Explore the vast range of titles available.

Background Skill acquisition of motor learning between virtual environments (VEs) and real environments (REs) may be related. Although studies have previously examined the transfer of motor learning in VEs and REs through the same tasks, only a small number of studies have focused on studying the transfer of motor learning in VEs and REs by using different tasks. Thus, detailed effects of the transfer of motor skills between VEs and REs remain controversial. Here, we investigated the transfer of sequential motor learning between VEs and REs conditions. Methods Twenty-seven healthy volunteers performed two types of sequential motor learning tasks; a visually cued button-press task in RE (RE task) and a virtual reaching task in VE (VE task). Participants were randomly assigned to two groups in the task order; the first group was RE task followed by VE task and the second group was VE task followed by RE task. Subsequently, the response time in RE task and VE task was compared between the two groups respectively. Results The results showed that the sequential reaching task in VEs was facilitated after the sequential finger task in REs. Conclusions These findings suggested that the sequential reaching task in VEs can be facilitated by a motor learning task comprising the same sequential finger task in REs, even when a different task is applied.

Background and Purpose. When learning multi-element movement sequences, participants organize individual elements into subsequences. Imposing this type of structure on the elements leads to the efficient production of sequences because the processing of all but the first elements in a subsequence can be completed prior to their execution. The primary purpose of this study was to determine whether older adults organize lengthy movement sequences with the same efficiency as young adults. Subjects and Methods. Participants were young adults (N=8, 19–23 years of age) and older adults (N=8, 65–68 years of age). The task required participants to move a lever as quickly as possible to targets sequentially projected on a tabletop. At various stages during practice, random practice blocks were inserted between the repeated sequence blocks. Repeated and random sequence retention tests were administered after 24 hours. Results. The results indicated that the young adults performed the repeated sequences substantially faster than the older adults and that this difference increased over practice. On the retention tests, there were no differences in response time for the random sequence blocks, but the young performers were substantially faster than the older performers when repeated sequences were used. No differences were detected in the interview or on the recognition (χ2=1.22, P>.05) and completion (χ2=0.89, P>.05) tests designed to determine explicit or implicit knowledge of the sequences. Discussion and Conclusion. Analysis of the sequence structure indicated that the older adults did not organize their responses into subsequences as effectively as the young adults. The failure of older adults to optimally organize movement sequences may contribute to the overall slowing of sequential movement production. [Shea CH, Park JH, Wilde Braden H. Age-related effects in sequential motor learning. Phys Ther. 2006;86:478–488.]

The ability to learn and perform a sequence of movements is a key component of voluntary motor behavior. During the learning of sequential movements, individuals go through distinct stages of performance improvement. For instance, sequential movements are initially learned relatively fast and later learned more slowly. Over multiple sessions of repetitive practice, performance of the sequential movements can be further improved to the expert level and maintained as a motor skill. How the brain binds elementary movements together into a meaningful action has been a topic of much interest. Studies in human and non-human primates have shown that a brain-wide distributed network is active during the learning and performance of skilled sequential movements. The current challenge is to identify a unique contribution of each area to the complex process of learning and maintenance of skilled sequential movements. Here, I bring together the recent progress in the field to discuss the distinct roles of cortical motor areas in this process.

An exhaustive review is reported of over 25 years of research with the Discrete Sequence Production (DSP) task as reported in well over 100 articles. In line with the increasing call for theory development, this culminates into proposing the second version of the Cognitive framework of Sequential Motor Behavior (C-SMB 2.0), which brings together known models from cognitive psychology, cognitive neuroscience, and motor learning. This processing framework accounts for the many different behavioral results obtained with the DSP task and unveils important properties of the cognitive system. C-SMB 2.0 assumes that a versatile central processor (CP) develops multimodal, central-symbolic representations of short motor segments by repeatedly storing the elements of these segments in short-term memory (STM). Independently, the repeated processing by modality-specific perceptual and motor processors (PPs and MPs) and by the CP when executing sequences gradually associates successively used representations at each processing level. The high dependency of these representations on active context information allows for the rapid serial activation of the sequence elements as well as for the executive control of tasks as a whole. Speculations are eventually offered as to how the various cognitive processes could plausibly find their neural underpinnings within the intricate networks of the brain.

Evidence-based therapeutic options for children with developmental coordination disorder (DCD) are scarce. This work explored the effects of cerebellar anodal transcranial direct current stimulation (atDCS) on three 48 h-apart motor sequence learning and upper limb coordination sessions in children with DCD. The results revealed that, as compared to a Sham intervention (n = 10), cerebellar atDCS (n = 10) did not meaningfully improve execution speed but tended to reduce the number of execution errors during motor sequence learning. However, cerebellar atDCS did neither meaningfully influence offline learning nor upper limb coordination, suggesting that atDCS’ effects are circumscribed to its application duration. These results suggest that cerebellar atDCS could have beneficial effects as a complementary therapeutic tool for children with DCD.

