Use-dependent plasticity explains aftereffects in visually guided locomotor learning of a novel step length asymmetry

Abstract

Use-dependent plasticity, or learning from repetition, is an important process for upper extremity reaching tasks, but its contribution to walking is not well established. Here, we demonstrate the existence of a dose-dependent, use-dependent process during visually guided treadmill walking. We also show that sensory prediction errors, previously thought to drive aftereffects in similar locomotor learning paradigms, do not appear to play a significant role in visually driven learning of a novel step asymmetry during treadmill walking.

Fluid Cognitive Abilities Are Important for Learning and Retention of a New, Explicitly Learned Walking Pattern in Individuals After Stroke

“…Similarly, as a group, participants after stroke retained a walking pattern that was not significantly different than the pattern that was learned ( t [33] = −0.3, P = .78; Figure 2B). This suggests that the group learned and retained the new walking pattern; however, as we have previously observed in neurologically intact adults, 35,41 there was substantial intersubject variability in learning and retention that was explored in our primary analyses.…”

“…12 -20,24 In the current work, we used a visually guided walking task that is largely explicit. 35,41 Thus, this work suggests that during a task that is largely explicit , some individuals after stroke will be able to learn and retain well, while others will not. The most common techniques used in gait rehabilitation are those that rely on explicit, strategic learning techniques, such as verbal and visual cues.…”

“…Past work from our laboratory has found that there are both explicit and implicit learning processes occurring during the visually guided walking task; however, explicit learning processes appear to contribute the most to the learned walking pattern. 35,41 Similarly, visuomotor rotation involves multiple learning processes, including explicit learning processes, which have been specifically identified as the learning process related to visuospatial working memory. 12,14,17 This was theorized to be due to overlapping brain activation in the dorsolateral prefrontal cortex.…”

“…This graph displayed real-time information about the participants step length and has been described previously. 35,41 Briefly, there were 2 bars and 2 horizontal lines representing the participants step length during the Baseline phase on the display. Prior to Orientation, participants were verbally informed about the display.…”

“…Thus, the purpose of this work was to understand the relationship between cognition (ie, visuospatial working memory and fluid cognitive abilities) and explicit locomotor learning and retention after stroke. To do this, we used a visually guided walking paradigm that primarily results in explicit, strategic learning 35,41 to assess locomotor learning abilities after stroke. Additionally, we used a standardized measure of visuospatial working memory and of fluid cognitive abilities to measure cognition.…”