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Results for “specificity of motor learning”

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At least 19 recordsLinked to original sources
PubMed1999

Reacquisition deficits in prism adaptation after muscimol microinjection into the ventral premotor cortex of monkeys.

A small amount of muscimol (1 microl; concentration, 5 microg/microl) was injected into the ventral and dorsal premotor cortex areas (PMv and PMd, respectively) of monkeys, which then were required to perform a visually guided reaching task. For the task, the monkeys were required to reach for a target soon after it was presented on a screen. While performing the task, the monkeys' eyes were covered with left 10 degrees, right 10 degrees, or no wedge prisms, for a block of 50-100 trials. Without the prisms, the monkeys reached the targets accurately. When the prisms were placed, the monkeys initially misreached the targets because the prisms displaced the visual field. Before the muscimol injection, the monkeys adapted to the prisms in 10-20 trials, judging from the horizontal distance between the target location and the point where the monkey touched the screen. After muscimol injection into the PMv, the monkeys lost the ability to readapt and touched the screen closer to the location of the targets as seen through the prisms. This deficit was observed at selective target locations, only when the targets were shifted contralaterally to the injected hemisphere. When muscimol was injected into the PMd, no such deficits were observed. There were no changes in the reaction and movement times induced by muscimol injections in either area. The results suggest that the PMv plays an important role in motor learning, specifically in recalibrating visual and motor coordinates.

Adaptation, Physiological↗
PubMed2002

Learning-induced multiple synapse formation in rat cerebellar cortex.

Strengthening of synaptic connections has been proposed to underlie information storage in the brain, and experience-dependent increases in synapse number have been observed. However, the effect of these new synapses on the specific connectivity, and thus function, of a given brain area remains largely unknown. We report here that motor learning specifically induces the formation of multiple synapses--two post-synaptic contacts at a single pre-synaptic varicosity--in the cerebellum. Rats undergoing motor learning had more multiple synapses (two Purkinje cell spines contacting a given parallel fiber varicosity) per Purkinje cell than did active or inactive controls. The formation of multiple synapses provides an additional connection between a given parallel fiber and Purkinje cell, thereby enhancing particular pathways, and may constitute a fundamental mechanism of neural encoding.

Animals↗
PubMed2002

Specific plasticity of parallel fiber/Purkinje cell spine synapses by motor skill learning.

New synapse formation may underlie learning and memory. To examine specific synaptic plasticity by motor learning, we conducted quantitative analysis of synapses between parallel fibers and Purkinje cell dendritic spines in cerebella of rats trained to complete various obstacle courses. Synapses between parallel fibers and Purkinje cell spines were classified into single synapse boutons, multiple synapse boutons, and multiple synapse spines by their different contact features. Acrobat-trained animals had more single and multiple synaptic boutons, without change of multiple synapse spines, than motor control animals. These results may suggest that motor learning induces specific synaptogenesis and Purkinje cell spines are primary sites in motor learning-dependent cerebellar synaptic plasticity.

Animals↗
PubMed1998

Full weight-bearing hindlimb standing following stand training in the adult spinal cat.

Behavioral and physiological characteristics of standing were studied in nontrained spinal cats and in spinal cats that received daily stand training of the hindlimbs for 12 wk. Training consisted of assisting the cats to stand with full weight support either on both hindlimbs or on one hindlimb (30 min/day, 5 days/wk). Extensor muscle electromyographic (EMG) amplitude and extension at the knee and ankle joints during full weight bearing recovered to prespinal levels in both stand-trained and nontrained spinal cats. However, full weight bearing of the hindquarters was sustained for up to approximately 20 min in the spinal cats that received bilateral stand training compared with approximately 4 min in cats that were not trained to stand. Unilateral stand training selectively improved weight bearing on the trained limb based on ground reaction forces and extensor muscle EMG activity levels measured during bilateral standing. These results suggest that the capacity of the adult lumbar spinal cord to generate full weight-bearing standing can be improved by as much as fivefold by the repetitive activation of selected neural pathways in the spinal cord after supraspinal connectivity has been eliminated. Given that stepping is improved in response to step training, it appears that the recovery of standing provides another example of training-specific motor learning in the spinal cord, i.e., the spinal cord learns to perform hindlimb standing by practicing that specific task.

Animals↗
PubMed2003

Behavioural and electrophysiological correlates of visuomotor learning during a visual search task.