Combining interventions is common in gait rehabilitation, but how prior adaptation influences subsequent responses and retained gait changes remains unclear. This study examines the sequential interaction between two interventions with distinct adaptation mechanisms: split-belt treadmill (SBT) which primarily engages sensorimotor recalibration, and asymmetric rhythmic auditory cueing (ARAC) which primarily engages instructional adaptation. Specifically, we assess the transfer of gait changes acquired during adaptation across interventions and their retention after perturbation removal in ten healthy young adults. We found that transfer from SBT to ARAC occurred only when the perturbation(s) were spatially and temporally aligned (i.e., congruent), while ARAC to SBT transfer also occurred under incongruent conditions—suggesting that ARAC may engage a more generalized, effector-independent adaptation process. Individuals who responded strongly to ARAC showed reduced retention, possibly due to cognitive fatigue. These results demonstrate that interlimb transfer may be non-reciprocal and sequence-dependent, and higher cognitive engagement may hinder retention despite facilitating adaptation. Tailoring the order and type of intervention based on individual dominant (or preferred) adaptation mechanism (sensorimotor or instructional) may enhance rehabilitation outcomes in populations with attenuated adaptive ability (e.g., post-stroke individuals). This work provides insights for sequencing principles in combined gait interventions and indicates trade-offs between cognitive engagement and motor memory retention. Our results generate testable hypotheses about when and why ordering and congruence might matter for transfer and retention.

Temporal rescaling of sequential neural activity has been observed in multiple brain areas during behaviors involving time estimation and motor execution at variable speeds. Temporally asymmetric Hebbian rules have been used in network models to learn and retrieve sequential activity, with characteristics that are qualitatively consistent with experimental observations. However, in these models sequential activity is retrieved at a fixed speed. Here, we investigate the effects of a heterogeneity of plasticity rules on network dynamics. In a model in which neurons differ by the degree of temporal symmetry of their plasticity rule, we find that retrieval speed can be controlled by varying external inputs to the network. Neurons with temporally symmetric plasticity rules act as brakes and tend to slow down the dynamics, while neurons with temporally asymmetric rules act as accelerators of the dynamics. We also find that such networks can naturally generate separate ‘preparatory’ and ‘execution’ activity patterns with appropriate external inputs.

Neurophysiological features like event-related potentials (ERPs) have long been used to identify different cognitive sub-processes that may contribute to task performance. It has however remained unclear whether “classical” ERPs are truly the best reflection or even causal to observable variations in behavior. Here, we used a data-driven strategy to extract features from neurophysiological data of n = 240 healthy young individuals who performed a Go/Nogo task and used machine learning methods in combination with source localization to identify the best predictors of inter-individual performance variations. Both Nogo-N2 and Nogo-P3 yielded predictions close to chance level, but a feature in between those two processes, associated with motor cortex activity (BA4), predicted group membership with up to ~68%. We further found two Nogo-associated features in the theta and alpha bands, that predicted behavioral performance with up to ~78%. Notably, the theta band feature contributed most to the prediction and occurred at the same time as the predictive ERP feature. Our approach provides a rigorous test for established neurophysiological correlates of response inhibition and suggests that other processes, which occur in between the Nogo-N2 and P3, might be of equal, if not even greater, importance.

Traditionally, studies on learning have mainly focused on the acquisition and stabilization of only single movement tasks. In everyday life and in sports, however, several new skills often must be learned in parallel. The extent to which the similarity of the movements or the order in which they are learned influences success has only recently begun to attract increased interest. This study aimed to compare the effects of CI in random practice order (high CI) with differential learning (DL) in learning three volleyball skills in parallel. Thirty-two advanced beginners in volleyball (mean age = 24, SD = 2.7) voluntarily participated in the study. Within a pre-, post-, retention test design, an intervention of six weeks and one week retention phase, the effects of three practice protocols of a CI, DL, and control (CO) group were compared. Three different volleyball skills (underhand pass, overhand pass, and overhand serve) were trained with emphasis on accuracy. Results showed statistically significant higher rates of improvement in the acquisition and learning phases for the DL group compared to the CI and CO groups. The differences were associated with moderate to high effect sizes in all individual skills and in the combined skills. The findings show more agreement with DL than with CI theory.

Purpose: The aim of this study was to investigate whether dual language experience affects procedural learning ability in typically developing children and in children with specific language impairment (SLI). Method: We examined procedural learning in monolingual and bilingual school-aged children (ages 8-12 years) with and without SLI. The typically developing children (35 monolinguals, 24 bilinguals) and the children with SLI (17 monolinguals, 10 bilinguals) completed a serial reaction time task. Results: The typically developing monolinguals and bilinguals exhibited equivalent sequential learning effects, but neither group with SLI exhibited learning of sequential patterns on the serial reaction time task. Conclusion: Procedural learning does not appear to be modified by language experience, supporting the notion that it is a child-intrinsic language learning mechanism that is minimally malleable to experience.