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1
Bera, Krishn, Anuj Shukla, and Raju S. Bapi. "Motor Chunking in Internally Guided Sequencing." Brain Sciences 11, no. 3 (February 26, 2021): 292. http://dx.doi.org/10.3390/brainsci11030292.
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Motor skill learning involves the acquisition of sequential motor movements with practice. Studies have shown that we learn to execute these sequences efficiently by chaining several elementary actions in sub-sequences called motor chunks. Several experimental paradigms, such as serial reaction task, discrete sequence production, and m × n task, have investigated motor chunking in externally specified sequencing where the environment or task paradigm provides the sequence of stimuli, i.e., the responses are stimulus driven. In this study, we examine motor chunking in a class of more realistic motor tasks that involve internally guided sequencing where the sequence of motor actions is self-generated or internally specified. We employ a grid-navigation task as an exemplar of internally guided sequencing to investigate practice-driven performance improvements due to motor chunking. The participants performed the grid-sailing task (GST) (Fermin et al., 2010), which required navigating (by executing sequential keypresses) a 10 × 10 grid from start to goal position while using a particular type of key mapping between the three cursor movement directions and the three keyboard buttons. We provide empirical evidence for motor chunking in grid-navigation tasks by showing the emergence of subject-specific, unique temporal patterns in response times. Our findings show spontaneous chunking without pre-specified or externally guided structures while replicating the earlier results with a less constrained, internally guided sequencing paradigm.
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Whitfield, Jason A., and Alexander M. Goberman. "Speech Motor Sequence Learning: Effect of Parkinson Disease and Normal Aging on Dual-Task Performance." Journal of Speech, Language, and Hearing Research 60, no. 6S (June 22, 2017): 1752–65. http://dx.doi.org/10.1044/2017_jslhr-s-16-0246.
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Purpose Everyday communication is carried out concurrently with other tasks. Therefore, determining how dual tasks interfere with newly learned speech motor skills can offer insight into the cognitive mechanisms underlying speech motor learning in Parkinson disease (PD). The current investigation examines a recently learned speech motor sequence under dual-task conditions. Method A previously learned sequence of 6 monosyllabic nonwords was examined using a dual-task paradigm. Participants repeated the sequence while concurrently performing a visuomotor task, and performance on both tasks was measured in single- and dual-task conditions. Results The younger adult group exhibited little to no dual-task interference on the accuracy and duration of the sequence. The older adult group exhibited variability in dual-task costs, with the group as a whole exhibiting an intermediate, though significant, amount of dual-task interference. The PD group exhibited the largest degree of bidirectional dual-task interference among all the groups. Conclusions These data suggest that PD affects the later stages of speech motor learning, as the dual-task condition interfered with production of the recently learned sequence beyond the effect of normal aging. Because the basal ganglia is critical for the later stages of motor sequence learning, the observed deficits may result from the underlying neural dysfunction associated with PD.
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Bo, J., and R. D. Seidler. "Visuospatial Working Memory Capacity Predicts the Organization of Acquired Explicit Motor Sequences." Journal of Neurophysiology 101, no. 6 (June 2009): 3116–25. http://dx.doi.org/10.1152/jn.00006.2009.
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Studies have suggested that cognitive processes such as working memory and temporal control contribute to motor sequence learning. These processes engage overlapping brain regions with sequence learning, but concrete evidence has been lacking. In this study, we determined whether limits in visuospatial working memory capacity and temporal control abilities affect the temporal organization of explicitly acquired motor sequences. Participants performed an explicit sequence learning task, a visuospatial working memory task, and a continuous tapping timing task. We found that visuospatial working memory capacity, but not the CV from the timing task, correlated with the rate of motor sequence learning and the chunking pattern observed in the learned sequence. These results show that individual differences in short-term visuospatial working memory capacity, but not temporal control, predict the temporal structure of explicitly acquired motor sequences.
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BERGER, ANDREA, MICHELLE SADEH, GABRIEL TZUR, AVINOAM SHUPER, LIORA KORNREICH, DOV INBAR, IAN J. COHEN, et al. "Motor and non-motor sequence learning in children and adolescents with cerebellar damage." Journal of the International Neuropsychological Society 11, no. 4 (July 2005): 482–87. http://dx.doi.org/10.1017/s1355617705050587.
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Cerebellar involvement in motor and non-motor sequence learning was examined with serial reaction time tasks (SRT). Our sample consisted of 8 children and adolescents who had undergone surgical removal of a benign posterior fossa tumor (PFT) during childhood. None of them had undergone chemotherapy or cranial radiation therapy (CRT). Ages ranged from 1–11 years at surgery and 9–17 years at testing. The children were tested not earlier than 2.5 years after surgery (M= 5.9 years), enabling brain plasticity and recovery of functions. Their performance was compared with a matched control sample. The PFT group was not impaired in the implicit learning of sequences, as reflected in their performance in blocks with a repeated sequence, both before and after a random block. However, in the perceptual task, their performance deteriorated more than that of the control group when a random block was introduced, suggesting that it was more difficult for the patients to respond flexibly or change their response set when encountering changing task demands. These results are in line with another study by our group on task switching with the same patients. (JINS, 2005,11, 482–487.)
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Goettl, Barry P. "Contextual Interference Effects on Acquisition and Transfer of a Complex Motor Task." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 18 (October 1994): 1220–24. http://dx.doi.org/10.1177/154193129403801817.
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Research in motor skill and verbal memory suggests that random sequencing of trials results in retention and transfer that is superior to blocked presentation of trials. The contextual interference effect is based largely on relatively simple motor and verbal tasks. The present study explores the generalizability of the contextual interference effect to a complex flight simulator task. Subjects (66 males and 45 females) were assigned to three groups (i.e., whole-task, part-task blocked, and part-task sequenced) and trained on a desktop flight simulator. Part-task blocked subjects practiced 13 component tasks presented in blocks (low contextual interference), and part-task sequenced subjects practiced the same component tasks presented in a sequence that was repeated several times (high contextual interference). It was predicted that part-task sequenced subjects would show superior retention and transfer compared to blocked subjects. Results indicated that whole-task subjects showed the best retention and the two part-task groups did not differ. Additionally, all three groups showed equivalent performance on the transfer task. These results suggest that the contextual interference effect may not generalize to complex tasks.
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Ariani, Giacomo, and Jörn Diedrichsen. "Sequence learning is driven by improvements in motor planning." Journal of Neurophysiology 121, no. 6 (June 1, 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 sequence planning influenced sequence production, we manipulated the amount of time that participants were given to prepare each sequence by using a forced-response paradigm. Over 4 days, participants were trained on 10 sequences and tested on 80 novel sequences. Our results revealed that participants became faster in selecting individual finger presses. They also preplanned three or four sequence items into the future, and the speed of preplanning improved for trained, but not for untrained, sequences. Because preplanning capacity remained limited, the remaining sequence elements had to be planned online during sequence execution, a process that also improved with sequence-specific training. Overall, our results support the view that motor sequence learning effects are best characterized by improvements in planning processes that occur both before and concurrently with motor execution. NEW & NOTEWORTHY Complex skills often require the production of sequential movements. Although practice improves performance, it remains unclear how these improvements are achieved. Our findings show that learning effects in a sequence production task can be attributed to an enhanced ability to plan upcoming movements. These results shed new light on planning processes in the context of movement sequences and have important implications for our understanding of the neural mechanisms that underlie skill acquisition.
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Seidler, Rachael D. "Multiple Motor Learning Experiences Enhance Motor Adaptability." Journal of Cognitive Neuroscience 16, no. 1 (January 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 conditions between each exposure. They then performed the same joystick-aiming task but had to adapt to a change in display gain instead of rotation. Lastly, the subjects used the joystickaiming task to learn a repeating sequence of movements. Two groups of control subjects performed the same number of trials, but learned only the gain change or the movement sequence. Experimental subjects showed generalization of learning across the three visuomotor rotations. Experimental subjects also exhibited transfer of learning ability to the gain change and the movement sequence, resulting in faster learning than that seen in the control subjects. However, transient perturbations affected the movements of the experimental subjects to a greater extent than those of the control subjects. These data demonstrate that humans can acquire a general enhancement in motor skill learning capacity through experience, but it comes with a cost. Although movement becomes more adaptable following multiple learning experiences, it also becomes less stable to external perturbation.
