area MT.

Sensory error signals have long been proposed to act as instructive signals to guide motor learning. Here we have exploited the temporal specificity of learning in smooth pursuit eye movements and the well-defined anatomical structure of the neural circuit for pursuit to identify a part of sensory cortex that provides instructive signals for motor learning in monkeys. We show that electrical microstimulation in the motion-sensitive middle temporal area (MT) of extrastriate visual cortex instructs learning in smooth eye movements in a way that closely mimics the learning instructed by real visual motion. We conclude that MT provides instructive signals for motor learning in smooth pursuit eye movements under natural conditions, suggesting a similar role for sensory cortices in many kinds of learned behaviors.

Action Potentials↗
PubMed1993

Attention and visual dominance in motor learning.

Two experiments examined the role of attention in visual dominance during motor learning. On the movement task 10 acquisition trials were given; each included a movement presentation and a blindfolded reproduction. After completion of acquisition trials and a 5-min. interval, subjects were given 5 retention trials with reproduction attempts only. In Exp. 1, subjects receiving only kinesthetic information during movement presentation reproduced criterion movement length more accurately than subjects receiving visual and kinesthetic information. Other subjects, presented both visual and kinesthetic stimuli for the movement, were given instructions to ignore vision and focus on kinesthesis. These subjects exhibited no effects of visual dominance in reproductions. In Exp. 2, subjects were presented visual and kinesthetic stimuli during half of the movement presentations and only kinesthetic stimuli during the other half. They did not exhibit the effects of visual dominance in reproductions. Such effects in motor learning may be modified by manipulation of attention or an alternating presentation of specific sensory stimuli.

Adult↗
PubMed2003

Task-dependent motor learning.

We examined whether task-dependent modulation was evident in a motor learning paradigm. Subjects performed reaching movements before, during, and after exposure to a novel force perturbation while adopting either a spatial goal, "continue towards the target", or an effort goal, "keep your effort profile the same". Before the perturbation, the hand trajectories were moderately straight and accurate regardless of the task. However, during and immediately after the perturbation, the reaches exhibited unambiguous task-dependent differences in both the initial and terminal periods of the reach. With the spatial goal, subjects showed terminal compensations to the force-induced displacements indicative of feedback control. In addition, feedforward control was evident in the smaller path deviations with continued exposure and the initial path aftereffects when the perturbation was removed. In contrast, when adopting an effort goal, subjects showed large and chronically deviated endpoints from the perturbation indicating an absence of feedback compensation. They also showed no feedforward adaptation during repeated exposure or visible aftereffects when the perturbation was removed. Therefore, both feedforward and feedback control mechanisms show task-dependent modulation in a motor learning paradigm.

Adaptation, Physiological↗
PubMed2006

Explicit information interferes with implicit motor learning of both continuous and discrete movement tasks after stroke.

A large portion of the rehabilitation experience after stroke relies on implicit learning. However, our understanding of how best to facilitate motor learning after stroke is limited by a paucity of research that has explored the interaction between explicit information and implicit learning across various task domains. Previously we reported that the delivery of explicit instructions disrupted implicit motor learning after stroke that involved the sensorimotor cortical areas or basal ganglia. The purpose of this study was to determine the robustness of these findings by determining whether they could be replicated with 2 motor tasks, one discrete and one continuous, employed by the same group of participants. Ten individuals with stroke in the sensorimotor cortical areas (SMC), 10 with stroke in the basal ganglia (BG), and 10 age-matched healthy controls (HC) participated in this study. Each completed 3 days of practice of both a discrete implicit motor task (the serial reaction time task) and a continuous motor task (the continuous tracking task); all returned on a fourth day for retention tests. By random designation, participants were divided into either the explicit information (EI) or no explicit information (No-EI) groups. Consistent with previous results, we found that the response to explicit information after stroke was uniformly negative regardless of task or lesion location; both stroke groups demonstrated an interference effect of explicit information while the healthy control group did not. Strengthening these findings is the fact that the interference effect of explicit information was not task dependent. This point is particularly important for rehabilitation scientists as they instruct clients during various therapeutic tasks after stroke. Our data suggest that certain forms of explicit information delivered before task practice may not be as useful for learning as discovering the solution to the motor task with practice alone, and this is regardless of the type of task being learned.

Adult↗
PubMed2001

Perspectives and problems in motor learning.

Movement provides the only means we have to interact with both the world and other people. Such interactions can be hard-wired or learned through experience with the environment. Learning allows us to adapt to a changing physical environment as well as to novel conventions developed by society. Here we review motor learning from a computational perspective, exploring the need for motor learning, what is learned and how it is represented, and the mechanisms of learning. We relate these computational issues to empirical studies on motor learning in humans.

Journal Article↗
PubMed2006

Generalization of motor learning depends on the history of prior action.

Generalization of motor learning refers to our ability to apply what has been learned in one context to other contexts. When generalization is beneficial, it is termed transfer, and when it is detrimental, it is termed interference. Insight into the mechanism of generalization may be acquired from understanding why training transfers in some contexts but not others. However, identifying relevant contextual cues has proven surprisingly difficult, perhaps because the search has mainly been for cues that are explicit. We hypothesized instead that a relevant contextual cue is an implicit memory of action with a particular body part. To test this hypothesis we considered a task in which participants learned to control motion of a cursor under visuomotor rotation in two contexts: by moving their hand through motion of their shoulder and elbow, or through motion of their wrist. Use of these contextual cues led to three observations: First, in naive participants, learning in the wrist context was much faster than in the arm context. Second, generalization was asymmetric so that arm training benefited subsequent wrist training, but not vice versa. Third, in people who had prior wrist training, generalization from the arm to the wrist was blocked. That is, prior wrist training appeared to prevent both the interference and transfer that subsequent arm training should have caused. To explain the data, we posited that the learner collected statistics of contextual history: all upper arm movements also move the hand, but occasionally we move our hands without moving the upper arm. In a Bayesian framework, history of limb segment use strongly affects parameter uncertainty, which is a measure of the covariance of the contextual cues. This simple Bayesian prior dictated a generalization pattern that largely reproduced all three findings. For motor learning, generalization depends on context, which is determined by the statistics of how we have previously used the various parts of our limbs.

