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Journal articles on the topic 'Motor ability Motor learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Wulf, Gabriele, and Rebecca Lewthwaite. "Conceptions of Ability Affect Motor Learning." Journal of Motor Behavior 41, no. 5 (2009): 461–67. http://dx.doi.org/10.3200/35-08-083.

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Seidler, Rachael D. "Multiple Motor Learning Experiences Enhance Motor Adaptability." Journal of Cognitive Neuroscience 16, no. 1 (2004): 65–73. http://dx.doi.org/10.1162/089892904322755566.

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Traditional motor learning theory emphasizes that skill learning is specific to the context and task performed. Recent data suggest, however, that subjects exposed to a variety of motor learning paradigms may be able to acquire general, transferable knowledge about skill learning processes. I tested this idea by having subjects learn five different motor tasks, three that were similar to each other and two that were not related. A group of experimental subjects first performed a joystick-aiming task requiring adaptation to three different visuomotor rotations, with a return to the null conditi

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Hakim, Luqman. "PENGARUH PEMBELAJARAN TGFU DAN KOOPERATIF TERHADAP HASIL BELAJAR KETERAMPILAN DASAR SEPAKBOLA DENGAN KEMAMPUAN MOTORIK TINGGI DAN KEMAMPUAN MOTORIK." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 3, no. 1 (2017): 146–61. http://dx.doi.org/10.36989/didaktik.v3i1.60.

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The purpose of this study examine the influence TGFU and Cooperative learning model as well as motor skills to learn results of football basic skills. The learning model Teaching Games for Understanding and Cooperative learning grouped by high and low of motor skills. The method used in this study using an experimental method with 2x2 factorial design. The study was conducted in Muhammadiyah Kab. Garut junior high school. The population is all class VIII students of Muhammadiyah junior high school. The sampling technique used in this research is purposive random sampling. The sample in this st

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Wu, Howard G., Yohsuke R. Miyamoto, Luis Nicolas Gonzalez Castro, Bence P. Ölveczky, and Maurice A. Smith. "Temporal structure of motor variability is dynamically regulated and predicts motor learning ability." Nature Neuroscience 17, no. 2 (2014): 312–21. http://dx.doi.org/10.1038/nn.3616.

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Zulrafli and Kamarudin. "Analisis Motor Ability Mahasiswa Pendidikan Jasmani." Journal Sport Area 6, no. 1 (2021): 1–12. http://dx.doi.org/10.25299/sportarea.2021.vol6(1).4097.

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In producing good and quality learning in sports education, it needs to be equipped with good motoric movements in order to achieve goals and follow the learning contained in the physical education curriculum, so that the expected graduates can be achieved. This study aims to determine the level of motor skills of physical education students of Universitas Islam Riau. This research is a quantitative descriptive study, the method used is a survey method in the form of tests and measurements to physical education students. The population used in this study was all physical education students in

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Subramanian, Sandeep K., Anatol G. Feldman, and Mindy F. Levin. "Spasticity may obscure motor learning ability after stroke." Journal of Neurophysiology 119, no. 1 (2018): 5–20. http://dx.doi.org/10.1152/jn.00362.2017.

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Previous motor learning studies based on adapting movements of the hemiparetic arm in stroke subjects have not accounted for spasticity occurring in specific joint ranges (spasticity zones), resulting in equivocal conclusions about learning capacity. We compared the ability of participants with stroke to rapidly adapt elbow extension movements to changing external load conditions outside and inside spasticity zones. Participants with stroke ( n = 12, aged 57.8 ± 9.6 yr) and healthy age-matched controls ( n = 8, 63.5 ± 9.1 yr) made rapid 40°–50° horizontal elbow extension movements from an init

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Zulkifli, Zulkifli, Moch Asmawi, and Ahcmad Sofyan Hanif. "EFFECT OF TEACHING STYLES AND MOTOR ABILITY ON RESULTS LEARNING SEPAK TAKRAW BASIC TECHNIQUES." JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 4, no. 2 (2018): 46–54. http://dx.doi.org/10.21009/jipes.042.07.

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The purpose of this study to find the effectiveness of teaching styles to the basic learning techniques sepaktaraw seen from motor ability. The method used is experiment with 2x3 factorial treatment design. The population used as the target population is the students of Physical Education Health and Recreation Universitas Islam Riau Force 2015/2016 totaling 129 consisting of 115 sons and 14 daughters. Sampling was done by purposive sampling technique. Hypothesis test 1) The difference between the reciprocal teaching style group (A1) and the teaching style group Exercise (A2) worth = 0.035 <

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Sakurada, Takeshi, Masahiro Hirai, and Eiju Watanabe. "Optimization of a motor learning attention-directing strategy based on an individual’s motor imagery ability." Experimental Brain Research 234, no. 1 (2015): 301–11. http://dx.doi.org/10.1007/s00221-015-4464-9.