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Grafton, Scott T., Eliot Hazeltine, and Richard Ivry. "Functional Mapping of Sequence Learning in Normal Humans." Journal of Cognitive Neuroscience 7, no. 4 (October 1995): 497–510. http://dx.doi.org/10.1162/jocn.1995.7.4.497.
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The brain localization of motor sequence learning was studied in normal subjects with positron emission tomography. Subjects performed a serial reaction time (SRT) task by responding to a series of stimuli that occurred at four different spatial positions. The stimulus locations were either determined randomly or according to a 6-element sequence that cycled continuously. The SRT task was performed under two conditions. With attentional interference from a secondary counting task there was no development of awareness of the sequence. Learning-related increases of cerebral blood flow were located in contralateral motor effector areas including motor cortex, supplementary motor area, and putamen, consistent with the hypothesis that nondeclarative motor learning occurs in cerebral areas that control limb movements. Additional cortical sites included the rostral prefrontal cortex and parietal cortex. The SRT learning task was then repeated with a new sequence and no attentional interference. In this condition, 7 of 12 subjects developed awareness of the sequence. Learning-related blood flow increases were present in right dorsolateral prefrontal cortex, right premotor cortex, right ventral putamen, and biparieto-occipital cortex. The right dorsolateral prefrontal and parietal areas have been previously implicated in spatial working memory and right prefrontal cortex is also implicated in retrieval tasks of verbal episodic memory. Awareness of the sequence at the end of learning was associated with greater activity in bilateral parietal, superior temporal, and right premotor cortex. Motor learning can take place in different cerebral areas, contingent on the attentional demands of the task.
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Silva, Andrew E., Brandon K. Barakat, Luis O. Jimenez, and Ladan Shams. "Multisensory Congruency Enhances Explicit Awareness in a Sequence Learning Task." Multisensory Research 30, no. 7-8 (2017): 681–89. http://dx.doi.org/10.1163/22134808-00002587.
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We examined the effect of audiovisual training on learning a repeated sequence of motor responses. Participants were trained with either congruent or incongruent audiovisual cues to produce motor responses. Learning was tested by comparing reaction times to untrained sequences and by asking participants to recreate the trained sequence. A strong association was found between the two measures and the majority of high-scoring participants belonged to the congruent audiovisual condition. Because the second measure requires explicit knowledge of the trained sequence, we conclude that audiovisual congruency facilitates explicit learning.
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Prashad, Shikha, Yue Du, and Jane E. Clark. "Sequence Structure Has a Differential Effect on Underlying Motor Learning Processes." Journal of Motor Learning and Development 9, no. 1 (April 1, 2021): 38–57. http://dx.doi.org/10.1123/jmld.2020-0031.
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Current methods to understand implicit motor sequence learning inadequately assess motor skill acquisition in daily life. Using fixed sequences in the serial reaction time task is not ideal as participants may become aware of the sequence, thereby changing the learning from implicit to explicit. Probabilistic sequences, in which stimuli are linked by statistical, rather than deterministic, associations can ensure that learning remains implicit. Additionally, the processes underlying the learning of motor sequences may differ based on sequence structure. Here, the authors compared the learning of fixed and probabilistic sequences to randomly ordered stimuli using a modified serial reaction time task. Both the fixed and probabilistic sequence groups exhibited learning as indicated by decreased response time and variability. In the initial stage of learning, fixed sequences exhibited both online and offline gains in response time; however, only the offline gain was observed during the learning of probabilistic sequences. These results indicated that probabilistic structures may be learned differently from fixed structures and have important implications for our current understanding of motor learning. Probabilistic sequences more accurately reflect motor skill acquisition in daily life, offer ecological validity to the serial reaction time framework, and advance our understanding of motor learning.
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Luan, Mengkai, and Arash Mirifar. "The Effect of Attentional Direction on Sub-Stages of Preparing for Motor Skill Execution Across Practice." Perceptual and Motor Skills 128, no. 3 (April 30, 2021): 1292–309. http://dx.doi.org/10.1177/00315125211009026.
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While several empirical studies using dual-task methodology have examined the effect of attentional direction on motor skill execution; few have studied the effect of attentional direction on just the preparation phase of motor practice. In this study, via a keying sequence paradigm, we explored processing stages of preparation for a motor skill and disentangled the effect of attentional direction on various stages across practice. First, participants learned two keying sequences (three versus six keys). Then, they practiced the keying sequences in response to corresponding sequence labels under two block-wise alternating dual-task conditions. To dissect the preparation phase into sequence selection and sequence initiation stages, participants received varying amounts of preparation time (0, 300, 900 ms) before a starting signal instructed them to begin sequence execution. In each trial, a tone was paired with one of the three or six keypresses, and participants indicated either the keypress with which the tone was presented (skill-focused dual task) or the tone’s pitch (extraneous dual task) after the sequence execution. We found that attentional direction affected only the sequence selection stage, not the sequence initiation stage. During early practice, compared to drawing attention away from execution, directing attention toward execution led to faster sequence selection. This advantage decreased with practice and vanished during late blocks of trials. Moreover, for the execution phase, relative to directing attention toward execution, drawing attention away from execution led to better performance of keying sequence execution across practice. Thus, attentional direction alone does not fully explain the difference between performance patterns at different skill levels in the dual-task literature; rather, types of motor skills and dual task difficulty levels may also drive performance differences.
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Stark-Inbar, Alit, Meher Raza, Jordan A. Taylor, and Richard B. Ivry. "Individual differences in implicit motor learning: task specificity in sensorimotor adaptation and sequence learning." Journal of Neurophysiology 117, no. 1 (January 1, 2017): 412–28. http://dx.doi.org/10.1152/jn.01141.2015.
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In standard taxonomies, motor skills are typically treated as representative of implicit or procedural memory. We examined two emblematic tasks of implicit motor learning, sensorimotor adaptation and sequence learning, asking whether individual differences in learning are correlated between these tasks, as well as how individual differences within each task are related to different performance variables. As a prerequisite, it was essential to establish the reliability of learning measures for each task. Participants were tested twice on a visuomotor adaptation task and on a sequence learning task, either the serial reaction time task or the alternating reaction time task. Learning was evident in all tasks at the group level and reliable at the individual level in visuomotor adaptation and the alternating reaction time task but not in the serial reaction time task. Performance variability was predictive of learning in both domains, yet the relationship was in the opposite direction for adaptation and sequence learning. For the former, faster learning was associated with lower variability, consistent with models of sensorimotor adaptation in which learning rates are sensitive to noise. For the latter, greater learning was associated with higher variability and slower reaction times, factors that may facilitate the spread of activation required to form predictive, sequential associations. Interestingly, learning measures of the different tasks were not correlated. Together, these results oppose a shared process for implicit learning in sensorimotor adaptation and sequence learning and provide insight into the factors that account for individual differences in learning within each task domain.NEW & NOTEWORTHY We investigated individual differences in the ability to implicitly learn motor skills. As a prerequisite, we assessed whether individual differences were reliable across test sessions. We found that two commonly used tasks of implicit learning, visuomotor adaptation and the alternating serial reaction time task, exhibited good test-retest reliability in measures of learning and performance. However, the learning measures did not correlate between the two tasks, arguing against a shared process for implicit motor learning.
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Pohl, Patricia S., Joan M. McDowd, Diane L. Filion, Lorie G. Richards, and William Stiers. "Implicit Learning of a Perceptual-Motor Skill After Stroke." Physical Therapy 81, no. 11 (November 1, 2001): 1780–89. http://dx.doi.org/10.1093/ptj/81.11.1780.
