Studies in cross education. I. Mirror tracing the star-shaped maze.

Cook, Thomas W.

doi:10.1037/h0069979

Cited by 39 publications

(19 citation statements)

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“…This indicates that the learning of the right hand produced a positive effect on the learning of the left hand. This result agrees with Cook's report 2) that practice using one limb is positively transferred to the other limb. Regarding the difference in learning effect between the two groups, the DP Group tended to show greater learning-retention ability, although there was no significant difference.…”

Section: T He Ch a N Ge S I N R M S E O Bs E Rv E D I N Th I S Experisupporting

confidence: 93%

Effects of Different Motor Learning Schedules on Bilateral Transfer

Maruyama¹,

Tani²,

Makisako³

et al. 2001

J Phys Ther Sci

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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.

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Section: T He Ch a N Ge S I N R M S E O Bs E Rv E D I N Th I S Experisupporting

confidence: 93%

Effects of Different Motor Learning Schedules on Bilateral Transfer

Maruyama¹,

Tani²,

Makisako³

et al. 2001

J Phys Ther Sci

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“…This type of skill acquisition is known as interlateral or cross‐limb transfer, or ‘cross education’ in older literature. For more than 100 years, cross‐limb transfer has been demonstrated for a wide range of motor tasks including mirror tracing (Cook, 1933), pursuit tracking (Hicks et al 1983), the serial reaction time task (Perez et al 2007 a ), sequential finger tapping (Parlow & Dewey, 1991), maze tracing (van Mier & Petersen, 2006), reaching while exposed to force perturbations (Dizio & Lackner, 1995), and pointing or aiming tasks with distorted vision (Elliot & Roy, 1981; Imamizu & Shimojo, 1995). The magnitude of cross‐limb transfer varies depending on the nature of the task and the learning environment (e.g.…”

Section: Introductionmentioning

confidence: 99%

The ipsilateral motor cortex contributes to cross‐limb transfer of performance gains after ballistic motor practice

Lee

Hinder

Gandevia

et al. 2010

The Journal of Physiology

162

176

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Although it has long been known that practicing a motor task with one limb can improve performance with the limb opposite, the mechanisms remain poorly understood. Here we tested the hypothesis that improved performance with the untrained limb on a fastest possible (i.e. ballistic) movement task depends partly on cortical circuits located ipsilateral to the trained limb. The idea that crossed effects, which are important for the learning process, might occur in the 'untrained' hemisphere following ballistic training is based on the observation that tasks requiring strong descending drive generate extensive bilateral cortical activity. Twenty-one volunteers practiced a ballistic index finger abduction task with their right hand, and corticospinal excitability was assessed in two hand muscles (first dorsal interosseus, FDI; adductor digiti minimi, ADM). Eight control subjects did not train. After training, repetitive transcranial magnetic stimulation (rTMS; 15 min at 1 Hz) was applied to the left (trained) or right (untrained) motor cortex to induce a 'virtual lesion'. A third training group received sham rTMS, and control subjects received rTMS to the right motor cortex. Performance and corticospinal excitability (for FDI) increased in both hands for training but not control subjects. rTMS of the left, trained motor cortex specifically reduced training-induced gains in motor performance for the right, trained hand, and rTMS of the right, untrained motor cortex specifically reduced performance gains for the left, untrained hand. Thus, cortical processes within the untrained hemisphere, ipsilateral to the trained hand, contribute to early retention of ballistic performance gains for the untrained limb.

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“…Colonic intraluminal pressure recording was initiated 60 min after the removal of the colonofiberscope. After resting for 20 min, mirror drawing test (Cook 1933) was loaded for 10 min as psychological stress with an electrical equipment (Seiwa ME, PSYMO-CF 502, Osaka). The instrument was designed to let the subject trace a star-shaped mark on the plate with an electric pen and a buzzer sounds intermittently when the tracing line becomes out of the line on the star-shaped mark.…”

Section: Subjectsmentioning

confidence: 99%