scholarly journals Expert Event Segmentation of Dance Is Genre-Specific and Primes Verbal Memory

Vision ◽  
2020 ◽  
Vol 4 (3) ◽  
pp. 35
Author(s):  
Paula M. Di Nota ◽  
Michael P. Olshansky ◽  
Joseph F.X. DeSouza
Keyword(s):  
Motor Learning ◽  
Verbal Memory ◽  
Brain Networks ◽  
Control Sequence ◽  
Event Segmentation ◽  
Memory Processing ◽  
Different Types ◽  
Induced Forgetting ◽  
Sensorimotor Representations

By chunking continuous streams of action into ordered, discrete, and meaningful units, event segmentation facilitates motor learning. While expertise in the observed repertoire reduces the frequency of event borders, generalization of this effect to unfamiliar genres of dance and among other sensorimotor experts (musicians, athletes) remains unknown, and was the first aim of this study. Due to significant overlap in visuomotor, language, and memory processing brain networks, the second aim of this study was to investigate whether visually priming expert motor schemas improves memory for words related to one’s expertise. A total of 112 participants in six groups (ballet, Bharatanatyam, and “other” dancers, athletes, musicians, and non-experts) segmented a ballet dance, a Bharatanatyam dance, and a non-dance control sequence. To test verbal memory, participants performed a retrieval-induced forgetting task between segmentation blocks. Dance, instrument, and sport word categories were included to probe the second study aim. Results of the event segmentation paradigm clarify that previously-established expert segmentation effects are specific to familiar genres of dance, and do not transfer between different types of experts or to non-dance sequences. Greater recall of dance category words among ballet and Bharatanatyam dancers provides novel evidence for improved verbal memory primed by activating familiar sensorimotor representations.

Verbal memory deficits associated with fornix atrophy in carbon monoxide poisoning

2001 ◽  
Vol 7 (5) ◽  
pp. 640-646 ◽  
Author(s):  
SHELLI R. KESLER ◽  
RAMONA O. HOPKINS ◽  
LINDELL K. WEAVER ◽  
DUANE D. BLATTER ◽  
HOLLY EDGE-BOOTH ◽  
...  
Keyword(s):  
Carbon Monoxide ◽  
Verbal Memory ◽  
Visual Memory ◽  
Carbon Monoxide Poisoning ◽  
Neuropsychological Testing ◽  
Mr Images ◽  
Cross Sectional ◽  
Memory Processing ◽  
Within Subjects ◽  
And Gender

Magnetic resonance (MR) images and neuropsychological testing data of 69 carbon monoxide (CO) poisoned patients were prospectively obtained within 1 day of CO poisoning, two weeks and six months. CO patients' Day 1 cross-sectional fornix surface area measurements, corrected for head size by using a fornix-to-brain ratio (FBR), were compared to normal age and gender-matched controls. Additionally, a within-subjects analysis was performed comparing the mean areas between CO patients' Day 1, 2 weeks and 6-month FBR. The FBR was correlated with patients' neuropsychological data. There were no significant differences between CO patients' Day 1 fornix measurements compared to normal control subjects. However, significant atrophic changes in the fornix of CO poisoned patients occurred at two weeks with no progressive atrophy at 6 months. By 6 months, CO patients showed significant decline on tests of verbal memory (when practice effects were taken into account), whereas visual memory, processing speed and attention/concentration did not decline. This study indicates that CO results in brain damage and cognitive impairments in the absence of lesions and other neuroanatomic markers. (JINS, 2001, 7, 640–646.)