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Background and Purpose. A motor skill can be learned implicitly, without awareness of what is being learned. The purpose of this study was to examine the ability of adults who had unilateral stroke to learn implicitly a perceptual-motor task. Subjects. Subjects were 47 people who were poststroke and 36 control subjects. Methods. Participants performed sequences of hand movements in response to target lights in 2 conditions: a patterned sequence and a random sequence. Participants were not given explicit knowledge of the presence of the 2 conditions. Those who had stroke performed with the upper-extremity ipsilateral to the lesion. Results. Subjects who had stroke performed more slowly than control subjects. For both groups, times decreased with practice of the patterned sequence, increased with introduction of the random sequence, and decreased again with reintroduction of the patterned sequence. Group differences persisted in a retention test given the next day of the patterned sequence, and both groups showed decreased times over the course of the retention test. Discussion and Conclusion. People with stroke are able to learn a perceptual-motor task even without explicit instructions regarding the patterned sequence embedded in the task.
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Opitz, Bertram, Daniel Brady, and Hayley C. Leonard. "Motor and non-motor sequence prediction is equally affected in children with developmental coordination disorder." PLOS ONE 15, no. 11 (November 9, 2020): e0232562. http://dx.doi.org/10.1371/journal.pone.0232562.
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Children with Developmental Coordination Disorder (DCD) are diagnosed based on motor difficulties. However, they also exhibit difficulties in several other cognitive domains, including visuospatial processing, executive functioning and attention. One account of the difficulties seen in DCD proposes an impairment in internal forward modelling, i.e., the ability to (i) detect regularities of a repetitive perceptual or motor pattern, (ii) predict future outcomes of motor actions, and (iii) adapt behaviour accordingly. Using electroencephalographic recordings, the present study aimed to delineate these different aspects of internal forward modelling across several domains. To this end, 24 children with DCD and 23 typically-developing children (aged 7–10 years) completed a serial prediction task in the visual, temporal, spatial and motor domains. This task required them to learn short sequences and to indicate whether a sequence was disrupted towards its end. Analyses revealed that, across all domains, children with DCD showed poorer discrimination between intact and disrupted sequences, accompanied by a delayed late parietal positivity elicited by disrupted sequences. These results indicate an impairment in explicit sequence discrimination in DCD across motor and cognitive domains. However, there is no evidence for an impairment in implicit performance on the visuomotor task in DCD. These results suggest an impairment of the updating of an internal forward model in DCD resulting in a blurred representation of that model and, consequently, in a reduced ability to detect regularities in the environment (e.g., sequences). Such a detailed understanding of internal forward modelling in DCD could help to explain the wide range of co-occurring difficulties experienced by those with a diagnosis of DCD.
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Hauge, Theresa C., Garrett E. Katz, Gregory P. Davis, Kyle J. Jaquess, Matthew J. Reinhard, Michelle E. Costanzo, James A. Reggia, and Rodolphe J. Gentili. "A Novel Application of Levenshtein Distance for Assessment of High-Level Motor Planning Underlying Performance During Learning of Complex Motor Sequences." Journal of Motor Learning and Development 8, no. 1 (April 1, 2020): 67–86. http://dx.doi.org/10.1123/jmld.2018-0060.
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Few studies have examined high-level motor plans underlying cognitive-motor performance during practice of complex action sequences. These investigations have assessed performance through fairly simple metrics without examining how practice affects the structures of action sequences. By adapting the Levenshtein distance (LD) method to the motor domain, we propose a computational approach to accurately capture performance dynamics during practice of action sequences. Practice performance dynamics were assessed by computing the LD based on the number of insertions, deletions, and substitutions of actions needed to transform any sequence into a reference sequence (having a minimal number of actions to complete the task). Also, combining LD-based performance with mental workload metrics allowed assessment of cognitive-motor efficiency dynamics. This approach was tested on the Tower of Hanoi task. The findings revealed that throughout practice this method could capture: i) action sequence performance improvements as indexed by a reduced LD (decrease of insertions and substitutions), ii) structural modifications of the high-level plans, iii) an attenuation of mental workload, and iv) enhanced cognitive-motor efficiency. This effort complements prior work examining the practice of complex action sequences in healthy adults and has potential for probing cognitive-motor impairment in clinical populations as well as the development/assessment of cognitive robotic controllers.
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Tian, Qu, Roger Mullins, Abby Corkum, David Reiter, Daniel Pupo, Eleanor M. Simonsick, Dimitrios Kapogiannis, and Stephanie Studenski. "THE AGING BRAIN AND MOTOR LEARNING." Innovation in Aging 3, Supplement_1 (November 2019): S655. http://dx.doi.org/10.1093/geroni/igz038.2430.
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Abstract The effect of aging on motor learning is poorly understood. This study investigated response time and patterns of brain activation induced over the course of a bimanual motor learning task in three age groups. Twenty-two cognitively unimpaired participants (32%women) were grouped into Young (<35,n=6), Middle-Age (36-59,n=10), and Old (60+,n=6). A self-paced bimanual motor learning task was performed during fMRI. The task consisted of using 2 capital and 2 lower case letters in strings of 16 cues with 6 novel alternating with 6 repeated sequence blocks. To assess learning, a repeated measures ANOVA tested whether average time per slide differed over time between novel and sequence conditions. Voxel-wise changes in brain activation between novel and sequence conditions over time were examined using a within-subject repeated measures model. Faster initial time per slide was associated with younger age (p0.05). Old had increased brain activation in repeated sequence than novel conditions in right postcentral and superior parietal regions during the early half of the task compared to the second half (p0.05). We found behavioral evidence of motor learning in Middle-Age and Old, but not Young, perhaps because younger individuals performed quickly and learned sequence almost immediately. Among older individuals, sequence-specific learning in parietal regions challenges the view that it is mediated by only motor areas.
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Beaulieu, Christelle, Alexandre Turcotte-Giroux, Frédérike Carrier-Toutant, Benoit Brisson, Pierre Jolicoeur, and Louis De Beaumont. "Long-Term Effects of Concussions on Psychomotor Speed and Cognitive Control Processes During Motor Sequence Learning." Journal of Psychophysiology 33, no. 2 (April 1, 2019): 96–108. http://dx.doi.org/10.1027/0269-8803/a000213.
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Abstract. In asymptomatic multiple-concussion athletes, studies evidenced long-term impairments in psychomotor speed, motor sequence learning, and cognitive control processes, as indexed by the Error Negativity (Ne), also commonly referred to as the Error-related Negativity (ERN). In healthy controls, motor sequence learning during a Serial Reaction Time (SRT) task is associated with an increase in Ne/ERN amplitude. The objective of this paper is to investigate whether concussion effects on cognitive control are associated with sequence learning changes in asymptomatic multi-concussion athletes. Thirty-seven athletes (18 nonconcussed; 19 concussed) completed a SRT task during which continuous electroencephalographic (EEG) activity was recorded. Ne/ERN amplitude modulation from early to late learning blocks of the task was measured. Median reaction times (RTs) were computed to assess psychomotor speed and motor sequence learning. Psychomotor speed was significantly reduced in concussed athletes. Accentuated Ne/ERN amplitude from early to late learning blocks significantly correlated with motor sequence learning in nonconcussed athletes. In contrast, Ne/ERN amplitude was found to decrease significantly with task progression in concussed athletes who nonetheless achieved normal motor sequence learning. Multiple concussions detrimentally affect psychomotor speed. Unlike nonconcussed athletes, motor sequence learning in multi-concussion athletes was not associated with Ne/ERN amplitude modulation, indicating that cognitive control processes do not centrally contribute to learning of a motor sequence after repeated concussions.
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Nitsche, Michael A., Michaela Jakoubkova, Nivethida Thirugnanasambandam, Leonie Schmalfuss, Sandra Hullemann, Karel Sonka, Walter Paulus, Claudia Trenkwalder, and Svenja Happe. "Contribution of the Premotor Cortex to Consolidation of Motor Sequence Learning in Humans During Sleep." Journal of Neurophysiology 104, no. 5 (November 2010): 2603–14. http://dx.doi.org/10.1152/jn.00611.2010.