Visuomotor association learning involves learning specific motor responses to arbitrary cues, and is dependent on a distributed and highly flexible network in the brain. We investigated the behavioural and electrophysiological correlates of arbitrary visuomotor learning in 20 normal participants. An experimental group learned an arbitrary association between a visual stimulus and a motor response during a training block. Their performance was compared with that of untrained controls on a subsequent visual discrimination task in which the learned association was a crucial element. Event-related brain potentials (ERPs) were recorded from the scalp of each participant during learning and discrimination blocks. Reaction times to stimuli in the discrimination task were significantly faster in the trained group compared to controls. There was a corresponding difference in the ERP waveforms recorded during the task, with larger P3b amplitude for the trained group over midline and centroparietal scalp areas. A latency difference in P3b was also observed for trained targets compared to distractors. RTs during the training block decreased in a manner consistent with learning effects. We conclude that training of a visuomotor association facilitates subsequent performance on a related task, and that the waveform correlates found here may reflect the involvement of parts of the network underlying arbitrary association mapping.

Adult↗
PubMed1994

Can the mammalian lumbar spinal cord learn a motor task?

Progress toward restoring locomotor function in low thoracic spinal transected cats and the application of similar techniques to patients with spinal cord injury is reviewed. Complete spinal cord transection (T12-T13) in adult cats results in an immediate loss of locomotor function in the hindlimbs. Limited locomotor function returns after several months in cats that have not received specific therapies designed to restore hindlimb stepping. Training transected cats to step on a treadmill for 30 min.d-1 and 5 d.wk-1 greatly improves their stepping ability. The most successful outcome was in cats where training began early, i.e., 1 wk after spinal transection. Cats trained to stand instead of stepping had great difficulty using the hindlimbs for locomotion. These effects were reversible over a 20-month period such that cats unable to step as a result of standing training could be trained to step and, conversely, locomotion in stepping-trained cats could be abolished by standing training. These results indicate that the spinal cord is capable of learning specific motor tasks. It has not been possible to elicit locomotion in patients with clinically complete spinal injuries, but appropriately coordinated EMG activity has been demonstrated in musculature of the legs during assisted locomotion on a treadmill.

Animals↗
PubMed1994

Effects of bandwidth goals and bandwidth knowledge of results on motor learning.

An experiment is reported that contrasted two recent hypotheses about the guiding effects of knowledge of results (KR) on motor learning. Specifically, the purpose was to compare the impact of the nature of the KR itself versus the effect of the information conveyed by the KR on learning. We compared four groups of subjects, comprising a factorial combination of KR conditions (specific or bandwidth) and the movement timing goal (specific or bandwidth). All subjects performed 100 acquisition trials and 20 retention trials. The results revealed that bandwidth KR conditions facilitated learning, regardless of the specificity of the movement goal. These effects support the hypothesis that when error KR is provided, its very provision can block error detection activities that are important for retention performance.

Adult↗
PubMed1992

A sensorimotor basis for motor learning: evidence indicating specificity of practice.

Our previous work (Proteau, Marteniuk, Girouard, & Dugas, 1987) was concerned with determining whether with relatively extensive practice on a movement aiming task, as the skill theoretically starts becoming open-loop, there would be evidence for a decreasing emphasis on visual feedback for motor control. We eliminated vision of the moving limb after moderate and extensive practice and found that the movement became more dependent on this feedback with greater amounts of practice. In the present study, we wished to test the hypothesis, developed from our previous work, that at the base of movement learning is a sensorimotor representation that consists of integrated information from central processes and sensory feedback derived from previous experiences on the movement task. A strong test of this hypothesis would be the prediction that for an aiming task, the addition of vision, after moderate and relatively extensive practice without vision, would lead to an increasingly large movement decrement, relative to appropriate controls. We found good support for this prediction. From these and our previous results, and the idea of the sensorimotor representation underlying learning, we develop the idea that learning is specific to the conditions that prevail during skill acquisition. This has implications for the ideas of the generalized motor program and schema theory.

Feedback↗
PubMedDate not supplied

Neurochemical specificity of learning: dopamine and motor learning.