Implications of Optimal Feedback Control Theory for Sport Coaching and Motor Learning: A Systematic Review

Motor Control ◽  
2021 ◽  
pp. 1-24
Author(s):  
Steven van Andel ◽  
Robin Pieper ◽  
Inge Werner ◽  
Felix Wachholz ◽  
Maurice Mohr ◽  
...  
Keyword(s):  
Feedback Control ◽  
Motor Learning ◽  
Control Theory ◽  
Skill Acquisition ◽  
Best Practice ◽  
Optimal Feedback Control ◽  
Optimal Feedback ◽  
Different Types ◽  
Novel Theory ◽  
Feedback Control Theory

Best practice in skill acquisition has been informed by motor control theories. The main aim of this study is to screen existing literature on a relatively novel theory, Optimal Feedback Control Theory (OFCT), and to assess how OFCT concepts can be applied in sports and motor learning research. Based on 51 included studies with on average a high methodological quality, we found that different types of training seem to appeal to different control processes within OFCT. The minimum intervention principle (founded in OFCT) was used in many of the reviewed studies, and further investigation might lead to further improvements in sport skill acquisition. However, considering the homogenous nature of the tasks included in the reviewed studies, these ideas and their generalizability should be tested in future studies.

Error-related Persistence of Motor Activity in Resting-state Networks

2018 ◽  
Vol 30 (12) ◽  
pp. 1883-1901 ◽  
Author(s):  
Nicolò F. Bernardi ◽  
Floris T. Van Vugt ◽  
Ricardo Ruy Valle-Mena ◽  
Shahabeddin Vahdat ◽  
David J. Ostry
Keyword(s):  
Motor Learning ◽  
Resting State ◽  
Brain Connectivity ◽  
Brain Activity ◽  
Brain Networks ◽  
Neural Activation ◽  
Resting State Functional Connectivity ◽  
Movement Training ◽  
Movement Error ◽  
Human Participants

The relationship between neural activation during movement training and the plastic changes that survive beyond movement execution is not well understood. Here we ask whether the changes in resting-state functional connectivity observed following motor learning overlap with the brain networks that track movement error during training. Human participants learned to trace an arched trajectory using a computer mouse in an MRI scanner. Motor performance was quantified on each trial as the maximum distance from the prescribed arc. During learning, two brain networks were observed, one showing increased activations for larger movement error, comprising the cerebellum, parietal, visual, somatosensory, and cortical motor areas, and the other being more activated for movements with lower error, comprising the ventral putamen and the OFC. After learning, changes in brain connectivity at rest were found predominantly in areas that had shown increased activation for larger error during task, specifically the cerebellum and its connections with motor, visual, and somatosensory cortex. The findings indicate that, although both errors and accurate movements are important during the active stage of motor learning, the changes in brain activity observed at rest primarily reflect networks that process errors. This suggests that error-related networks are represented in the initial stages of motor memory formation.

scholarly journals Memory recovery in relation to default mode network impairment and neurite density during brain tumor treatment

2021 ◽  
pp. 1-11
Author(s):  
Rafael Romero-Garcia ◽  
John Suckling ◽  
Mallory Owen ◽  
Moataz Assem ◽  
Rohitashwa Sinha ◽  
...  
Keyword(s):  
Brain Tumor ◽  
Default Mode Network ◽  
Verbal Memory ◽  
Digit Span ◽  
Brain Networks ◽  
Imaging Biomarkers ◽  
Default Mode ◽  
Neurite Density ◽  
Memory Recovery ◽  
With Memory