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Motor learning and memory consolidation require the contribution of different cortices. For motor sequence learning, the primary motor cortex is involved primarily in its acquisition. Premotor areas might be important for consolidation. In accordance, modulation of cortical excitability via transcranial DC stimulation (tDCS) during learning affects performance when applied to the primary motor cortex, but not premotor cortex. We aimed to explore whether premotor tDCS influences task performance during motor memory consolidation. The impact of excitability-enhancing, -diminishing, or placebo premotor tDCS during rapid eye movement (REM) sleep on recall in the serial reaction time task (SRTT) was explored in healthy humans. The motor task was learned in the evening. Recall was performed immediately after tDCS or the following morning. In two separate control experiments, excitability-enhancing premotor tDCS was performed 4 h after task learning during daytime or immediately before conduction of a simple reaction time task. Excitability-enhancing tDCS performed during REM sleep increased recall of the learned movement sequences, when tested immediately after stimulation. REM density was enhanced by excitability-increasing tDCS and reduced by inhibitory tDCS, but did not correlate with task performance. In the control experiments, tDCS did not improve performance. We conclude that the premotor cortex is involved in motor memory consolidation during REM sleep.
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Morin-Moncet, Olivier, Vincent Beaumont, Louis de Beaumont, Jean-Francois Lepage, and Hugo Théoret. "BDNF Val66Met polymorphism is associated with abnormal interhemispheric transfer of a newly acquired motor skill." Journal of Neurophysiology 111, no. 10 (May 15, 2014): 2094–102. http://dx.doi.org/10.1152/jn.00388.2013.
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Recent data suggest that the Val66Met polymorphism of the brain-derived neurotrophic factor (BDNF) gene can alter cortical plasticity within the motor cortex of carriers, which exhibits abnormally low rates of cortical reorganization after repetitive motor tasks. To verify whether long-term retention of a motor skill is also modulated by the presence of the polymorphism, 20 participants (10 Val66Val, 10 Val66Met) were tested twice at a 1-wk interval. During each visit, excitability of the motor cortex was measured by transcranial magnetic stimulations (TMS) before and after performance of a procedural motor learning task (serial reaction time task) designed to study sequence-specific learning of the right hand and sequence-specific transfer from the right to the left hand. Behavioral results showed a motor learning effect that persisted for at least a week and task-related increases in corticospinal excitability identical for both sessions and without distinction for genetic group. Sequence-specific transfer of the motor skill from the right hand to the left hand was greater in session 2 than in session 1 only in the Val66Met genetic group. Further analysis revealed that the sequence-specific transfer occurred equally at both sessions in the Val66Val genotype group. In the Val66Met genotype group, sequence-specific transfer did not occur at session 1 but did at session 2. These data suggest a limited impact of Val66Met polymorphism on the learning and retention of a complex motor skill and its associated changes in corticospinal excitability over time, and a possible modulation of the interhemispheric transfer of procedural learning.
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Russo, Cristina, Laura Veronelli, Carlotta Casati, Alessia Monti, Laura Perucca, Francesco Ferraro, Massimo Corbo, Giuseppe Vallar, and Nadia Bolognini. "Explicit motor sequence learning after stroke: a neuropsychological study." Experimental Brain Research 239, no. 7 (June 5, 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 task, FTT), which was performed with the paretic hand. Eighteen age-matched healthy participants served as controls. Motor performance was assessed during the learning phase (i.e., online learning), as well as immediately at the end of practice, and after 90 min and 24 h (i.e., retention). Results show that overall, as compared to the control group, stroke patients, regardless of the side (left/right) of the hemispheric lesion, do not show a reliable practice-dependent improvement; consequently, no retention could be detected in the long-term (after 90 min and 24 h). The motor learning impairment was associated with subcortical damage, predominantly affecting the basal ganglia; conversely, it was not associated with age, time elapsed from stroke, severity of upper-limb motor and sensory deficits, and the general neurological condition. This evidence expands our understanding regarding the potential of post-stroke motor recovery through motor practice, suggesting a potential key role of basal ganglia, not only in implicit motor learning as previously pointed out, but also in explicit finger tapping motor tasks.
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Kim, S. G., J. Ashe, A. P. Georgopoulos, H. Merkle, J. M. Ellermann, R. S. Menon, S. Ogawa, and K. Ugurbil. "Functional imaging of human motor cortex at high magnetic field." Journal of Neurophysiology 69, no. 1 (January 1, 1993): 297–302. http://dx.doi.org/10.1152/jn.1993.69.1.297.
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1. We used conventional gradient echo magnetic resonance imaging (MRI) at high field strength (4 Tesla) to functionally image the right motor cortex in six normal human subjects during the performance of a sequence of self-paced thumb to digit oppositions with the left hand (contralateral task), the right hand (ipsilateral task), and both hands (bilateral task). 2. A localized increase in activity in the lateral motor cortex was observed in all subjects during the task. The area of activation was similar in the contralateral and bilateral tasks but 20 times smaller in the ipsilateral task. The intensity of activation was 2.3 times greater in the contralateral than the ipsilateral task.
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Goschke, Thomas, Angela D. Friederici, Sonja A. Kotz, and Anja van Kampen. "Procedural Learning in Broca's Aphasia: Dissociation between the Implicit Acquisition of Spatio-Motor and Phoneme Sequences." Journal of Cognitive Neuroscience 13, no. 3 (April 1, 2001): 370–88. http://dx.doi.org/10.1162/08989290151137412.
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Procedural learning of spatio-motor and phoneme sequences was investigated in patients with Broca's and Wernick's aphasia and age-matched controls. In Experiment 1, participants performed a standard serial reaction task (SRT) in which they manually responded to a repeating sequence of stimulus locations. Both Broca's and Wernick's aphasics showed intact sequence learning, as indicated by a reliable response time (RT) cost when the repeating sequence was swithched to a random sequence. In Experiment 2, Broca's aphasics and controls performed a new serial search task (SST), which allowed us to investigate the learning of a spatio-motor sequence and a phoneme sequence independently from each other. On each trial, four letters were presented visually, followed by a single auditorily presented letter. Participants had to press one of four response keys to indicate the location of the auditory letter in the visual display. The arrangement of the visual letters was changed from trial to trial such that either the key-presses or the auditory letters followed a repeating pattern, while the other sequence was random. While controls learned both the key-press and the phoneme sequences, Broca's aphasics were selectively impaired in learning the phoneme sequence. This dissociation between learning of spatio-motor and phoneme sequences supports the assumption that partially separable brain systems are involved in proceedural learning of differenct types of sequential structures.
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Bischoff-Grethe, Amanda, Kelly M. Goedert, Daniel T. Willingham, and Scott T. Grafton. "Neural Substrates of Response-based Sequence Learning using fMRI." Journal of Cognitive Neuroscience 16, no. 1 (January 2004): 127–38. http://dx.doi.org/10.1162/089892904322755610.
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Representation of sequential structure can occur with respect to the order of perceptual events or the order in which actions are linked. Neural correlates of sequence retrieval associated with the order of motor responses were identified in a variant of the serial reaction time task in which training occurred with a spatially incompatible mapping between stimuli and finger responses. After transfer to a spatially compatible version of the task, performance enhancements indicative of learning were only present in subjects required to make finger movements in the same order used during training. In contrast, a second group of subjects performed the compatible task using an identical sequence of stimuli (and different order of finger movements) as in training. They demonstrated no performance benefit, indicating that learning was response based. Analysis was restricted to subjects demonstrating low recall of the sequence structure to rule out effects of explicit awareness. The interaction of group (motor vs. perceptual transfer) with sequence retrieval (sequencing vs. rest) revealed significantly greater activation in the bilateral supplementary motor area, cingulate motor area, ventral premotor cortex, left caudate, and inferior parietal lobule for subjects in the motor group (illustrating successful sequence retrieval at the response level). Retrieval of sequential responses occurs within mesial motor areas and related motor planning areas.
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Lage, Guilherme M., Leandro F. Malloy-Diniz, João V. A. P. Fialho, Cristiano M. A. Gomes, Maicon R. Albuquerque, and Humberto Corrêa. "Correlation between impulsivity dimensions and the control in a motor timing task." Brazilian Journal of Motor Behavior 6, no. 3 (November 27, 2011): 39–46. http://dx.doi.org/10.20338/bjmb.v6i3.182.
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Little is known about the role of the attentional, motor and non-planning impulsivities in motor timing tasks. The aim of this study was to correlate the motor performance in a motor timing task with the performance in neuropsychological tests of twenty two volunteers. Before the execution of the motor task, participant wore a headphone and heard five times each temporal reference (2,500 and 3,500 msec) that consisted of two “bips”. After, the motor timing task was performed in five trials of each temporal reference. The task consisted in transporting tennis balls in a pre-defined sequence in each criterion time. It was evaluated: reaction time, movement time, constant error and absolute error. The neuropsychological tests IGT and CPT-II were applied to the evaluation of impulsivities. The findings indicated that attentional impulsivity was more related to the motor performance than the motor and non- planning impulsivities.