Adult↗
PubMed2003

Differences among eight inbred strains of mice in motor ability and motor learning on a rotorod.

The rotorod is commonly used to assess motor ability in mice. We examined a number of inbred strains to determine whether there is genetic variability in rotorod performance and motor learning. Mice received three trials per day for three days in a modified accelerating rotorod paradigm, and active rotation performance was calculated for each day. Male and female 129S1/SvlmJ, A/J, BALB/cByJ, C3H/HeJ, C57BL/6J, CBA/J, DBA/2J and FVB/NJ mice were tested. Strain and sex differences were observed in motor performance. Motor learning also differed across strains, as some strains showed an improvement in performance over the three days while other strains did not. In certain strains the weight and body length of the mouse correlated with rotorod performance. The role of vision in motor performance on the rotorod was assessed by a comparison of C3H/HeJ mice (with retinal degeneration) and congenic C3A.BLiA-Pde6b+ (Pdeb+) mice (without retinal degeneration). The sight-impaired C3H mice stayed on the rotorod longer than did their sighted Pdeb+ partners, although both strains improved across days. Thus, we have demonstrated a genetic component in rotorod performance, and we have shown that factors other than inherent motor ability can contribute to rotorod performance in mice.

Animals↗
PubMed1977

Ability factors in motor learning.

Research dealing with the role of basic ability factors in motor learning has been characterized by an ever increasing realization of the high degree of task specificity associated with the acquisition of motor skills. Although various theoretical arguments have been offered to account for the changing factor structure of abilities which apparently accompanies increase in proficiency in motor performance, such theories have, by and large, ignored the role of information-processing models, as well as factors pertaining to human neurological organization. Theoretical positions and empirical research concerning the role of ability factors in motor learning are discussed and analyzed in the light of the limitations imposed by factors of task taxonomy.

Aptitude↗
PubMed1994

Neural basis for motor learning in the vestibuloocular reflex of primates. II. Changes in the responses of horizontal gaze velocity Purkinje cells in the cerebellar flocculus and ventral paraflocculus.

1. We made extracellular recordings from Purkinje cells in the flocculus and ventral paraflocculus of awake monkeys before and after motor learning in the vestibuloocular reflex (VOR). Three samples were recorded 1) after miniaturizing spectacles had reduced the gain of the VOR (eye speed divided by head speed) to 0.4; 2) when the gain of the VOR was near 1.0; and 3) after magnifying spectacles had increased the gain of the VOR to 1.6. 2. We studied Purkinje cells that showed stronger modulation of simple-spike firing rate during horizontal than during vertical pursuit. These cells corresponded to the previously identified "horizontal gaze velocity Purkinje cells" or HGVP-cells. During pursuit of smooth target motion with the head stationary, HGVP-cells showed strong modulation of firing rate with increases for ipsiversive eye motion (toward the side of recording). When the monkey canceled his VOR by tracking a target that moved exactly with him during sinusoidal head rotation in the horizontal plane, HGVP-cells again showed strong modulation of firing rate with increases for ipsiversive head motion. 3. The responses of HGVP-cells during pursuit with the head stationary and during cancellation of the VOR reveal separate components of firing rate related to eye and head velocity. We used these two behavioral conditions to test for effects of motor learning on the head and eye velocity components of the simple-spike firing of HGVP-cells. Our data confirm the previous observation that motor learning causes the sensitivity to head velocity to be larger when the gain of the VOR is high and smaller when the gain of the VOR is low. Thus we agree with the previous conclusion that changes in the vestibular sensitivity of HGVP-cells, measured during sinusoidal head motion at low frequencies, are in the wrong direction to cause changes in the gain of the VOR. 4. To determine whether the simple-spike output from the HGVP-cells plays a role in the VOR after motor learning, we recorded simple-spike firing during the VOR evoked by transient, rapid changes in head velocity in darkness. When the gain of the VOR was low, firing rate increased during the VOR evoked by ipsiversive head motion and decreased during the VOR evoked by contraversive head motion. When the gain of the VOR was high, the direction selectivity of the responses was reversed.(ABSTRACT TRUNCATED AT 400 WORDS)

Animals↗
PubMed1996

The informational role of knowledge of results in motor learning.

An experiment is reported that was set-up to examine the informational role of knowledge of results (KR) in the learning of a single-limb movement timing task. A group with KR practiced 200 trials a day for 5 days prior to receiving a sixth day of practice without KR. The performance of this group was contrasted to another group that practiced 200 trials without KR for one day. Traditional movement error and time series analyses revealed that KR serves to calibrate the movement outcome to the task demands and modulate the performance outcome relation between trials. The degree of systematic trial-to-trial modulation was strongly dependent upon the degree of error exhibited on any given trial, and was enhanced under no-KR conditions. Information in KR has both immediate and persistent influences on learning and performance that are dependent upon the task constraints and the skill level of the performer.

Humans↗