In previous reports of studies of patients with alcoholic Korsakoff's psychosis, data were presented showing significant correlations between neuropsychometric measures of amnesia and the CSF levels of the major brain metabolite of norepinephrine (NE), which was consistently reduced among a large group of experimental subjects. Dopamine (DA) metabolite concentrations in the CSF of this same patient population were also significantly lowered but to a lesser degree and less consistently than the NE metabolite. CSF levels of the DA metabolite did not correlate with any measures of amnesia but did significantly correlate with performance on the Digit-Symbol Substitution Test (DSST) of the Wechsler Adult Intelligence Scale (WAIS), which involves psychomotor skill learning. DSST performance did not correlate with CSF levels of the NE metabolite. These findings led to the hypothesis that the acquisition of motor learning skills is related to brain DA activity. In this study, we tested the hypothesis by correlating the ability of a group of Korsakoff patients to learn two different motor tasks (rotary pursuit and mirror tracing) with the concentrations of CSF metabolites of NE, DA, and serotonin. For both tasks, improvement in performance over three daily testing sessions significantly correlated only with the DA metabolite levels. The data are consistent with the hypothesis of a specific role for DA in motor learning.

Alcohol Amnestic Disorder↗
PubMed2001

Obstacle avoidance during human walking: learning rate and cross-modal transfer.

1. The aim of this study was to investigate the significance of specific afferent information during motor learning. Blindfolded subjects stepped over an obstacle on a treadmill while different stimuli (acoustic (ACU), somatosensory (SOM) and light flash (LED)) signalled the approaching obstacle. The effect of the above stimuli was then evaluated and compared to full vision (VIS) locomotion. In the non-visual conditions feedback information about the performance was provided by an acoustic signal. 2. Using each of the different stimuli for information the level of subject performance was assessed by noting foot clearance and analysing both leg muscle electromyographic activity and movement trajectories during three successive runs. Each of these runs consisted of 100 steps over the obstacle. 3. The best performance at the onset of the first run was achieved during the VIS condition. When the VIS condition (run 1 + 2) was followed by ACU or SOM information or when the ACU condition (run 1 + 2) was followed by LED, little cross-modal transfer (CMT) occurred, i.e. adaptation in run 3 started again at a low level of performance. In contrast, if adaptation started with ACU stimuli followed by SOM stimuli, almost full CMT occurred. The absolute level of performance achieved after the second or third runs was similar in the VIS and non-VIS conditions. 4. In conclusion, the course of motor learning depends on specific afferent information, and feedforward control has a special influence on the performance only at the onset of the experiment but not on the rate of learning. The fact that little CMT occurs from visual to non-visual stimuli and from ACU to LED suggests that visual afferent input is processed in a different way to non-visual stimuli.

Acoustic Stimulation↗
PubMed2001

[A specific function of the motor cortex in the reorganization of coordination in motor learning in animals and humans].

The findings suggest that a particular function of MCx in motor learning involves suppression of synergies and co-ordination which interferes with acquisition of new motor patterns. Experimental animal models based on inhibition of certain natural synergies or reflexes in the process of learning new co-ordination have been developed where the MCx is responsible for inhibition of natural motor patterns. Following the MCx lesion the natural synergies dominate again and the learned movement cannot be adequately performed. Similar disturbances occur after combined lesions of the premotor and parietal associative cortex or after lesions of the cerebellar nuclei. However, after the associative cortex or cerebellar lesions the recovery of learned co-ordinations is possible. This suggests the inhibition of inappropriate synergies or co-ordination during motor learning is a specific function of the MCx, the latter taking part in organisation of new co-ordination between posture and movement in humans as well.

Aged↗
PubMed2001

Prefrontal lesions impair the implicit and explicit learning of sequences on visuomotor tasks.

OBJECTIVE: (1) To verify whether the prefrontal cortex (PFC) is specifically involved in visuomotor sequence learning as opposed to other forms of motor learning and (2) to establish the role of executive functions in visuomotor sequence learning. BACKGROUND: Visuomotor skill learning depends on the integrity of the premotor and parietal cortex; the prefrontal cortex, however, is essential when the learning of a sequence is required. METHODS: We studied 25 patients with PFC lesions and 86 controls matched for age and educational level. Participants performed: (1) a Pursuit Tracking Task (PTT), composed of a random tracking task (perceptual learning) and a pattern tracking task (explicit motor sequence learning with learning indicated by the decrease in mean root square error across trial blocks), (2) a 12-item sequence version of a serial reaction time task (SRTT) with specific implicit motor sequence learning indicated by the rebound increase in response time when comparing the last sequence block with the next random block, and (3) a neuropsychological battery that assessed executive functions. RESULTS: PFC patients were impaired in sequence learning on the pattern tracking task of the PTT and on the SRTT as compared to controls, but performed normally on the PTT random tracking task. Learning on the PTT did not correlate with learning on the SRTT. PTT performance correlated with planning functions while SRTT performance correlated with working memory capacity. CONCLUSIONS: The PFC is specifically involved in explicit and implicit motor sequence learning. Different PFC regions may be selectively involved in such learning depending on the cognitive demands of the sequential task.

