Changes in Performance Monitoring During Sensorimotor Adaptation

Anguera, Joaquin A.; Seidler, Rachael D.; Gehring, William J.

doi:10.1152/jn.00063.2009

Cited by 97 publications

(96 citation statements)

References 95 publications

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“…The idea that one can learn new motor skills by observing an actor dealing with movement errors is consistent with current empirical findings and theoretical views about how humans use error information to update movement planning and execution (Anguera et al 2009;Diedrichsen et al 2005;Haruno et al 2001;Kawato and Wolpert 1998;Kording and Wolpert 2004;Tseng et al 2007;Wolpert et al 2001), but it is at odds with the more commonly held idea-an idea that has inspired a host of instructional sport videos-that one can learn new motor skills by observing the performance of an expert. This finding is likely strongly tied to the fact that the movement under study here is a perturbation to a highly learned task, reaching.…”

Section: Observers Know the Goal In Advance And Use Error Informationsupporting

confidence: 64%

Effect of Trial Order and Error Magnitude on Motor Learning by Observing

Brown

Wilson²,

Gribble

2010

Journal of Neurophysiology

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Brown LE, Wilson ET, Obhi SS, Gribble PL. Effect of trial order and error magnitude on motor learning by observing. J Neurophysiol 104: 1409-1416, 2010. First published July 14, 2010 doi:10.1152/jn.01047.2009. Watching an actor make reaching movements in a perturbing force field provides the observer with information about how to compensate for that force field. Here we asked two questions about the nature of information provided to the observer. Is it important that the observer learn the difference between errant (curved) movements and goal (straight) movements by watching the actor progress in a relatively orderly fashion from highly curved to straight movements over a series of trials? Or is it sufficient that the observer sees only reaching errors in the force field (FF)? In the first experiment, we found that observers performed better if they observed reaches in a FF that was congruent, rather than incongruent, with the FF used in a later test. Observationtrial order had no effect on performance, suggesting that observers understood the goal in advance and perhaps learned about the forcefield by observing movement curvature. Next we asked whether observers learn optimally by observing the actor's mistakes (higherror trials), if they learn by watching the actor perform with expertise in the FF (low-error trials), or if they need to see contrast between errant and goal behavior (a mixture of both high-and low-error trials). We found that observers who watched high-error trials were most affected by observation but that significant learning also occurred if observers watched only some high-error trials. This result suggests that observers learn to adapt their reaching to an unpredictable FF best when they see the actor making mistakes.

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Section: Observers Know the Goal In Advance And Use Error Informationsupporting

confidence: 64%

Effect of Trial Order and Error Magnitude on Motor Learning by Observing

Brown

Wilson²,

Gribble

2010

Journal of Neurophysiology

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“…This may increase the accurate diagnosis of MCI among elderly population with low levels of education. These data add to the growing literature examining the relationships between sensorimotor and cognitive function decline with aging [35,36,37,38,39,40]. …”

Section: Discussionmentioning

confidence: 60%

Mild Cognitive Impairment Is Associated with Impaired Visual-Motor Planning When Visual Stimuli and Actions Are Incongruent

2011

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Background/Aims: This study examined cognitive-motor integration in adults with mild cognitive impairment (MCI). Previously, we showed that the performance of early-stage Alzheimer’s disease patients declined significantly as a visually-guided movement went from having a standard mapping (vision and action spatially aligned) to having a non-standard mapping (vision and action incongruent). The present study extends this line of research by examining the performance of individuals affected by MCI. Methods: The participants made finger movements over a clear touchscreen placed in two separate spatial planes to either constantly present or remembered visual targets. These spatial plane conditions were repeated with the direction of cursor motion rotated 180° from that of hand motion. We also tested an ‘arbitrary’ condition where symbols instructed the participants to move their hand in certain directions. Results: We observe that adults with MCI took significantly longer to plan movements requiring intermediate levels of non-standard mapping, relative to healthy older adults. Conclusions: These data suggest that movements requiring rule integration is affected even in individuals at a very early stage of cognitive decline. Cognitive-motor integration may provide a sensitive means to detect functional difficulty in early cognitive impairment.

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“…In addition, there is also a large body of evidence that supports the fact that skill learning is at least in part driven via errors (reviewed for instance in Hikosaka et al 2002). The second assumption is that skill learning, like motor adaptation, results from a combination of fast and slow memory processes; there is a large body of evidence that supports this view (see for review Anguera et al 2009Anguera et al , 2010Anguera et al , 2011. The final and perhaps most crucial limitation of our model in the current context is that our model assumes that there is no interference/generalization between tasks in the slow processes.…”

Section: Discussionmentioning

confidence: 99%

Mechanisms of the contextual interference effect in individuals poststroke

Schweighofer

Lee²,

Goh

et al. 2011

Journal of Neurophysiology

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Although intermixing different motor learning tasks via random schedules enhances long-term retention compared with "blocked" schedules, the mechanism underlying this contextual interference effect has been unclear. Furthermore, previous studies have reported inconclusive results in individuals poststroke. We instructed participants to learn to produce three grip force patterns in either random or blocked schedules and measured the contextual interference effect by long-term forgetting: the change in performance between immediate and 24-h posttests. Nondisabled participants exhibited the contextual interference effect: no forgetting in the random condition but forgetting in the blocked condition. Participants at least 3 mo poststroke exhibited no forgetting in the random condition but marginal forgetting in the blocked condition. However, in participants poststroke, the integrity of visuospatial working memory modulated long-term retention after blocked schedule training: participants with poor visuospatial working memory exhibited little forgetting at 24 h. These counterintuitive results were predicted by a computational model of motor memory that contains a common fast process and multiple slow processes, which are competitively updated by motor errors. In blocked schedules, the fast process quickly improved performance, therefore reducing error-driven update of the slow processes and thus poor long-term retention. In random schedules, interferences in the fast process led to slower change in performance, therefore increasing error-driven update of slow processes and thus good long-term retention. Increased forgetting rates in the fast process, as would be expected in individuals with visuospatial working memory deficits, led to small updates of the fast process during blocked schedules and thus better long-term retention. stroke; neurorehabilitation; motor learning; computational neuroscience DURING NEUROREHABILITATION after brain injury, but also in activities such as sports, technical training, and music, one must often learn, or relearn, multiple motor tasks within a given period. Intermixing the learning of different tasks via random schedules reduces performance during training but enhances long-term retention compared with blocked schedules, (e.g., Schmidt and Lee 1999;Shea and Morgan 1979;Tsuitsui et al. 1998). This phenomenon is known as the contextual interference (CI) effect.Despite close to a century of research (Pyle 1919), however, the mechanism underlying the CI effect are unclear. According to the "forgetting-reconstruction" hypothesis of the CI effect, short-term forgetting between successive presentations of the same task during random training requires the learner to "reconstruct the action plan at each presentation," resulting in stronger memory representations (Lee and Magill 1983;Lee et al. 1985). Recent computational models similarly suggest a crucial role of working memory in the CI effect. It has notably been proposed that motor adaptation occurs via simultaneous update of a fast proce...

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Changes in Performance Monitoring During Sensorimotor Adaptation

Cited by 97 publications

References 95 publications

Effect of Trial Order and Error Magnitude on Motor Learning by Observing

Effect of Trial Order and Error Magnitude on Motor Learning by Observing

Mild Cognitive Impairment Is Associated with Impaired Visual-Motor Planning When Visual Stimuli and Actions Are Incongruent

Mechanisms of the contextual interference effect in individuals poststroke

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