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Chi-Fishman, Gloria, Maureen Stone, and Gerald N. McCall. "Lingual Action in Normal Sequential Swallowing." Journal of Speech, Language, and Hearing Research 41, no. 4 (August 1998): 771–85. http://dx.doi.org/10.1044/jslhr.4104.771.
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Current knowledge about the flexibility in lingual motor control and performance during swallowing is incomplete. The present study aimed at gaining a better understanding of the tongue's motor flexibility and at identifying variable versus invariant lingual motor program parameters in light of changing swallowing task demands (discrete vs. sequential). Specifically, the timing and patterns of tonguepalate contact and the associated changes in tongue shape and action were examined in 5 normal adults using simultaneous electropalatography and ultrasound. Tasks for discrete swallowing included 5 and 30 cc of water; tasks for sequential swallowing involved drinking 200 cc of water at normal and fast rates. Results showed little variation in propulsive contact pattern as a function of task or subject. However, the tongue demonstrated shorter movement duration and overlapping gestures during sequential swallowing. Thus, continuous drinking was performed without changes in motor strategies per se but with changes in the timing coordination of the "drink" and "swallow" action sequences. These findings support the theory that the deglutitive lingual motor program has both invariant and variant parameters, and that movement pattern and action sequence reflect fixed elements within the structure of the motor program, but movement timing can be modified according to the demands of the task at hand.
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Lee, Liang, and Wen. "Characteristics of Postural Muscle Activity in Response to A Motor-Motor Task in Elderly." Applied Sciences 9, no. 20 (October 14, 2019): 4319. http://dx.doi.org/10.3390/app9204319.
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The purpose of the current study was to evaluate postural muscle performance of older adults in response to a combination of two motor tasks perturbations. Fifteen older participants were instructed to perform a pushing task as an upper limb perturbation while standing on a fixed or sliding board as a lower limb perturbation. Postural responses were characterized by onsets and magnitudes of muscle activities as well as onsets of segment movements. The sliding board did not affect the onset timing and sequence of muscle initiations and segment movements. However, significant large muscle activities of tibialis anterior and erector spinae were observed in the sliding condition (p < 0.05). The co-contraction values of the trunk and shank segments were significantly larger in the sliding condition through the studied periods (p < 0.05). Lastly, heavy pushing weight did not change the timing, magnitude, sequence of all studied parameters. Older adults enhanced postural stability by increasing the segment stiffness then started to handle two perturbations. In conclusion, they were able to deal with a dual motor-motor task after having secured their balance but could not make corresponding adjustments to the level of the perturbation difficulty.
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Yoshida, Takashi, Chuzo Tanaka, Masahiro Umeda, Toshihiro Higuchi, Masaki Fukunaga, and Shoji Naruse. "Non-invasive Measurement of Brain Activity Using Functional MRI: Toward the Study of Brain Response to Acupuncture Stimulation." American Journal of Chinese Medicine 23, no. 03n04 (January 1995): 319–25. http://dx.doi.org/10.1142/s0192415x95000389.
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We studied functional MRI in 15 male and 13 female normal volunteers on a clinical MRI system using gradient echo sequence. During the experiments, brain activation was induced by grasping the unilateral hand once or twice a second for motor tasks. A localized increase of MRI signal in the contralateral motor cortex was observed in 17 out of 21 cases (81%) under right hand motor task and 11 out of 21 cases (52%) under left hand motor task. The application of this method may be useful to evaluate brain response to acupuncture.
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Anaya, Esperanza M., David B. Pisoni, and William G. Kronenberger. "Visual-spatial sequence learning and memory in trained musicians." Psychology of Music 45, no. 1 (July 8, 2016): 5–21. http://dx.doi.org/10.1177/0305735616638942.
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Previous research has shown that musicians have enhanced visual-spatial abilities and sensory-motor skills. As a result of their long-term musical training and their experience-dependent activities, musicians may learn to associate sensory information with fine motor movements. Playing a musical instrument requires musicians to rapidly translate musical symbols into specific sensory-motor actions while also simultaneously monitoring the auditory signals produced by their instrument. In this study, we assessed the visual-spatial sequence learning and memory abilities of long-term musicians. We recruited 24 highly trained musicians and 24 nonmusicians, individuals with little or no musical training experience. Participants completed a visual-spatial sequence learning task as well as receptive vocabulary, nonverbal reasoning, and short-term memory tasks. Results revealed that musicians have enhanced visual-spatial sequence learning abilities relative to nonmusicians. Musicians also performed better than nonmusicians on the vocabulary and nonverbal reasoning measures. Additional analyses revealed that the large group difference observed on the visual-spatial sequencing task between musicians and nonmusicians remained even after controlling for vocabulary, nonverbal reasoning, and short-term memory abilities. Musicians’ improved visual-spatial sequence learning may stem from basic underlying differences in visual-spatial and sensory-motor skills resulting from long-term experience and activities associated with playing a musical instrument.
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Heyes, C. M., and C. L. Foster. "Motor learning by observation: Evidence from a serial reaction time task." Quarterly Journal of Experimental Psychology Section A 55, no. 2 (April 2002): 593–607. http://dx.doi.org/10.1080/02724980143000389.
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This study sought evidence of observational motor learning, a type of learning in which observation of the skilled performance of another person not only facilitates motor skill acquisition but does so by contributing to the formation of effector-specific motor representations. Previous research has indicated that observation of skilled performance engages cognitive processes similar to those occurring during action execution or physical practice, but has not demonstrated that these include processes involved in effector-specific representation. In two experiments, observer subjects watched the experimenter performing a serial reaction time (SRT) task with a six-item unique sequence before sequence knowledge was assessed by response time and/or free generation measures. The results suggest that: (1) subjects can acquire sequence information by watching another person performing the task (Experiments 1-2); (2) observation results in as much sequence learning as task practice when learning is measured by reaction times (RTs) and more than task practice when sequence learning is measured by free generation performance (Experiment 2, Part 1); and (3) sequence knowledge acquired by model observation can be encoded motorically—that is, in an effector-specific fashion (Experiment 2, Part 2).
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Boyd, Lara A., Eric D. Vidoni, and Catherine F. Siengsukon. "Multidimensional Motor Sequence Learning Is Impaired in Older But Not Younger or Middle-Aged Adults." Physical Therapy 88, no. 3 (March 1, 2008): 351–62. http://dx.doi.org/10.2522/ptj.20070131.
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Background and Purpose The purpose of this study was to identify which characteristics of a multidimensional sequence containing motor, spatial, and temporal elements would be most salient for motor sequence learning and whether age might differentially affect this learning. Subjects Younger (n=11, mean age=26.0 years), middle-aged (n=13, mean age=50.7 years), and older (n=11, mean age=77.5 years) adults who were neurologically intact participated in the study. Methods Participants practiced a sequencing task with repeated motor, spatial, and temporal dimensions for 2 days; on a separate third day, participants completed retention and interference tests designed to assess sequence learning and which elements of the sequence were learned. The mean median response time for each block of responses was used to assess motor sequence learning. Results Younger and middle-aged adults demonstrated sequence-specific motor learning at retention testing via faster response times for repeated sequences than random sequences; both of these groups showed interference for the motor dimension. In contrast, older adults demonstrated nonspecific learning (ie, similar improvements in response time for both random and repeated sequences). These findings were shown by a lack of difference between random and repeated sequence performance in the older adult group both at retention testing and during interference tests. Conclusion and Discussion Our data suggest that, when younger and middle-aged adults practice sequences containing multiple dimensions of movement, the motor element is most important for motor learning. The absence of sequence-specific change demonstrated by an older adult group that was healthy suggests an age-related impairment in motor learning that may have profound implications for rehabilitation.
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Harrison, Róisín Elaine, Martin Giesel, and Constanze Hesse. "Temporal-order judgement task suggests chronological action representations in motor experts and non-experts." Quarterly Journal of Experimental Psychology 73, no. 11 (July 6, 2020): 1879–90. http://dx.doi.org/10.1177/1747021820936982.