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McFadyen, M. P., G. Kusek, V. J. Bolivar, and L. Flaherty. "Differences among eight inbred strains of mice in motor ability and motor learning on a rotorod." Genes, Brain and Behavior 2, no. 4 (2003): 214–19. http://dx.doi.org/10.1034/j.1601-183x.2003.00028.x.

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Rohisfi, Edil, and Neviyarni Neviyarni. "Analisis Belajar Keterampilan Motorik." EDUKATIF : JURNAL ILMU PENDIDIKAN 3, no. 1 (2021): 27–34. http://dx.doi.org/10.31004/edukatif.v3i1.196.

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This article discusses the analysis of learning motor skills using references from relevant literature studies, in the concept that learning motor skills is learning by the development of a student's bodily ability which includes gross motoric development and fine motor skills.There are four characteristics of learning motor skills, namely: (1) sequential response, (2) perceptual-motor coordination, (3) response regulation, (4) feedback.Learning motor skills can be divided into three phases or stages, namely (1) the initial or cognitive phase, (2) the fixation or associative phase, and (3) the

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Witney, Alice G., and Daniel M. Wolpert. "Spatial Representation of Predictive Motor Learning." Journal of Neurophysiology 89, no. 4 (2003): 1837–43. http://dx.doi.org/10.1152/jn.00929.2002.

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A key feature of skilled motor behavior is the ability of the CNS to predict the consequences of its actions. Such prediction occurs when one hand pulls on an object held in the other hand; the restraining hand generates an anticipatory increase in grip force, thereby preventing the object from slipping. When manipulating a novel object, the CNS adapts its predictive response to ensure that predictions are accurately tuned to the dynamics of the object. Here we examine whether learning to predict the consequences of an action on a novel object is restricted to the actions performed during mani

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Zulkifli, Zulkifli, Ahmad Yani, Kamarudin, Sasmarianto, Alficandra, and Raffly Henjilito. "Pengaruh Dua Gaya Mengajar Mosston dan Dukungan Motor Ability Mahasiswa Terhadap Hasil Belajar Teknik Dasar Sepak Takraw." Journal Sport Area 5, no. 1 (2020): 51–64. http://dx.doi.org/10.25299/sportarea.2020.vol5(1).4693.

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This study aims to determine the effect of applying the teaching style of practice and inclusive teaching style on groups of students who have high and low motor abilities in the process of learning the basic techniques of sepak takraw. This research method uses experiments factorial 2x2 with by level design, the population of this study was 82 students of physical education study programs at the Riau Islamic University. The sample of this study was 44 people taken using purposive sampling technique, consisting of 22 people with high motor ability and 22 people with low motor ability. Furtherm

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Criscimagna-Hemminger, Sarah E., Amy J. Bastian, and Reza Shadmehr. "Size of Error Affects Cerebellar Contributions to Motor Learning." Journal of Neurophysiology 103, no. 4 (2010): 2275–84. http://dx.doi.org/10.1152/jn.00822.2009.

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Small errors may affect the process of learning in a fundamentally different way than large errors. For example, adapting reaching movements in response to a small perturbation produces generalization patterns that are different from large perturbations. Are distinct neural mechanisms engaged in response to large versus small errors? Here, we examined the motor learning process in patients with severe degeneration of the cerebellum. Consistent with earlier reports, we found that the patients were profoundly impaired in adapting their motor commands during reaching movements in response to larg

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Rosdiani, Dini, Firmansyah Dlis, and Mulyana Mulyana. "THE OUTCOMES OF ROUND OFF ARTISTIC GYMNASTICS LEARNING SKILL." JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 3, no. 2 (2017): 44–56. http://dx.doi.org/10.21009/jipes.032.04.

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The purpose of this study was to determine differences in learning outcomes artistic gymnastics round off the overall use of teaching methods and teaching methods section to motor ability in STKIP Pasundan Cimahi. The method used is an experimental method to the design by level of 2x2. The population is all students STKIP Pasundan Cimahi level II Prodi. PJKR Academic Year 2015/2016 by the number of 360 people and the sample of 40 people with the sampling technique used purposive sampling. The research instrument used achievement test round off the artistic gymnastics. This research was conduct

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Drews, Ricardo, Suzete Chiviacowsky, and Gabriele Wulf. "Children’s Motor Skill Learning is Influenced by Their Conceptions of Ability." Journal of Motor Learning and Development 1, no. 2 (2013): 38–44. http://dx.doi.org/10.1123/jmld.1.2.38.

