scholarly journals Persistence of reduced neuromotor noise in long-term motor skill learning

2016 ◽  
Vol 116 (6) ◽  
pp. 2922-2935 ◽  
Author(s):  
Meghan E. Huber ◽  
Nikita Kuznetsov ◽  
Dagmar Sternad
Keyword(s):  
Motor Skill ◽  
Motor Performance ◽  
Intrinsic Noise ◽  
Task Demands ◽  
Skill Learning ◽  
Guided Practice ◽  
Error Corrections ◽  
Stochastic Learning ◽  
Insight Into

It is well documented that variability in motor performance decreases with practice, yet the neural and computational mechanisms that underlie this decline, particularly during long-term practice, are little understood. Decreasing variability is frequently examined in terms of error corrections from one trial to the next. However, the ubiquitous noise from all levels of the sensorimotor system is also a significant contributor to overt variability. While neuromotor noise is typically assumed and modeled as immune to practice, the present study challenged this notion. We investigated the long-term practice of a novel motor skill to test whether neuromotor noise can be attenuated, specifically when aided by reward. Results showed that both reward and self-guided practice over 11 days improved behavior by decreasing noise rather than effective error corrections. When the challenge for obtaining reward increased, subjects reduced noise even further. Importantly, when task demands were relaxed again, this reduced level of noise persisted for 5 days. A stochastic learning model replicated both the attenuation and persistence of noise by scaling the noise amplitude as a function of reward. More insight into variability and intrinsic noise and its malleability has implications for training and rehabilitation interventions.

Distinguishable Brain Activation Networks for Short- and Long-Term Motor Skill Learning

2005 ◽  
Vol 94 (1) ◽  
pp. 512-518 ◽  
Author(s):  
A. Floyer-Lea ◽  
P. M. Matthews
Keyword(s):  
Motor Skill ◽  
Isometric Force ◽  
Brain Activation ◽  
Skill Learning ◽  
Anterior Cingulate ◽  
Motor Skill Learning ◽  
Short Term ◽  
Learning Stage ◽  
The Right

The acquisition of a new motor skill is characterized first by a short-term, fast learning stage in which performance improves rapidly, and subsequently by a long-term, slower learning stage in which additional performance gains are incremental. Previous functional imaging studies have suggested that distinct brain networks mediate these two stages of learning, but direct comparisons using the same task have not been performed. Here we used a task in which subjects learn to track a continuous 8-s sequence demanding variable isometric force development between the fingers and thumb of the dominant, right hand. Learning-associated changes in brain activation were characterized using functional MRI (fMRI) during short-term learning of a novel sequence, during short-term learning after prior, brief exposure to the sequence, and over long-term (3 wk) training in the task. Short-term learning was associated with decreases in activity in the dorsolateral prefrontal, anterior cingulate, posterior parietal, primary motor, and cerebellar cortex, and with increased activation in the right cerebellar dentate nucleus, the left putamen, and left thalamus. Prefrontal, parietal, and cerebellar cortical changes were not apparent with short-term learning after prior exposure to the sequence. With long-term learning, increases in activity were found in the left primary somatosensory and motor cortex and in the right putamen. Our observations extend previous work suggesting that distinguishable networks are recruited during the different phases of motor learning. While short-term motor skill learning seems associated primarily with activation in a cortical network specific for the learned movements, long-term learning involves increased activation of a bihemispheric cortical-subcortical network in a pattern suggesting “plastic” development of new representations for both motor output and somatosensory afferent information.

scholarly journals Long-term motor skill training with individually adjusted progressive difficulty enhances learning and promotes corticospinal plasticity

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Lasse Christiansen ◽  
Malte Nejst Larsen ◽  
Mads Just Madsen ◽  
Michael James Grey ◽  
Jens Bo Nielsen ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Neural Plasticity ◽  
Motor Skill ◽  
Task Difficulty ◽  
Skill Training ◽  
Skill Learning ◽  
Precise Control ◽  
Visuomotor Task ◽  
Motor Skill Training

Abstract Motor skill acquisition depends on central nervous plasticity. However, behavioural determinants leading to long lasting corticospinal plasticity and motor expertise remain unexplored. Here we investigate behavioural and electrophysiological effects of individually tailored progressive practice during long-term motor skill training. Two groups of participants practiced a visuomotor task requiring precise control of the right digiti minimi for 6 weeks. One group trained with constant task difficulty, while the other group trained with progressively increasing task difficulty, i.e. continuously adjusted to their individual skill level. Compared to constant practice, progressive practice resulted in a two-fold greater performance at an advanced task level and associated increases in corticospinal excitability. Differences were maintained 8 days later, whereas both groups demonstrated equal retention 14 months later. We demonstrate that progressive practice enhances motor skill learning and promotes corticospinal plasticity. These findings underline the importance of continuously challenging patients and athletes to promote neural plasticity, skilled performance, and recovery.

scholarly journals Sensorimotor cortex beta oscillations reflect motor skill learning ability after stroke

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Svenja Espenhahn ◽  
Holly E Rossiter ◽  
Bernadette C M van Wijk ◽  
Nell Redman ◽  
Jane M Rondina ◽  
...  
Keyword(s):  
Motor Learning ◽  
Sensorimotor Cortex ◽  
Motor Skill ◽  
Motor Performance ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Healthy Controls ◽  
Stroke Patients ◽  
Beta Oscillations ◽  
And Performance