OBJECTIVE The aim of this study was to test brain tumor interactions with brain networks, thereby identifying protective features and risk factors for memory recovery after resection. METHODS Seventeen patients with diffuse nonenhancing glioma (ages 22–56 years) underwent longitudinal MRI before and after surgery, and during a 12-month recovery period (47 MRI scans in total after exclusion). After each scanning session, a battery of memory tests was performed using a tablet-based screening tool, including free verbal memory, overall verbal memory, episodic memory, orientation, forward digit span, and backward digit span. Using structural MRI and neurite orientation dispersion and density imaging (NODDI) derived from diffusion-weighted images, the authors estimated lesion overlap and neurite density, respectively, with brain networks derived from normative data in healthy participants (somatomotor, dorsal attention, ventral attention, frontoparietal, and default mode network [DMN]). Linear mixed-effect models (LMMs) that regressed out the effect of age, gender, tumor grade, type of treatment, total lesion volume, and total neurite density were used to test the potential longitudinal associations between imaging markers and memory recovery. RESULTS Memory recovery was not significantly associated with either the tumor location based on traditional lobe classification or the type of treatment received by patients (i.e., surgery alone or surgery with adjuvant chemoradiotherapy). Nonlocal effects of tumors were evident on neurite density, which was reduced not only within the tumor but also beyond the tumor boundary. In contrast, high preoperative neurite density outside the tumor but within the DMN was associated with better memory recovery (LMM, p value after false discovery rate correction [Pfdr] < 10−3). Furthermore, postoperative and follow-up neurite density within the DMN and frontoparietal network were also associated with memory recovery (LMM, Pfdr = 0.014 and Pfdr = 0.001, respectively). Preoperative tumor and postoperative lesion overlap with the DMN showed a significant negative association with memory recovery (LMM, Pfdr = 0.002 and Pfdr < 10−4, respectively). CONCLUSIONS Imaging biomarkers of cognitive recovery and decline can be identified using NODDI and resting-state networks. Brain tumors and their corresponding treatment affecting brain networks that are fundamental for memory functioning such as the DMN can have a major impact on patients’ memory recovery.

Stress Modulates the Balance between Hippocampal and Motor Networks during Motor Memory Processing

2020 ◽  
Author(s):  
N Dolfen ◽  
B R King ◽  
L Schwabe ◽  
M A Gann ◽  
M P Veldman ◽  
...  
Keyword(s):  
Motor Learning ◽  
Sequence Learning ◽  
Learning Task ◽  
Motor Memory ◽  
Motor Sequence Learning ◽  
Motor Sequence ◽  
Memory Processing ◽  
Sleep Episode ◽  
Cortical Regions ◽  
The Impact

Abstract The functional interaction between hippocampo- and striato-cortical regions during motor sequence learning is essential to trigger optimal memory consolidation. Based on previous evidence from other memory domains that stress alters the balance between these systems, we investigated whether exposure to stress prior to motor learning modulates motor memory processes. Seventy-two healthy young individuals were exposed to a stressful or nonstressful control intervention prior to training on a motor sequence learning task in a magnetic resonance imaging (MRI) scanner. Consolidation was assessed with an MRI retest after a sleep episode. Behavioral results indicate that stress prior to learning did not influence motor performance. At the neural level, stress induced both a larger recruitment of sensorimotor regions and a greater disengagement of hippocampo-cortical networks during training. Brain-behavior regression analyses showed that while this stress-induced shift from (hippocampo-)fronto-parietal to motor networks was beneficial for initial performance, it was detrimental for consolidation. Our results provide the first experimental evidence that stress modulates the neural networks recruited during motor memory processing and therefore effectively unify concepts and mechanisms from diverse memory fields. Critically, our findings suggest that intersubject variability in brain responses to stress determines the impact of stress on motor learning and subsequent consolidation.

Refinements and confinements in a two-stage model of memory consolidation

2005 ◽  
Vol 28 (6) ◽  
pp. 857-858 ◽  
Author(s):  
Ullrich Wagner ◽  
Steffen Gais ◽  
Jan Born
Keyword(s):  
Motor Learning ◽  
Memory Consolidation ◽  
Human Memory ◽  
Stage Model ◽  
Classical Concept ◽  
Two Stage ◽  
Comprehensive Account ◽  
Starting Point ◽  
Different Types ◽  
Walker’S Model

Matthew Walker's model overcomes the unrefined classical concept of consolidation as a unitary process. Presently still confined in its scope to selective data mainly referring to procedural motor learning, the model nonetheless provides a valuable starting point for further refinements, which would be required for a more comprehensive account of different types and aspects of human memory consolidation.

scholarly journals Providing Task Instructions During Motor Training Enhances Performance and Modulates Attentional Brain Networks

2021 ◽  
Vol 15 ◽  
Author(s):  
Joaquin Penalver-Andres ◽  
Karin A. Buetler ◽  
Thomas Koenig ◽  
René Martin Müri ◽  
Laura Marchal-Crespo
Keyword(s):  
Motor Learning ◽  
Motor Performance ◽  
Visual Cues ◽  
Brain Networks ◽  
Motor Task ◽  
Cognitive Engagement ◽  
Alpha Band ◽  
Task Instructions ◽  
Attentional Networks ◽  
Implicit Training