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The present study investigated the effects of different ability conceptions on motor skills learning in 6-, 10-, and 14-year-old children. In each age group, different groups were given either inherent-ability or acquirable-skill instructions before they began practicing a throwing task. Participants were blindfolded and were asked to throw beanbags at a target placed on the floor at a distance of 3 m. All participants performed 40 practice trials and received feedback about the accuracy of their throws after each trial. One day after practice, retention and transfer (greater target distance)

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Seyhan, S., and H. Kayihan. "Differentiation of motor planning ability in normal and learning-disabled children." Clinical Rehabilitation 7, no. 2 (1993): 119–23. http://dx.doi.org/10.1177/026921559300700205.

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Aisyah, Siti Yani, and Fitriyani Solihat Solihat. "MENINGKATKAN KEMAHIRAN MOTORIK KASAR ANAK PRA SEKOLAH DI RA BAITUSSALAM CIMAHI MELALUI BERMAIN ANGKLUNG." CERIA (Cerdas Energik Responsif Inovatif Adaptif) 2, no. 2 (2019): 23. http://dx.doi.org/10.22460/ceria.v2i2.p23-28.

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Abstract Learning activities in kindergartens was implemented through play activities. In carrying out the principle of learning in kindergarten there is a lot of learning strategies that can be use, one of them with "playing music". Play music including art activity for children kindergarten. When performing musical activities children can play several musical instruments as appropriate for kindergarten one IE tool music angklung. By playing the music will help the child express his feelings and creativity. For that team of researchers tried to find out the extent to which the strategy of pla

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Harter, Natália Maass, Priscila Lopes Cardozo, and Suzete Chiviacowsky. "Conceptions of Ability Influence the Learning of a Dance Pirouette in Children." Journal of Dance Medicine & Science 23, no. 4 (2019): 167–72. http://dx.doi.org/10.12678/1089-313x.23.4.167.

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Conceptions of ability induced by instructions or feedback have been shown to influence motivation, reactions to failure, and learning in various populations. Few studies, however, have examined such effects on motor learning. The present study investigated the influence of conceptions of ability on the learning of a dance pirouette in 10-year-old children. Two groups of participants were given either acquirable-skill (AS) or inherent-ability (IA) instructions before they began practicing the dance skill. All participants performed 15 practice trials of a (right) pirouette in which the objecti

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Ikegami, Tsuyoshi, Gowrishankar Ganesh, Tricia L. Gibo, Toshinori Yoshioka, Rieko Osu, and Mitsuo Kawato. "Hierarchical motor adaptations negotiate failures during force field learning." PLOS Computational Biology 17, no. 4 (2021): e1008481. http://dx.doi.org/10.1371/journal.pcbi.1008481.

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Humans have the amazing ability to learn the dynamics of the body and environment to develop motor skills. Traditional motor studies using arm reaching paradigms have viewed this ability as the process of ‘internal model adaptation’. However, the behaviors have not been fully explored in the case when reaches fail to attain the intended target. Here we examined human reaching under two force fields types; one that induces failures (i.e., target errors), and the other that does not. Our results show the presence of a distinct failure-driven adaptation process that enables quick task success aft

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Zang, Zhenxiang, Lena S. Geiger, Urs Braun, et al. "Resting-state brain network features associated with short-term skill learning ability in humans and the influence of N-methyl-d-aspartate receptor antagonism." Network Neuroscience 2, no. 4 (2018): 464–80. http://dx.doi.org/10.1162/netn_a_00045.

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Graph theoretical functional magnetic resonance imaging (fMRI) studies have demonstrated that brain networks reorganize significantly during motor skill acquisition, yet the associations between motor learning ability, brain network features, and the underlying biological mechanisms remain unclear. In the current study, we applied a visually guided sequential pinch force learning task and graph theoretical analyses to investigate the associations between short-term motor learning ability and resting-state brain network metrics in 60 healthy subjects. We further probed the test-retest reliabili

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Uehara, Shintaro, Firas Mawase, Amanda S. Therrien, Kendra M. Cherry-Allen, and Pablo Celnik. "Interactions between motor exploration and reinforcement learning." Journal of Neurophysiology 122, no. 2 (2019): 797–808. http://dx.doi.org/10.1152/jn.00390.2018.