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Motor priming studies have suggested that human movements are mentally represented in the order in which they usually occur (i.e., chronologically). In this study, we investigated whether we could find evidence for these chronological representations using a paradigm which has frequently been employed to reveal biases in the perceived temporal order of events—the temporal-order judgement task. We used scrambled and unscrambled images of early and late movement phases from an everyday action sequence (“stepping”) and an expert action sequence (“sprinting”) to examine whether participants’ mental representations of actions would bias their temporal-order judgements. In addition, we explored whether motor expertise mediated the size of temporal-order judgement biases by comparing the performances of sprinting experts with those of non-experts. For both action types, we found significant temporal-order judgement biases for all participants, indicating that there was a tendency to perceive images of human action sequences in their natural order, independent of motor expertise. Although there was no clear evidence that sprinting experts showed larger biases for sprinting action sequences than non-experts, considering sports expertise in a broader sense provided some tentative evidence for the idea that temporal-order judgement biases may be mediated by more general motor and/or perceptual familiarity with the running action rather than specific motor expertise.
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Alexander, M. Scott, Brent W. G. Flodin, and Daniel S. Marigold. "Changes in task parameters during walking prism adaptation influence the subsequent generalization pattern." Journal of Neurophysiology 109, no. 10 (May 15, 2013): 2495–504. http://dx.doi.org/10.1152/jn.00810.2012.
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An understanding of the transfer (or generalization) of motor adaptations between legs and across tasks during walking has remained elusive due to limited research and mixed results. Here, we asked whether stepping sequences or task constraints introduced during walking prism-adaptation tasks influence generalization patterns. Forty subjects adapted to prism glasses in precision-walking or obstacle-avoidance tasks that required a specific stepping sequence to the center of two/three targets or laterally over an obstacle. We then tested for generalization, reflected by aftereffects in the nonadapted task. Our previous study using these tasks found that only one leg generalized. Here, we reversed the stepping sequence and found that only the opposite leg generalized in the subject group that adapted in a precision-walking task. The combination of stepping sequence and direction of prism shift caused subjects in two groups to collide with the obstacle early during adaptation, thus making the step prior to going over the obstacle more important. Both legs subsequently generalized. A fourth subject group experienced a three-target, precision-walking task, resulting in a balanced, right-left, left-right stepping sequence, meant to induce bilateral generalization. While only one leg generalized, foot placement aftereffects before stepping over the obstacle would have caused subjects to collide with it. Together with our previous study, the results suggest a contribution of stepping sequence during the adapted task on generalization patterns, likely driven by proprioceptive feedback. The results also support the idea that negative consequences during adaptation and/or perceived threat can influence generalization.
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Grafton, Scott T., Joanna Salidis, and Daniel B. Willingham. "Motor Learning of Compatible and Incompatible Visuomotor Maps." Journal of Cognitive Neuroscience 13, no. 2 (February 1, 2001): 217–31. http://dx.doi.org/10.1162/089892901564270.
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Brain imaging studies demonstrate increasing activity in limb motor areas during early motor skill learning, consistent with functional reorganization occurring at the motor output level. Nevertheless, behavioral studies reveal that visually guided skills can also be learned with respect to target location or possibly eye movements. The current experiments examined motor learning under compatible and incompatible perceptual/motor conditions to identify brain areas involved in different perceptual-motor transformations. Subjects tracked a continuously moving target with a joystick-controlled cursor. The target moved in a repeating sequence embedded within random movements to block sequence awareness. Psychophysical studies of behavioral transfer from incompatible (joystick and cursor moving in opposite directions) to compatible tracking established that incompatible learning was occurring with respect to target location. Positron emission tomography (PET) functional imaging of compatible learning identified increasing activity throughout the precentral gyrus, maximal in the arm area. Incompatible learning also led to increasing activity in the precentral gyrus, maximal in the putative frontal eye fields. When the incompatible task was switched to a compatible response and the previously learned sequence was reintroduced, there was an increase in arm motor cortex. The results show that learning-related increases of brain activity are dynamic, with recruitment of multiple motor output areas, contingent on task demands. Visually guided motor sequences can be linked to either oculomotor or arm motor areas. Rather than identifying changes of motor output maps, the data from imaging experiments may better reflect modulation of inputs to multiple motor areas.
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Kwak, Youngbin, Martijn L. T. M. Müller, Nicolaas I. Bohnen, Praveen Dayalu, and Rachael D. Seidler. "Effect of Dopaminergic Medications on the Time Course of Explicit Motor Sequence Learning in Parkinson's Disease." Journal of Neurophysiology 103, no. 2 (February 2010): 942–49. http://dx.doi.org/10.1152/jn.00197.2009.
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The capacity to learn new motor sequences is fundamental to adaptive motor behavior. The early phase of motor sequence learning relies on the ventral and anterior striatal circuitry, whereas the late phase relies on the dorsal and posterior striatal circuitry. Early Parkinson's disease (PD) is mainly characterized by dopaminergic denervation of the dorsal and posterior striatum while sparing anterior and ventral regions. Dopaminergic medication improves dorsal and posterior striatum function by compensating for the loss of dopamine. However, previous work has shown that dopaminergic medication interferes with the ventral and anterior striatum function by overdosing this relatively intact structure in early-state PD. Here we test whether these effects are also observed over the time course of motor sequence learning. Fourteen PD patients ON and OFF dopaminergic medications and 11 healthy age-matched control participants performed an explicit motor sequence learning task. When sequence learning was compared across different learning phases in patients ON and OFF medication, a significant impairment associated with medication was observed in the early relative to later phases of learning. The rate of learning in the early phase measured trial by trial in patients ON medication was significantly slower than that in controls and when patients were OFF medication. No significant impairment was found in the later learning phases. These results demonstrate that dopaminergic medications may selectively impair early-phase motor sequence learning. These results extend and generalize the dopamine overdose effects previously reported for (antero)ventral striatum-mediated cognitive tasks to motor sequence learning.
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Buchner, Axel, Melanie C. Steffens, Edgar Erdfelder, and Rainer Rothkegel. "A Multinomial Model to Assess Fluency and Recollection in a Sequence Learning Task." Quarterly Journal of Experimental Psychology Section A 50, no. 3 (August 1997): 631–63. http://dx.doi.org/10.1080/713755723.
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We suggest that well-formedness judgements in conjunction with L.L. Jacoby's (1991) process dissociation procedure and an appropriate measurement model can be used to obtain measures of implicit and explicit sequence knowledge. We introduce a new measurement model designed specifically for the sequence learning task. The model assumes that sequence identification is based on recollection, perceptual or motor fluency, systematicity detection, and guessing. The model and the application of the process dissociation procedure were empirically evaluated using auditory event sequences. In Experiment 1, the parameter reflecting recollection was higher in an intentional than in an incidental learning condition. Experiment 2 showed that random sequences interspersed among the systematic sequences during the acquisition phase may change this pattern of results. A manipulation of processing fluency in Experiment 3 was reflected in the appropriate model parameter. In sum, the new measurement model and the application of the process dissociation procedure appear to be useful tools in sequence learning research.
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Eryürek, Kardelen, Zeliha Matur, Tamer Demiralp, and Emre Öge. "P79-T Sensory-motor integration during a visuomotor sequence learning task." Clinical Neurophysiology 130, no. 7 (July 2019): e62. http://dx.doi.org/10.1016/j.clinph.2019.04.440.
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Keren, Hila, Joel Mort, Pascal Boyer, Omri Weiss, and David Eilam. "Irrelevant idiosyncratic acts as preparatory, confirmatory, or transitional phases in motor behaviour." Behaviour 150, no. 5 (2013): 547–68. http://dx.doi.org/10.1163/1568539x-00003071.
