Effects of Different Motor Learning Schedules on Bilateral Transfer

Abstract

The relationship between bilateral transfer and the effect of motor learning schedule was investigated using a palm force-retaining task. Thirty-three study subjects, all of whom were right-handed, were randomly divided into 2 groups, and each group was subjected to a separate practice schedule. The task was to generate and retain a force of 400 g using the right index finger for pressure. One session of practice consisted of 5 trials, and a total of 5 sessions (25 trials) were carried out exclusively with the right hand. Of the two groups, one group was set as a massed practice group (MP Group), and the other was a distributed practice group (DP Group). The former underwent an intensive practice schedule by carrying out 5 sessions of practice a day with a 1-minute recess every session, and the latter underwent a 5-day consecutive practice schedule by carrying out 1 session of practice a day. In the practice phase, visual feedback (VF) was given following the end of each trial. All of the study subjects underwent the initial test prior to the practice and retention tests at 5 minutes, 1 day and 4 days after the end of the final session of practice, without receiving VF. The data analysis was carried out by calculating the root mean squared error (RMSE). In the practice phase of the right hand, a decrease in RMSE was observed in both groups. In the retention tests of the right hand, there was a difference between these groups. The DP Group showed higher learning-retention ability, demonstrating the effect of the practice schedule. Regarding the left hand, the RMSE values in the retention tests were lower than the value observed in the initial test. This demonstrates that practice of the right hand gives a positive effect on the left hand. In addition, although no significant difference in the retention tests of the left hand was observed between these groups, the DP Group showed a tendency of higher learning-retention ability. This suggests that the practice schedule affects the effect on the non-practiced side as well.

Intermanual Transfer of Effects of Motor Learning from the Dominant to Non-Dominant Hand using a Grip Force Retaining Task

“…We suggest, the development of a motor learning program for the dominant hand might be an important factor for efficient transfer to the non-dominant hand, because acquisition of motor learning on the dominant hand was transferred to non-dominant hand. Intermanual transfer has been reported in previous studies [1][2][3][4][5][6] . In this study, we conclude that the ability for learning retention is transferred from the dominant to the non-dominant hand.…”

“…Moreover, we suggest that muscle adjusting ability that limits the input of intrinsic feedback can be measured in motor tasks regardless of the input of cutaneous sensory block in the hands. Maruyama et al 3) have reported that the practice schedule affects the side without practice as well, and that the practice schedule itself can be an important factor. We suggest, the development of a motor learning program for the dominant hand might be an important factor for efficient transfer to the non-dominant hand, because acquisition of motor learning on the dominant hand was transferred to non-dominant hand.…”

“…It is well known that bilateral transfer of motor learning is facilitated by strength training 2) and muscle contraction adjusting tasks 3,4) . Maruyama et al 3) reported a relationship between bilateral transfer and the effect of motor learning schedule. Teixeira et al 4) reported that the intermanual transfer of force control is modulated by asymmetry of muscular strength.…”