Motor learning in childhood reveals distinct mechanisms for memory retention and re-learning

Musselman, Kristin E.; Roemmich, Ryan T.; Garrett, Ben; Bastian, Amy J.

doi:10.1101/lm.041004.115

Cited by 11 publications

(14 citation statements)

References 33 publications

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“…In this way, the important role of spatial learning in mediating transfer of unilateral stepping agrees with the idea that it is the belt speed difference, not individual belt speeds, that determines transfer. Our observation that faster changes in step length asymmetry were mediated by faster spatial learning is consistent with several prior studies of savings in split-belt treadmill walking 27 , 40 , 47 and hybrid stepping where one leg marches in place while the other walks normally 48 . The relative difference in placements of the feet at heel-strike may be a key variable that the nervous system uses in order to learn and facilitate transfer.…”

Section: Discussionsupporting

confidence: 92%

Unilateral step training can drive faster learning of novel gait patterns

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Stenum

Leech

et al. 2020

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Humans are capable of learning many new walking patterns. People have learned to snowshoe up mountains, racewalk marathons, and march in precise synchrony. But what is required to learn a new walking pattern? Here, we demonstrate that people can learn new walking patterns without actually walking. Through a series of experiments, we observe that stepping with only one leg can facilitate learning of an entirely new walking pattern (i.e., split-belt treadmill walking). We find that the nervous system learns from the relative speed difference between the legs—whether or not both legs are moving—and can transfer this learning to novel gaits. We also show that locomotor learning requires active movement: observing another person adapt their gait did not result in significantly faster learning. These findings reveal that people can learn new walking patterns without bilateral gait training, as stepping with one leg can facilitate adaptive learning that transfers to novel gait patterns.

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Section: Discussionsupporting

confidence: 92%

Unilateral step training can drive faster learning of novel gait patterns

Song

Stenum

Leech

et al. 2020

Sci Rep

Self Cite

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show abstract

“…In this way, the important role of spatial learning in mediating transfer of unilateral stepping agrees with the idea that it is the belt speed difference, not individual belt speeds, that determines transfer. Our observation that faster changes in step length asymmetry were mediated by faster spatial learning is consistent with several prior studies of savings in split-belt treadmill walking Musselman et al, 2016;Roemmich and Bastian, 2015) and hybrid stepping where one leg marches in place while the other walks normally (Long et al, 2015). The relative difference in placements of the feet at heel-strike may be a key variable that the nervous system uses in order to learn and facilitate transfer.…”

Section: Discussionsupporting

confidence: 90%

People can learn new walking patterns without walking

Song

Stenum

Leech

et al. 2020

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word count: 150 Text word count (Introduction-Conclusion): 4986 Number of figures: 7 ABSTRACT Humans can learn many new walking patterns. People have learned to snowshoe up mountains, racewalk marathons, and march in precise synchrony. But what is required to learn a new walking pattern? Here, we demonstrate that people can learn new walking patterns without actually walking. Through a series of experiments, we observe that stepping with only one legcan facilitate learning of an entirely new walking pattern (i.e., split-belt treadmill walking). We find that the nervous system learns from the relative motion between the legs -whether or not both legs are moving -and can transfer this learning to novel gaits. We also show that locomotor learning requires active movement: observing another person adapt their gait did not result in significantly faster learning. These findings reveal that people can learn new walking patterns without bilateral gait training, as stepping with one leg can facilitate adaptive learning that transfers to novel gait patterns.

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“…It is therefore likely that in a challenging motor task children focus more on the general goal of an action, and tend to improve their performance based on error-driven learning. Nevertheless, adapted motor patterns, which are stored and recalled, need more than a single training session to arise [62]. Clearly, further investigations are needed to understand the mechanisms of learning extremely complex actions, and of the role played by motor adaptation, based on the analysis of number and type of errors for each trial.…”

Section: Plos Onementioning

confidence: 99%

Learning new sport actions: Pilot study to investigate the imitative and the verbal instructive teaching methods in motor education

et al. 2020

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The aim of the project was to investigate the effects of two strategies of teaching new sport actions on performance of eight-year-old children: observational-imitative method (OIM) and descriptive-directive method (DDM). The OIM group was provided with a pre-practice instruction in the form of expert modeling observation by an expert athlete. The DDM group received only verbal explanations of few selected static images. Thirty-six children (18 males and 18 females, mean age = 8,8) participated in the experiment. Subjects were randomly assigned to the OIM or DDM groups. Participants were instructed to perform four sport motor sequences never performed before (shoulder stand, soccer action, vortex howler throw, step action). Actions were videotaped and 2D kinematic analysis performed. A 10-point Likert questionnaire was administered to blind sport experts to assess the correctness and accuracy of each action. Results suggest that the OIM is the most effective instruction method when participants have no experience with the sport action to be performed. On the contrary, if the athlete needs to learn specific aspects of an exercise (such as grasping a tool) the best method is the DDM. In fact, detailed information on how to grab the vortex helped children in throwing it. We also found gender differences which might reflect cultural influences in specific sports (e.g. soccer). Finally, repetition of the exercise also improved the DDM group's performance. This has potential applications in sport teaching, suggesting that in the absence of a model performing the action to be imitated, the DDM can be as effective as the OIM if the observer repeats the sport action many times.

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Motor learning in childhood reveals distinct mechanisms for memory retention and re-learning

Cited by 11 publications

References 33 publications

Unilateral step training can drive faster learning of novel gait patterns

Unilateral step training can drive faster learning of novel gait patterns

People can learn new walking patterns without walking

Learning new sport actions: Pilot study to investigate the imitative and the verbal instructive teaching methods in motor education

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