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Motor behaviours typically include acts that may seem irrelevant for the goal of the task. These unnecessary idiosyncratic acts are excessively manifested in certain activities, such as sports or compulsive rituals. Using the shared performance (commonness) of acts as a proxy for their relevance to the current task, we analysed motor behaviour in daily tasks, sport-related tasks, and obsessive-compulsive disorder (OCD) tasks. For each task, these motor behaviours comprised common acts that were performed by all the individuals, and idiosyncratic acts that were performed by only some individuals. In all three tasks there was a temporal section that included all the common acts (termed ‘body’). This body section was preceded by a sequence of idiosyncratic acts that we termed ‘head’, and was followed by another sequence of idiosyncratic acts that we termed ‘tail’. While both head and tail sections were relatively short in the daily tasks, the head was relatively long and the tail largely absent in sport-related tasks, which have a definite end and high stakes. In contrast, OCD behaviour had a relatively long tail. In light of these results, we suggest that the head is a preparatory phase and the tail a confirmatory phase. The head may be viewed as a warm-up phase for the pragmatic section of the task (‘body’), and the tail as a cool-down phase. Finally, we suggest that rituals may be viewed as a descendant of pragmatic activities, which differentially feature a greater terminal phase of idiosyncratic acts in OCD, and an extended initial phase of idiosyncratic acts in sport rituals.
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Sanjeevan, Teenu, and Elina Mainela-Arnold. "Procedural Motor Learning in Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 60, no. 11 (November 9, 2017): 3259–69. http://dx.doi.org/10.1044/2017_jslhr-l-16-0457.
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Purpose Specific language impairment (SLI) is a developmental disorder that affects language and motor development in the absence of a clear cause. An explanation for these impairments is offered by the procedural deficit hypothesis (PDH), which argues that motor difficulties in SLI are due to deficits in procedural memory. The aim of this study was to test the PDH by examining the procedural motor learning abilities of children with and without SLI. Method Thirteen children with SLI and 14 age-matched typically developing children completed the following procedural measures: (a) a knot-tying task as a measure of motor sequencing and (2) a mirror-drawing task as a measure of visual–motor adaptation. Results Although children with SLI produced significantly more errors on certain knot-tying tasks, they performed comparably on others. Also, children with SLI performed comparably with typically developing children on the mirror-drawing task. Conclusions The PDH requires reframing. The sequence learning deficits in SLI are modest and specific to more difficult tasks. Visual–motor adaptation, on the other hand, appears to be unaffected in SLI.
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Paul, Serene S., Sydney Y. Schaefer, Genevieve N. Olivier, Christopher S. Walter, Keith R. Lohse, and Leland E. Dibble. "Dopamine Replacement Medication Does Not Influence Implicit Learning of a Stepping Task in People With Parkinson’s Disease." Neurorehabilitation and Neural Repair 32, no. 12 (November 9, 2018): 1031–42. http://dx.doi.org/10.1177/1545968318809922.
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Introduction. Treatment of Parkinson’s disease (PD) with exogenous dopamine (ie, levodopa) may positively affect motor symptoms, but may negatively affect other functions such as the learning of motor skills necessary for rehabilitation. This study aimed to determine whether levodopa medication affects general and sequence-specific learning of a stepping task and the transfer of movement skill to untrained balance tasks in people with PD. Methods. Participants with PD were randomized to practice “on” (n = 14) or “off” (n = 13) levodopa medication. Participants practiced 6 blocks of 6 trials of 24 steps of a stepping task over an acquisition period of 3 consecutive days, followed by single retention blocks of 6 trials 2 and 9 days later. Participants were also assessed on untrained balance (ie, transfer) tasks “on” levodopa before practice and following late retention. Results. There were no between-group differences in general learning, sequence-specific learning, or transfer of skill to untrained balance tasks ( P > .05). Both groups demonstrated general and sequence-specific learning ( P < .001) and trends for improvement in untrained tasks ( P < .001 to P = .26) following practice. Detailed analysis of early acquisition revealed no difference between medication groups. Conclusion. People with PD improved performance on the stepping task with practice. The between-group effect sizes were small, suggesting that levodopa medication status (“on” versus “off”) during practice did not significantly affect general or sequence-specific learning of the task or components of early acquisition. The practice dose required to optimally result in functional improvements in untrained balance tasks, including reductions in falls, remains to be determined.
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Dumel, G., M. E. Bourassa, M. Desjardins, N. Voarino, C. Charlebois-Plante, J. Doyon, and Louis De Beaumont. "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 improvements beyond the first day of training, reproducible improvements in the ability to learn new motor sequences over 5 consecutive sessions were the net result in age-equivalent participants from the M1 a-tDCS group. A significant main effect of group on sequence-specific learning revealed greater motor learning for the M1 a-tDCS group when the five learning sessions were averaged.Conclusion. These findings raise into prominence the utility of multisession anodal TDCS protocols in combination with motor training to help prevent/alleviate age-associated motor function decline.
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Greeley, Brian, and Rachael D. Seidler. "Differential effects of left and right prefrontal cortex anodal transcranial direct current stimulation during probabilistic sequence learning." Journal of Neurophysiology 121, no. 5 (May 1, 2019): 1906–16. http://dx.doi.org/10.1152/jn.00795.2018.
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Left and right prefrontal cortex and the primary motor cortex (M1) are activated during learning of motor sequences. Previous literature is mixed on whether prefrontal cortex aids or interferes with sequence learning. The present study investigated the roles of prefrontal cortices and M1 in sequence learning. Participants received anodal transcranial direct current stimulation (tDCS) to right or left prefrontal cortex or left M1 during a probabilistic sequence learning task. Relative to sham, the left prefrontal cortex and M1 tDCS groups exhibited enhanced learning evidenced by shorter response times for pattern trials, but only for individuals who did not gain explicit awareness of the sequence (implicit). Right prefrontal cortex stimulation in participants who did not gain explicit sequence awareness resulted in learning disadvantages evidenced by slower overall response times for pattern trials. These findings indicate that stimulation to left prefrontal cortex or M1 can lead to sequence learning benefits under implicit conditions. In contrast, right prefrontal cortex tDCS had negative effects on sequence learning, with overall impaired reaction time for implicit learners. There was no effect of tDCS on accuracy, and thus our reaction time findings cannot be explained by a speed-accuracy tradeoff. Overall, our findings suggest complex and hemisphere-specific roles of left and right prefrontal cortices in sequence learning. NEW & NOTEWORTHY Prefrontal cortices are engaged in motor sequence learning, but the literature is mixed on whether the prefrontal cortices aid or interfere with learning. In the current study, we used anodal transcranial direct current stimulation to target left or right prefrontal cortex or left primary motor cortex while participants performed a probabilistic sequence learning task. We found that left prefrontal and motor cortex stimulation enhanced implicit learning whereas right prefrontal stimulation negatively impacted performance.
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Spencer, Rebecca M. C., and Richard B. Ivry. "Sequence Learning is Preserved in Individuals with Cerebellar Degeneration when the Movements are Directly Cued." Journal of Cognitive Neuroscience 21, no. 7 (July 2009): 1302–10. http://dx.doi.org/10.1162/jocn.2009.21102.
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Cerebellar pathology is associated with impairments on a range of motor learning tasks including sequence learning. However, various lines of evidence are at odds with the idea that the cerebellum plays a central role in the associative processes underlying sequence learning. Behavioral studies indicate that sequence learning, at least with short periods of practice, involves the establishment of effector-independent, abstract spatial associations, a form of representation not associated with cerebellar function. Moreover, neuroimaging studies have failed to identify learning-related changes within the cerebellum. We hypothesize that the cerebellar contribution to sequence learning may be indirect, related to the maintenance of stimulus–response associations in working memory, rather than through processes directly involved in the formation of sequential predictions. Consistent with this hypothesis, individuals with cerebellar pathology were impaired in learning movement sequences when the task involved a demanding stimulus–response translation. When this translation process was eliminated by having the stimuli directly indicate the response location, the cerebellar ataxia group demonstrated normal sequence learning. This dissociation provides an important constraint on the functional domain of the cerebellum in motor learning.
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Noohi, Fatemeh, Nate B. Boyden, Youngbin Kwak, Jennifer Humfleet, David T. Burke, Martijn L. T. M. Müller, Nico I. Bohnen, and Rachael D. Seidler. "Association of COMT val158met and DRD2 G>T genetic polymorphisms with individual differences in motor learning and performance in female young adults." Journal of Neurophysiology 111, no. 3 (February 1, 2014): 628–40. http://dx.doi.org/10.1152/jn.00457.2013.