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Motor exploration, a trial-and-error process in search for better motor outcomes, is known to serve a critical role in motor learning. This is particularly relevant during reinforcement learning, where actions leading to a successful outcome are reinforced while unsuccessful actions are avoided. Although early on motor exploration is beneficial to finding the correct solution, maintaining high levels of exploration later in the learning process might be deleterious. Whether and how the level of exploration changes over the course of reinforcement learning, however, remains poorly understood. H

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Goodbody, Susan J., and Daniel M. Wolpert. "Temporal and Amplitude Generalization in Motor Learning." Journal of Neurophysiology 79, no. 4 (1998): 1825–38. http://dx.doi.org/10.1152/jn.1998.79.4.1825.

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Goodbody, Susan J. and Daniel M. Wolpert. Temporal and amplitude generalization in motor learning. J. Neurophysiol. 79: 1825–1838, 1998. A fundamental feature of human motor control is the ability to vary effortlessly over a substantial range, both the duration and amplitude of our movements. We used a three-dimensional robotic interface, which generated novel velocity dependent forces on the hand, to investigate how adaptation to these altered dynamics experienced only for movements at one temporal rate and amplitude generalizes to movements made at a different rate or amplitude. After subjec

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Wulf, Gabriele, Rebecca Lewthwaite, and Andrew Hooyman. "Can Ability Conceptualizations Alter the Impact of Social Comparison in Motor Learning?" Journal of Motor Learning and Development 1, no. 1 (2013): 20–30. http://dx.doi.org/10.1123/jmld.1.1.20.

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We examined the interactive influence of normative feedback and conceptions of ability on the learning of a balance task. Ability conceptions were induced by instructions portraying the task as either an acquirable skill or reflecting an inherent ability. Bogus normative feedback about the “average” balance scores of others on a given trial suggested that participants’ performance was either above (Better groups) or below average (Worse groups). Thus, there were four groups: Inherent-Ability Better, Inherent-Ability Worse, Acquirable-Skill Better, and Acquirable-Skill Worse. Following two days

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LaFollette, K., B. C. Satterfield, S. Esbit, M. Lazar, M. A. Grandner, and W. D. Killgore. "0316 Emotion Regulation During Sleep Deprivation and Repeated Physiological Stress: Implications for Motor Skill Learning and Production." Sleep 43, Supplement_1 (2020): A119. http://dx.doi.org/10.1093/sleep/zsaa056.313.

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Abstract Introduction The ability to perform learned motor procedures under stress is a critical skill for many high-risk occupations. Explicit motor skills require top-down cognitive control, which both sleep loss and stress have been found to produce significant degradations, whereas implicit skills rely less on cognitive control and are more resilient to physiological stress. We investigated whether differences in emotion regulation attenuated the effects of sleep deprivation (SD) and acute stress on discrete motor learning. Methods 45 adults (21 F; 22 ± 3.4 years) participated in 28-hours

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Sholeha, Viona Aida, Risnawati Risnawati, and Habibullah Habibullah. "An Analysis of Student Difficulties in Mathematics Learning in terms of Student Mathematical Connection Ability on Pythagoras Theorem." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 1 (2021): 12. http://dx.doi.org/10.33394/j-ps.v9i1.3510.

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This research aimed to describe student difficulties in mathematics learning in terms of student mathematical connection ability on Pythagoras theorem. This research was a qualitative descriptive research with case study design. The research subjects were 18 the IX grade students, then reduced to 5 students and purposive sampling technique was used in this research. Triangulation data such as mathematical connection ability and difficulties of mathematic learning tests and interview were used for collecting the data. The data were analyzed by Miles and Hubermen techniques including three stage

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Li, Weidong. "Understanding the Meaning of Effort in Learning a Motor Skill: Ability Conceptions." Journal of Teaching in Physical Education 25, no. 3 (2006): 298–309. http://dx.doi.org/10.1123/jtpe.25.3.298.

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This study was designed to examine the relationship between conceptions of ability and understandings of the meaning of effort. Participants practiced a novel task and completed an ability conceptions questionnaire prior to instruction and a meaning of effort survey after practicing the task. The majority of participants believed in the efficacy of effort, no matter what view of ability they endorsed. Partial support was provided for the proposition that participants with stronger incremental views of ability were likely to endorse the view that trying hard allowed them to fully use their abil

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Peřinová, Radka. "Motorická docilita v osvojování herních dovedností." Studia sportiva 10, no. 2 (2016): 149–54. http://dx.doi.org/10.5817/sts2016-2-16.