Abstract Recovery of skilled movement after stroke is assumed to depend on motor learning. However, the capacity for motor learning and factors that influence motor learning after stroke have received little attention. In this study, we first compared motor skill acquisition and retention between well-recovered stroke patients and age- and performance-matched healthy controls. We then tested whether beta oscillations (15–30 Hz) from sensorimotor cortices contribute to predicting training-related motor performance. Eighteen well-recovered chronic stroke survivors (mean age 64 ± 8 years, range: 50–74 years) and 20 age- and sex-matched healthy controls were trained on a continuous tracking task and subsequently retested after initial training (45–60 min and 24 h later). Scalp electroencephalography was recorded during the performance of a simple motor task before each training and retest session. Stroke patients demonstrated capacity for motor skill learning, but it was diminished compared to age- and performance-matched healthy controls. Furthermore, although the properties of beta oscillations prior to training were comparable between stroke patients and healthy controls, stroke patients did show less change in beta measures with motor learning. Lastly, although beta oscillations did not help to predict motor performance immediately after training, contralateral (ipsilesional) sensorimotor cortex post-movement beta rebound measured after training helped predict future motor performance, 24 h after training. This finding suggests that neurophysiological measures such as beta oscillations can help predict response to motor training in chronic stroke patients and may offer novel targets for therapeutic interventions.

scholarly journals Sonification of Movement for Motor Skill Learning in a Novel Bimanual Task: Aesthetics and Retention Strategies

2016 ◽  
Author(s):  
John Dyer ◽  
Paul Stapleton ◽  
Matthew Rodger
Keyword(s):  
Motor Skill ◽  
Motor Performance ◽  
Performance Enhancement ◽  
Skill Learning ◽  
General Motor ◽  
Retention Strategies ◽  
Passive Listening ◽  
Timing Information ◽  
Early Results ◽  
Bimanual Task

Here we report early results from an experiment designed to investigate the use of sonification for the learning of a novel perceptual-motor skill. We find that sonification which employs melody is more effective than a strategy which provides only bare timing information. We additionally show that it might be possible to ‘refresh’ learning after performance has waned following training - through passive listening to the sound that would be produced by perfect performance. Implications of these findings are discussed in terms of general motor performance enhancement and sonic feedback design.

scholarly journals Fatigue induces long-lasting detrimental changes in motor-skill learning

eLife ◽  
2019 ◽  
Vol 8 ◽  
Author(s):  
Meret Branscheidt ◽  
Panagiotis Kassavetis ◽  
Manuel Anaya ◽  
Davis Rogers ◽  
Han Debra Huang ◽  
...  
Keyword(s):  
Motor Skill ◽  
Neurological Diseases ◽  
Physical Exertion ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Negative Effects ◽  
Series Of Experiments ◽  
The Common ◽  
Rehabilitation Exercises

Fatigue due to physical exertion is a ubiquitous phenomenon in everyday life and especially common in a range of neurological diseases. While the effect of fatigue on limiting skill execution are well known, its influence on learning new skills is unclear. This is of particular interest as it is common practice to train athletes, musicians or perform rehabilitation exercises up to and beyond a point of fatigue. In a series of experiments, we describe how muscle fatigue, defined as degradation of maximum force after exertion, impairs motor-skill learning beyond its effects on task execution. The negative effects on learning are evidenced by impaired task acquisition on subsequent practice days even in the absence of fatigue. Further, we found that this effect is in part mediated centrally and can be alleviated by altering motor cortex function. Thus, the common practice of training while, or beyond, fatigue levels should be carefully reconsidered, since this affects overall long-term skill learning.

scholarly journals Long-term progressive motor skill training enhances corticospinal excitability for the ipsilateral hemisphere and motor performance of the untrained hand

2016 ◽  
Vol 45 (12) ◽  
pp. 1490-1500 ◽  
Author(s):  
Lasse Christiansen ◽  
Malte Nejst Larsen ◽  
Michael James Grey ◽  
Jens Bo Nielsen ◽  
Jesper Lundbye-Jensen
Keyword(s):  
Motor Skill ◽  
Motor Performance ◽  
Skill Training ◽  
Corticospinal Excitability ◽  
Ipsilateral Hemisphere ◽  
Motor Skill Training

scholarly journals Fatigue induces long lasting detrimental changes in motor skill learning

2018 ◽  
Author(s):  
Meret Branscheidt ◽  
Panagiotis Kassavetis ◽  
Davis Rogers ◽  
Martin A. Lindquist ◽  
Pablo Celnik
Keyword(s):  
Motor Skill ◽  
Neurological Diseases ◽  
Physical Exertion ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Negative Effects ◽  
Series Of Experiments ◽  
The Common ◽  
Rehabilitation Exercises

ABSTRACTFatigue due to physical exertion is a ubiquitous phenomenon in everyday life and especially common in a range of neurological diseases. While the effect of fatigue on limiting skill execution are well known, its influence on learning new skills is unclear. This is of particular interest as it is common practice to train athletes, musicians or perform rehabilitation exercises up to and beyond a point of fatigue. In a series of experiments, we describe how fatigue impairs motor skill learning beyond its effects on task execution. The negative effects on learning are evidenced by impaired task acquisition on subsequent practice days even in the absence of fatigue. Further, we found that this effect is in part mediated centrally and can be alleviated by altering motor cortex function. Thus, the common practice of training while, or beyond, fatigue levels should be carefully reconsidered, since this affects overall long-term skill learning.

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