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Individuals learn new skills at different rates. Given the involvement of corticostriatal pathways in some types of learning, variations in dopaminergic transmission may contribute to these individual differences. Genetic polymorphisms of the catechol- O-methyltransferase (COMT) enzyme and dopamine receptor D2 (DRD2) genes partially determine cortical and striatal dopamine availability, respectively. Individuals who are homozygous for the COMT methionine ( met) allele show reduced cortical COMT enzymatic activity, resulting in increased dopamine levels in the prefrontal cortex as opposed to individuals who are carriers of the valine ( val) allele. DRD2 G-allele homozygotes benefit from a higher striatal dopamine level compared with T-allele carriers. We hypothesized that individuals who are homozygous for COMT met and DRD2 G alleles would show higher rates of motor learning. Seventy-two young healthy females (20 ± 1.9 yr) performed a sensorimotor adaptation task and a motor sequence learning task. A nonparametric mixed model ANOVA revealed that the COMT val-val group demonstrated poorer performance in the sequence learning task compared with the met-met group and showed a learning deficit in the visuomotor adaptation task compared with both met-met and val-met groups. The DRD2 TT group showed poorer performance in the sequence learning task compared with the GT group, but there was no difference between DRD2 genotype groups in adaptation rate. Although these results did not entirely come out as one might predict based on the known contribution of corticostriatal pathways to motor sequence learning, they support the role of genetic polymorphisms of COMT val158met (rs4680) and DRD2 G>T (rs 1076560) in explaining individual differences in motor performance and motor learning, dependent on task type.
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Shea, Charles H., Jin-Hoon Park, and Heather Wilde Braden. "Age-Related Effects in Sequential Motor Learning." Physical Therapy 86, no. 4 (April 1, 2006): 478–88. http://dx.doi.org/10.1093/ptj/86.4.478.
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Abstract 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.]
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Saletta, Meredith, Lisa Goffman, Caitlin Ward, and Jacob Oleson. "Influence of Language Load on Speech Motor Skill in Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 61, no. 3 (March 15, 2018): 675–89. http://dx.doi.org/10.1044/2017_jslhr-l-17-0066.
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Purpose Children with specific language impairment (SLI) show particular deficits in the generation of sequenced action: the quintessential procedural task. Practiced imitation of a sequence may become rote and require reduced procedural memory. This study explored whether speech motor deficits in children with SLI occur generally or only in conditions of high linguistic load, whether speech motor deficits diminish with practice, and whether it is beneficial to incorporate conditions of high load to understand speech production. Method Children with SLI and typical development participated in a syntactic priming task during which they generated sentences (high linguistic load) and, then, practiced repeating a sentence (low load) across 3 sessions. We assessed phonetic accuracy, speech movement variability, and duration. Results Children with SLI produced more variable articulatory movements than peers with typical development in the high load condition. The groups converged in the low load condition. Children with SLI continued to show increased articulatory stability over 3 practice sessions. Both groups produced generated sentences with increased duration and variability compared with repeated sentences. Conclusions Linguistic demands influence speech motor production. Children with SLI show reduced speech motor performance in tasks that require language generation but not when task demands are reduced in rote practice.
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Clower, William T., and Garrett E. Alexander. "Movement Sequence-Related Activity Reflecting Numerical Order of Components in Supplementary and Presupplementary Motor Areas." Journal of Neurophysiology 80, no. 3 (September 1, 1998): 1562–66. http://dx.doi.org/10.1152/jn.1998.80.3.1562.
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Clower, William T. and Garrett E. Alexander. Movement sequence-related activity reflecting numerical order of components in supplementary and presupplementary motor areas. J. Neurophysiol. 80: 1562–1566, 1998. The supplementary motor area (SMA) and presupplementary motor areas (pre-SMA) have been implicated in movement sequencing, and neurons in SMA have been shown to encode what might be termed the relational order among sequence components (e.g., movement X followed by movement Y). To determine whether other aspects of movement sequencing might also be encoded by SMA or pre-SMA neurons, we analyzed task-related activity recorded from both areas in conjunction with a sequencing task that dissociated the numerical order of components (e.g., movement X as the 2nd component, irrespective of which movements precede or follow X). Sequences were constructed from eight component movements, each characterized by three spatial variables (origin, direction, and endpoint). Task-related activity recorded from 56 SMA and 63 pre-SMA neurons was categorized according to both the epoch (delay, reaction time, and movement time) and the spatial variable or component movement with which it was associated. All but one instance of task-related activity was selective for one of the spatial variables (SV-selective) rather than for any of the component movements themselves. Of 110 instances of SV-selective activity in SMA, 43 (39%) showed significant effects of numerical order. The corresponding incidence in pre-SMA, 82 (71%) of 116, was substantially higher ( P < 0.00001). No effects of numerical order were evident among the hand paths, movement times, or electromyographic activity associated with task performance. We concluded that neurons in SMA and pre-SMA may encode the numerical order of components, at least for sequences that are distinguished mainly by that aspect of component ordering.
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Antonow-Schlorke, Iwa, Julia Ehrhardt, and Marcel Knieling. "Modification of the Ladder Rung Walking Task—New Options for Analysis of Skilled Movements." Stroke Research and Treatment 2013 (2013): 1–11. http://dx.doi.org/10.1155/2013/418627.
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Method sensitivity is critical for evaluation of poststroke motor function. Skilled walking was assessed in horizontal, upward, and downward rung ladder walking to compare the demands of the tasks and test sensitivity. The complete step sequence of a walk was subjected to analysis aimed at demonstrating the walking pattern, step sequence, step cycle, limb coordination, and limb interaction to complement the foot fault scoring system. Rats (males,n=10) underwent unilateral photothrombotic lesion of the motor cortex of the forelimb and hind limb areas. Locomotion was video recorded before the insult and at postischemic days 7 and 28. Analysis of walking was performed frame-by-frame. Walking along the rung ladder revealed different results that were dependent on ladder inclination. Horizontal walking was found to discriminate lesion-related motor deficits in forelimb, whereas downward walking demonstrates hind limb use most sensitively. A more frequent use of the impaired forelimb that possibly supported poststroke motor learning in rats was shown. The present study provides a novel system for a detailed analysis of the complete walking sequence and will help to provide a better understanding of how rats deal with motor impairments.
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DOMINEY, PETER FORD, ANTHONY MALLET, and EIICHI YOSHIDA. "REAL-TIME SPOKEN-LANGUAGE PROGRAMMING FOR COOPERATIVE INTERACTION WITH A HUMANOID APPRENTICE." International Journal of Humanoid Robotics 06, no. 02 (June 2009): 147–71. http://dx.doi.org/10.1142/s0219843609001711.
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An apprentice is an able-bodied individual that will interactively assist an expert, and through this interaction, acquire knowledge and skill in the given task domain. A humanoid apprentice should have a useful repertoire of sensory-motor acts that the human can command with spoken language, along with a real-time behavioral sequence acquisition ability. The learned sequences should function as executable procedures that can operate in a flexible manner that are not rigidly sensitive to initial conditions. Our study integrates these capabilities in a real-time system on the HRP-2 humanoid, for learning a cooperative assembly task. We previously defined a system for Spoken Language Programming (SLP) that allowed the user to guide the robot through an arbitrary, task relevant, motor sequence via spoken commands, and to store this sequence as re-usable macro. Here, we significantly extend the SPL system: It integrates vision and motion planning into the SLP framework, providing a new level of flexibility in the actions that can be created, and it allows the user to create "generic" functions with arguments (e.g. Give me X), and it allows multiple functions to be created.
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Sense, Florian, and Hedderik van Rijn. "Probabilistic motor sequence learning in a virtual reality serial reaction time task." PLOS ONE 13, no. 6 (June 12, 2018): e0198759. http://dx.doi.org/10.1371/journal.pone.0198759.
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Gladwin, Thomas E., Bernhard M. 't Hart, and Ritske de Jong. "Dissociations between motor-related EEG measures in a cued movement sequence task." Cortex 44, no. 5 (May 2008): 521–36. http://dx.doi.org/10.1016/j.cortex.2007.10.005.
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