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Goldstein, Donald J., and Thomas W. ,. Britt. "Visual-Motor Coordination and Intelligence as Predictors of Reading, Mathematics, and Written Language Ability." Perceptual and Motor Skills 78, no. 3 (1994): 819–23. http://dx.doi.org/10.1177/003151259407800327.

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Previous research on the relationship between visual-motor coordination and academic achievement has been equivocal and has frequently not included controls for the effect of intelligence on achievement. In the present study, scores on three tests of children's visual-motor coordination correlated moderately to highly with scores on a test of reading, mathematics, and written language for a sample of 44 elementary school children referred for learning difficulties. Multiple regression analyses indicated that visual-motor coordination scores accounted for little unique achievement test score va

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Taylor, Heather B., Marcia A. Barnes, Susan H. Landry, Paul Swank, Jack M. Fletcher, and Furong Huang. "Motor Contingency Learning and Infants with Spina Bifida." Journal of the International Neuropsychological Society 19, no. 2 (2013): 206–15. http://dx.doi.org/10.1017/s1355617712001233.

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AbstractInfants with Spina Bifida (SB) were compared to typically developing infants (TD) using a conjugate reinforcement paradigm at 6 months-of-age (n= 98) to evaluate learning, and retention of a sensory-motor contingency. Analyses evaluated infant arm-waving rates at baseline (wrist not tethered to mobile), during acquisition of the sensory-motor contingency (wrist tethered), and immediately after the acquisition phase and then after a delay (wrist not tethered), controlling for arm reaching ability, gestational age, and socioeconomic status. Although both groups responded to the contingen

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Russo, Cristina, Laura Veronelli, Carlotta Casati, et al. "Explicit motor sequence learning after stroke: a neuropsychological study." Experimental Brain Research 239, no. 7 (2021): 2303–16. http://dx.doi.org/10.1007/s00221-021-06141-5.

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AbstractMotor learning interacts with and shapes experience-dependent cerebral plasticity. In stroke patients with paresis of the upper limb, motor recovery was proposed to reflect a process of re-learning the lost/impaired skill, which interacts with rehabilitation. However, to what extent stroke patients with hemiparesis may retain the ability of learning with their affected limb remains an unsolved issue, that was addressed by this study. Nineteen patients, with a cerebrovascular lesion affecting the right or the left hemisphere, underwent an explicit motor learning task (finger tapping tas

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Kamaruddin, Ilham. "Practice Learning Model by Using Moving Target Media for Offensive Attack of Fencing Martial Art Assessed at Motor Ability." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 5, no. 5 (2020): 658. http://dx.doi.org/10.17977/jptpp.v5i5.13443.

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<div align="center"><table width="806" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="549"><p><strong>Abstract:</strong> This study aims to determine the effect of the application of the massed practice learning model and motor ability using moving target media on fencing martial art attack skills. The research method used was an experimental method with a pre-test and post-test two group design research design. The sample used as many as 20 people with sampling techniques using simple random sample techniques throu

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Bouffard, Jason, Sauro E. Salomoni, Catherine Mercier, et al. "Effect of experimental muscle pain on the acquisition and retention of locomotor adaptation: different motor strategies for a similar performance." Journal of Neurophysiology 119, no. 5 (2018): 1647–57. http://dx.doi.org/10.1152/jn.00411.2017.

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As individuals with musculoskeletal disorders often experience motor impairments, contemporary rehabilitation relies heavily on the use of motor learning principles. However, motor impairments are often associated with pain. Although there is substantial evidence that muscle pain interferes with motor control, much less is known on its impact on motor learning. The objective of the present study was to assess the effects of muscle pain on locomotor learning. Two groups (Pain and Control) of healthy participants performed a locomotor adaptation task (robotized ankle-foot orthosis perturbing ank

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Sahabuddin, Sahabuddin, Hikmad Hakim, and Ahmad Rum Binsar. "Analisis Kinerja Guru Pendidikan Jasmani Olahraga dan Kesehatan terhadap Motor Ability dan Hasil Belajar pada Siswa SD Negeri di Kabupaten Pinrang." Journal Coaching Education Sports 1, no. 1 (2020): 35–48. http://dx.doi.org/10.31599/jces.v1i1.84.

