Consolidating behavioral and neurophysiologic findings to explain the influence of contextual interference during motor sequence learning

Abstract

Motor sequence learning under high levels of contextual interference (CI) disrupts initial performance but supports delayed test and transfer performance when compared to learning under low CI. Integrating findings from early behavioral work and more recent experimental efforts that incorporated neurophysiologic measures led to a novel account of the role of CI during motor sequence learning. This account focuses on important contributions from two neural regions-the dorsal premotor area and the SMA complex-that are recruited earlier and more extensively during the planning of a motor sequence in a high CI context. It is proposed that activation of these regions is critical to early adaptation of sequence structure amenable to long-term storage. Moreover, greater CI enhances access to newly acquired motor sequence knowledge through (1) the emergence of temporary functional connectivity between neural sites previously described as crucial to successful longterm performance of sequential behaviors, and (2) heightened excitability of M1-a key constituent of the temporary coupled neural circuits, and the primary candidate for storage of motor memory.

Contextual Interference Can Facilitate Motor Learning in Older Adults and in Individuals With Parkinson's Disease

“…In keeping with previous work addressing the use of increased CI during skill acquisition for individuals with PD (Haaland et al, 1997;Lin et al, 2007), as well as numerous studies addressing CI for unimpaired young (Shea & Morgan, 1979;Wright et al, 2016) and older adults (Lin et al, 2012), performance during acquisition was superior during BP rather RP. Specifically, the movement sequence tasks were executed with similar accuracy but at greater speed in a blocked format.…”

“…For example, some practice protocols have been shown to be particularly useful for enhancing the initial performance of a motor skill yet fail to support learning (i.e., retention) or improve an individual's capacity to handle novel task demands (i.e., transfer). An example of this combination of performance outcomes in the motor skills literature is illustrated by the contextual interference (CI) effect (Brady, 1998(Brady, , 2004(Brady, , 2008Magill & Hall, 1990;Shea & Morgan, 1979;Wright et al, 2016).…”

Contextual interference effects on motor skill acquisition, retention and transfer in sport rifle shooting

“…these changes oblige participants to constantly mentally reconstruct an action plan dur ing the acquisition phases, thus leading to better re tention [1]. the planning of a motor skill promotes premature and extensive activation of the brain pre and supplementary motor area which favors better long term memory storage of that skill [10]. High contex tual interference, therefore, seems to help in retention and movement planning since it provides greater stimulus for these processes during practice, which possibly reflects better performance and learning of the referred skill.…”

“…Since cI favors bet ter longterm memory storage of a motor skill [10], a longer practice period could have made the differ ence more evident between the two forms of practice organization. Besides this limitation, it is possible that the different shooting positions were not challeng ing enough to characterize a high contextual interfer ence protocol, as the isometric control of upper limbs is similar when shooting in standing, sitting, and lying.…”

The contextual interference effect on the performance of fundamental motor skills in adults

“…Or, practice can be prepared to promote low contextual interference -with blocked practice -where trials are arranged in a consecutive sequence (e.g. A, A, A, A…, b, b, b, b…) [1,3]. When organizing practice under different levels of contextual interference, immediate and long-term performance can be enhanced or disrupted.…”