Learning a new motor task is a complex cognitive and motor process. Especially early during motor learning, cognitive functions such as attentional engagement, are essential, e.g., to discover relevant visual stimuli. Drawing participant’s attention towards task-relevant stimuli—e.g., with task instructions using visual cues or explicit written information—is a common practice to support cognitive engagement during training and, hence, accelerate motor learning. However, there is little scientific evidence about how visually cued or written task instructions affect attentional brain networks during motor learning. In this experiment, we trained 36 healthy participants in a virtual motor task: surfing waves by steering a boat with a joystick. We measured the participants’ motor performance and observed attentional brain networks using alpha-band electroencephalographic (EEG) activity before and after training. Participants received one of the following task instructions during training: (1) No explicit task instructions and letting participants surf freely (implicit training; IMP); (2) Task instructions provided through explicit visual cues (explicit-implicit training; E-IMP); or (3) through explicit written commands (explicit training; E). We found that providing task instructions during training (E and E-IMP) resulted in less post-training motor variability—linked to enhanced performance—compared to training without instructions (IMP). After training, participants trained with visual cues (E-IMP) enhanced the alpha-band strength over parieto-occipital and frontal brain areas at wave onset. In contrast, participants who trained with explicit commands (E) showed decreased fronto-temporal alpha activity. Thus, providing task instructions in written (E) or using visual cues (E-IMP) leads to similar motor performance improvements by enhancing activation on different attentional networks. While training with visual cues (E-IMP) may be associated with visuo-attentional processes, verbal-analytical processes may be more prominent when written explicit commands are provided (E). Together, we suggest that training parameters such as task instructions, modulate the attentional networks observed during motor practice and may support participant’s cognitive engagement, compared to training without instructions.

Tracing the development of spatially modulated gestures in the manual modality in nonsigning Chinese-speaking children

2017 ◽  
Vol 39 (3) ◽  
pp. 527-544 ◽  
Author(s):  
WING-CHEE SO ◽  
KIT-YI MIRANDA WONG
Keyword(s):  
Spatial Memory ◽  
Verbal Memory ◽  
Cognitive Skills ◽  
Age Groups ◽  
Older Children ◽  
Developmental Shift ◽  
Different Types ◽  
Native Signers ◽  
Spatial Locations ◽  
Shared Location

ABSTRACTSpeakers employ gestures to identify nonpresent objects in nonneutral locations (e.g., pointing to the left to indicate a toy car) and maintain the same spatial locations to indicate the same objects throughout the discourse. These kinds of gestures are referred to as shared-location spatially modulated gestures. Previous research showed that native signers form associations between locations and objects as early as age 5. We examined whether nonsigning children also produced shared-location spatially modulated gestures as early as age 5, and if so, whether such ability is associated with verbal memory, spatial memory, and eductive reasoning (i.e., the ability to derive meaning from the complex situations). Our results showed that nonsigning children use spatial devices in their gestures as early as age 5, but such ability is not well developed until age 7 to 11. It is interesting that different types of cognitive skills may come into play in the production of shared-location spatially modulated gestures across different age groups. We found significant correlations between the production of this type of gesture and spatial memory in the younger children and eductive reasoning in the older children. Thus, there is possibly a developmental shift of the cognitive processes involved in the production of shared-location spatially modulated gestures.

scholarly journals 04-01 Abnormal recruitment of brain networks during trauma-neutral verbal working memory processing in PTSD

2006 ◽  
Vol 18 (6) ◽  
pp. 322-322
Author(s):  
KA Moores ◽  
CR Clark ◽  
AC McFarlane ◽  
GC Brown ◽  
A Puce ◽  
...  
Keyword(s):  
Working Memory ◽  
Brain Networks ◽  
Verbal Working Memory ◽  
Memory Processing
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