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Abstract  This study aims to determine the results of the performance contribution of physical and health physical education teachers to motor ablity and learning outcomes in state elementary school students in Pinrang Regency. This research is a type of correlational research. The population is male elementary school students in Pinrang Regency with a sample of 100 students with cluster random sampling techniques. The data analysis technique used is multiple correlation. Based on these results it can be concluded that (1) There is a contribution of the performance of physical and

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Roemmich, Ryan T., and Amy J. Bastian. "Two ways to save a newly learned motor pattern." Journal of Neurophysiology 113, no. 10 (2015): 3519–30. http://dx.doi.org/10.1152/jn.00965.2014.

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Savings, or faster relearning after initial learning, demonstrates humans' remarkable ability to retain learned movements amid changing environments. This is important within the context of locomotion, as the ability of the nervous system to “remember” how to walk in specific environments enables us to navigate changing terrains and progressively improve gait patterns with rehabilitation. Here, we used a split-belt treadmill to study precisely how people save newly learned walking patterns. In Experiment 1, we investigated savings by systematically varying the learning and unlearning environme

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Irfan, Irfan. "STUDENTS LEARNING ACHIEVEMENTS." PARAMETER: Jurnal Pendidikan Universitas Negeri Jakarta 25, no. 2 (2014): 96–106. http://dx.doi.org/10.21009/parameter.252.05.

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Abstract: The objective of this Research are to discover the correlation of motor ability, potential academic, physical fitness and learning motivation of learning achievement. This research was conducted by path analysis design. 100 students of FIK UNM Makassar were selected of 200 students by using simpel random sampling. Research findings reveal that ten of research hypotheses were supported, i.e. (H.1) there was an effect of motor ability on learning motivation students; (H.2) there was an effect of potential academic on learning motivation students; (H.3) there was an effect of physical f

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Ariani, Giacomo, and Jörn Diedrichsen. "Sequence learning is driven by improvements in motor planning." Journal of Neurophysiology 121, no. 6 (2019): 2088–100. http://dx.doi.org/10.1152/jn.00041.2019.

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The ability to perform complex sequences of movements quickly and accurately is critical for many motor skills. Although training improves performance in a large variety of motor sequence tasks, the precise mechanisms behind such improvements are poorly understood. Here we investigated the contribution of single-action selection, sequence preplanning, online planning, and motor execution to performance in a discrete sequence production task. Five visually presented numbers cued a sequence of five finger presses, which had to be executed as quickly and accurately as possible. To study how seque

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Hüche Larsen, Helle, Rasmus Feld Frisk, Maria Willerslev-Olsen, and Jens Bo Nielsen. "Motor-learning based activities may improve functional ability in adults with severe cerebral palsy: A controlled pilot study." NeuroRehabilitation 48, no. 3 (2021): 273–83. http://dx.doi.org/10.3233/nre-201581.

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BACKGROUND: Cerebral palsy (CP) is a neurodevelopmental disturbance characterized by impaired control of movement. Function often decreases and 15% of adults are classified as severely affected (Gross Motor Function Classification Scale III-V). Little is known about interventions that aim to improve functional abilities in this population. OBJECTIVE: To evaluate a 12-week intervention based on motor learning principles on functional ability in adults with severe CP. METHODS: 16 adults (36±10 years, GMFCS III-V) were enrolled and divided into an intervention group (Active group) and a standard

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Lukowiak, K., and E. Colebrook. "Classical conditioning alters the efficacy of identified gill motor neurones in producing gill withdrawal movements in Aplysia." Journal of Experimental Biology 140, no. 1 (1988): 273–85. http://dx.doi.org/10.1242/jeb.140.1.273.

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In a semi-intact preparation of Aplysia californica Cooper, classical conditioning training leads to changes in the synaptic strength at the sensory-motor neurone synapse. However, these changes are neither necessary nor sufficient to bring about the observed behavioural changes of the gill withdrawal reflex. We therefore tested whether the ability of a gill motor neurone to elicit a gill withdrawal response was altered following classical conditioning training of the reflex. We found that following classical conditioning training, the ability of a gill motor neurone to elicit a gill withdrawa

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Kim, Seungyeon, Jaewoon Kwon, Jin-Min Kim, Frank Chongwoo Park, and Sang-Hoon Yeo. "On the encoding capacity of human motor adaptation." Journal of Neurophysiology 126, no. 1 (2021): 123–39. http://dx.doi.org/10.1152/jn.00593.2020.