Adult↗
PubMed1999

Perceptual-motor sequence learning of general regularities and specific sequences.

Participants viewed digit strings and typed them on a computer keyboard. When they used the same key configuration across training and test, they typed test strings that adhered to the same sequence rule as training strings faster than test strings that adhered to the opposite rule (general-regularity [GR] learning), and they typed test strings that were processed repeatedly during training faster than test strings that were not (specific-sequence [SS] learning). However, when they used different key configurations at training and at test, GR learning, but not SS learning, was observed. Conversely, when they did not type but spoke the strings aloud during training, SS learning, but not GR learning, was observed. Results suggest that in addition to declarative memory for specific sequences, relatively independent subsystems underlie procedural learning of perceptual-motor sequence components (producing GR effects) and sequence wholes (producing SS effects).

Female↗
PubMedDate not supplied

The olive and central control of blood pressure.

This evidence, then, would suggest that the olive becomes active when, with a change in the motor task, the motor performance is required to adjust to the new circumstance. From Smith's experiments on blood pressure, it is extrapolated that the olive becomes active when there is a change in the physiological state, and the autonomic performance is required to adjust to the new circumstance. The important point is that the olive does have an experimental effect on blood pressure, and that it is a specific, though indirect, effect acting through the carotid sinus reflex. This effect appears similar to the effect on motor control which is specific for motor learning, and appears to act indirectly through the cerebellum. The hypothesis is being put forward because of the importance of blood pressure abnormalities, and the possible therpeutic benefits to be derived from an understanding of the central control of blood pressure. It is hoped that in pursuing this elusive control system one shall not overlook the olive.

Animals↗
PubMed2001

Transgenic mice with neuronal overexpression of bcl-2 gene present navigation disabilities in a water task.

In the CNS, Bcl-2 is an antiapoptotic gene involved in the regulation of neuronal death. Transgenic mice overexpressing the human gene Bcl-2 (Hu-bcl-2 mice) showed delayed acquisition in two tasks requiring them to find a hidden platform starting from either a random or a constant starting location. The same mice were not deficient in another task requiring them to find a visible platform suggesting that the delay observed was not due to motor, visual or motivational deficits in the water. The delay observed in Hu-bcl-2 mice was more important in the random starting test in which the allocentric demand for navigation was stronger. The results suggested that allocentric navigation is particularly sensitive to abnormal CNS maturation following the overexpression of the bcl-2 gene. The specific deficits (motor learning, fear-related behavior and allocentric navigation) observed in Hu-bcl-2 mice suggest that the regulation of developmental neuronal death is crucial for multisensorial learning and emotional behavior.

Animals↗
PubMed1987

Motor learning: nonspecific subcortical mechanisms in rats.

Adult rats with bilateral lesions in the globus pallidus, substantia nigra, median raphe, midbrain central gray, or pontine reticular formation were tested for novel motor skill learning (sliding a barrel bolt to the right in order to open a door leading to a reward). Significantly impaired learning was found in animals with lesions to globus pallidus, substantia nigra, median raphe, or pontine reticular formation. These results combined with earlier findings suggest that the foregoing subcortical structures along with the regions of the ventrolateral and parafascicular nuclei of the thalamus constitute a nonspecific mechanism involved not only in motor learning but in discrimination and maze learning as well. This mechanism is contrasted with the more fashionable specific mechanisms which are involved in particular classes of learning; the sensorimotor cortex, for example, would be a component of the specific mechanism underlying motor learning. A subcortical nonspecific learning mechanism may also inhabit the human brain, as suggested by the clinical condition of "subcortical dementia."

Animals↗
PubMed1990

Specificity and variability of practice.

The specificity of learning principle proposes that motor skills are specific and only superficially resemble other similar skills or variations of the same skill. On the other hand, the variability of practice hypothesis derived from schema theory proposes that experiences with task variations are vital to the development of the memories (schemata) responsible for response production and learning. This paper contrasts these two positions in two experiments aimed at determining the influence of providing variable and/or specific acquisition experiences on the retention of a force production task. The results clearly indicated that acquisition practice with variations of the criterion task leads to better retention than practice on the criterion task alone. This finding is contrary to a strict interpretation of the specificity of learning principle and suggests that paradigms investigating schema notions should be expanded to include potential impacts of variability of practice on tasks experienced during acquisition.

Biofeedback, Psychology↗