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We propose a novel concept called “encoding capacity” of motor adaptation, which describes an inherent limiting-factor of our brain’s ability to learn new motor skills, just like any other storage system. By reinterpreting the existing primitive-based models of motor learning, we hypothesize that the encoding capacity is determined by the size of the movement, and present a set of experimental evidence suggesting that such limiting effect of encoding capacity does exist in human motor adaptation.

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Reekes, Tyler H., H. Thomas Vinyard III, William Echols, et al. "Moderate chronic fetal alcohol exposure causes a motor learning deficit in adult outbred Swiss-Webster mice." F1000Research 5 (August 1, 2016): 1896. http://dx.doi.org/10.12688/f1000research.9237.1.

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Prenatal ethanol exposure can negatively affect development, causing physical and/or cognitive deficits in the offspring. Behavioral changes are typically characterized during childhood, but they can also persist into adulthood. The extent of Fetal Alcohol Spectrum Disorder (FASD) abnormalities depends upon the amount and manner of ethanol intake, leading to a large variety of animal models. In order to mimic the genetically diverse human condition, we examined an outbred strain of mice exposed to chronic gestational ethanol and characterized subsequent behavioral alterations during adulthood.

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Rose, Dawn, Alice Jones Bartoli, and Pamela Heaton. "Measuring the impact of musical learning on cognitive, behavioural and socio-emotional wellbeing development in children." Psychology of Music 47, no. 2 (2017): 284–303. http://dx.doi.org/10.1177/0305735617744887.

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This study investigated the effects of musical instrument learning on the concomitant development of cognitive, behavioural and socio-emotional skills in 38 seven- to nine-year-old children. Pre- and post-test measures of intelligence, memory, socio-emotional behaviour, motor ability and visual-motor integration were compared in children who received either extra-curricular musical training (EMT: n = 19) or statutory school music group lessons (SSM: n = 19). Results showed a significant association between musical aptitude and intelligence overall. The EMT group showed a significant increase i

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Puzerey, Pavel A., Kamal Maher, Nikil Prasad, and Jesse H. Goldberg. "Vocal learning in songbirds requires cholinergic signaling in a motor cortex-like nucleus." Journal of Neurophysiology 120, no. 4 (2018): 1796–806. http://dx.doi.org/10.1152/jn.00078.2018.

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Cholinergic inputs to cortex modulate plasticity and sensory processing, yet little is known about their role in motor control. Here, we show that cholinergic signaling in a songbird vocal motor cortical area, the robust nucleus of the arcopallium (RA), is required for song learning. Reverse microdialysis of nicotinic and muscarinic receptor antagonists into RA in juvenile birds did not significantly affect syllable timing or acoustic structure during vocal babbling. However, chronic blockade over weeks reduced singing quantity and impaired learning, resulting in an impoverished song with exce

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Felix, K., K. Gain, E. Paiva, K. Whitney, M. E. Jenkins, and S. J. Spaulding. "Upper Extremity Motor Learning among Individuals with Parkinson's Disease: A Meta-Analysis Evaluating Movement Time in Simple Tasks." Parkinson's Disease 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/589152.

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Motor learning has been found to occur in the rehabilitation of individuals with Parkinson's disease (PD). Through repetitive structured practice of motor tasks, individuals show improved performance, confirming that motor learning has probably taken place. Although a number of studies have been completed evaluating motor learning in people with PD, the sample sizes were small and the improvements were variable. The purpose of this meta-analysis was to determine the ability of people with PD to learn motor tasks. Studies which measured movement time in upper extremity reaching tasks and met th

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Giles, Oscar T., Katy A. Shire, Liam J. B. Hill, et al. "Hitting the Target: Mathematical Attainment in Children Is Related to Interceptive-Timing Ability." Psychological Science 29, no. 8 (2018): 1334–45. http://dx.doi.org/10.1177/0956797618772502.

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Interceptive timing is a fundamental ability underpinning numerous actions (e.g., ball catching), but its development and relationship with other cognitive functions remain poorly understood. Piaget suggested that children need to learn the physical rules that govern their environment before they can represent abstract concepts such as number and time. Thus, learning how objects move in space and time may underpin the development of related abstract representations (i.e., mathematics). To test this hypothesis, we captured objective measures of interceptive timing in 309 primary school children

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Payne, Aiden M., Andrew Sawers, Jessica L. Allen, Paul J. Stapley, Jane M. Macpherson, and Lena H. Ting. "Reorganization of motor modules for standing reactive balance recovery following pyridoxine-induced large-fiber peripheral sensory neuropathy in cats." Journal of Neurophysiology 124, no. 3 (2020): 868–82. http://dx.doi.org/10.1152/jn.00739.2019.

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Stable motor modules for reactive balance recovery in well-trained adult cats were disrupted following pyridoxine-induced peripheral somatosensory neuropathy, suggesting somatosensory inputs contribute to motor module structure. Furthermore, the motor module structure continued to change as the animals regained the ability to maintain standing balance, but the modules generally did not recover pre-pyridoxine patterns. These results suggest changes in somatosensory input and subsequent learning may contribute to changes in motor module structure in pathological conditions.

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Kowalski, Ellen M., and Claudine Sherrill. "Motor Sequencing of Boys with Learning Disabilities: Modeling and Verbal Rehearsal Strategies." Adapted Physical Activity Quarterly 9, no. 3 (1992): 261–72. http://dx.doi.org/10.1123/apaq.9.3.261.

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This study examined the effects of model type and verbal rehearsal strategy in relation to motor sequencing of boys with learning disabilities (LD). Eighty boys, ages 7 and 8 years, were exposed to four experimental conditions in a 2 × 2 (Model × Verbal Rehearsal Strategy) design. Subjects were randomly assigned to one of four groups: (a) visual-silent model/verbal rehearsal, (b) visual-verbal model/verbal rehearsal, (c) visual-silent model/ no verbal rehearsal, and (d) visual-verbal model/ no verbal rehearsal. The four groups were statistically equal on measures of age, IQ, behavior, learner

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Solomon, Jack P., Sarah N. Kraeutner, and Shaun G. Boe. "Process Dissociation Procedure Improves Assessment of Motor Imagery Ability Using Implicit Sequence Learning." Imagination, Cognition and Personality 39, no. 1 (2018): 25–43. http://dx.doi.org/10.1177/0276236618781777.

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For motor imagery (MI) to be effective for motor learning and rehabilitation, one must be able to perform it. The covert nature of MI makes it difficult to objectively assess MI ability. Assessment of MI ability is particularly pertinent in clinical populations, where brain damage can preclude the ability to perform it. To aid assessment of MI ability, we developed MiScreen, a mobile application that uses MI-based training through which individuals implicitly learn. The logic behind MiScreen is that if an individual can learn via MI, they must be able to perform it. Here we apply process disso

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Dumel, G., M. E. Bourassa, M. Desjardins, et al. "Multisession Anodal tDCS Protocol Improves Motor System Function in an Aging Population." Neural Plasticity 2016 (2016): 1–8. http://dx.doi.org/10.1155/2016/5961362.

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Objectives. The primary objective of this study was to investigate the effects of five consecutive, daily 20-minute sessions of M1 a-tDCS on motor learning in healthy, cognitively intact, aging adults.Design. A total of 23 participants (51 to 69 years old) performed five consecutive, daily 20-minute sessions of a serial reaction time task (SRT task) concomitant with either anodal (n=12) or sham (n=11) M1 a-tDCS.Results. We found a significant group×training sessions interaction, indicating that whereas aging adults in the sham group exhibited little-to-no sequence-specific learning improvement

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Gibo, Tricia L., Sarah E. Criscimagna-Hemminger, Allison M. Okamura, and Amy J. Bastian. "Cerebellar motor learning: are environment dynamics more important than error size?" Journal of Neurophysiology 110, no. 2 (2013): 322–33. http://dx.doi.org/10.1152/jn.00745.2012.

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Cerebellar damage impairs the control of complex dynamics during reaching movements. It also impairs learning of predictable dynamic perturbations through an error-based process. Prior work suggests that there are distinct neural mechanisms involved in error-based learning that depend on the size of error experienced. This is based, in part, on the observation that people with cerebellar degeneration may have an intact ability to learn from small errors. Here we studied the relative effect of specific dynamic perturbations and error size on motor learning of a reaching movement in patients wit

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Kawasaki, Tsubasa, Masashi Kono, and Ryosuke Tozawa. "Efficacy of Verbally Describing One’s Own Body Movement in Motor Skill Acquisition." Brain Sciences 9, no. 12 (2019): 356. http://dx.doi.org/10.3390/brainsci9120356.

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The present study examined whether (a) verbally describing one’s own body movement can be potentially effective for acquiring motor skills, and (b) if the effects are related to motor imagery. The participants in this study were 36 healthy young adults (21.2 ± 0.7 years), randomly assigned into two groups (describing and control). They performed a ball rotation activity, with the describing group being asked by the examiner to verbally describe their own ball rotation, while the control group was asked to read a magazine aloud. The participants’ ball rotation performances were measured before

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