Neural correlates of motor learning, transfer of learning, and learning to learn

Declines in motor transfer following upper extremity task-specific training in older adults

BACKGROUND

Age-related declines in function can limit older adults' independence with activities of daily living (ADLs). While task-specific training maybe a viable approach to improve function, limited clinical resources prevent extensive training on wide ranges of skills and contexts. Thus, training on one task for the benefit of another (i.e., transfer) is important in geriatric physical rehabilitation. The purpose of this study was to test whether motor transfer would occur between two functionally different upper extremity tasks that simulate ADLs in a sample of older adults following task-specific training.

METHODS

Ninety community dwelling adults ages 43 to 94 years old performed two trials of a functional dexterity and functional reaching task at baseline, and were then assigned to one of two groups. The training group completed 3 days of task-specific training (150 trials) on the functional reaching task, whereas the no-training group received no training on either task. Both groups were re-tested on both tasks at the end of Day 3.

RESULTS

No significant interactions were observed between group (training vs. no-training) and time (baseline vs. re-test) on the functional dexterity task (i.e. transfer task), indicating no difference in the average amount of change from baseline to re-test between the groups. However, post hoc bivariate linear regression revealed an effect of age on motor transfer within the training group. For those who trained on the functional reaching task, the amount of transfer to the dexterity task was inversely related to age. There was no significant relationship between age and motor transfer for the no-training group.

DISCUSSION AND CONCLUSIONS

Results of our a priori group analysis suggest that functional reaching training did not, on average, transfer to the dexterity task. However, post hoc regression analysis showed that motor transfer was both experience- and age-dependent, such that motor transfer may decline with advanced age. Future research will consider how functional and cognitive aging influences transfer of motor skills across different activities of daily living.

Is it possible to change handedness after only a short period of practice? Effects of 15 days of intensive practice on left-hand writing in strong right-handers

Previous studies have argued that a person's ability to write legibly with the non-dominant hand after a limited amount of practice suggests that manual skill can be easily transferred. The present study investigated the degree to which handedness can be altered by short-term practice on the highly complex manual activity of handwriting. Nine strongly right-handed individuals practiced writing with their left hand daily for 15 consecutive days. On three occasions, at baseline, at the end of the practice period and after a one-month retention interval, the similarity of left- and right-hand writing was inspected and handedness was tested by means of the Purdue Pegboard as well as handedness questionnaires. All participants demonstrated more legible writing with their left hand after practice, and the writing was more similar to that of their preferred, right-hand writing, although to different degrees. Pegboard performance improved with the left hand, but equally as much with the right, and there were no other changes in participants' manual preference patterns. The findings of the present study do not indicate any degree of change in handedness, outside the impressive progress in left-hand writing. The large inter-individual variability, suggests that further research should focus on more individual analyses.

Transient visual perturbations boost short-term balance learning in virtual reality by modulating electrocortical activity

Immersive virtual reality can expose humans to novel training and sensory environments, but motor training with virtual reality has not been able to improve motor performance as much as motor training in real-world conditions. An advantage of immersive virtual reality that has not been fully leveraged is that it can introduce transient visual perturbations on top of the visual environment being displayed. The goal of this study was to determine whether transient visual perturbations introduced in immersive virtual reality modify electrocortical activity and behavioral outcomes in human subjects practicing a novel balancing task during walking. We studied three groups of healthy young adults (5 male and 5 female for each) while they learned a balance beam walking task for 30 min under different conditions. Two groups trained while wearing a virtual reality headset, and one of those groups also had half-second visual rotation perturbations lasting ~10% of the training time. The third group trained without virtual reality. We recorded high-density electroencephalography (EEG) and movement kinematics. We hypothesized that virtual reality training with perturbations would increase electrocortical activity and improve balance performance compared with virtual reality training without perturbations. Our results confirmed the hypothesis. Brief visual perturbations induced increased theta spectral power and decreased alpha spectral power in parietal and occipital regions and improved balance performance in posttesting. Our findings indicate that transient visual perturbations during immersive virtual reality training can boost short-term motor learning by inducing a cognitive change, minimizing the negative effects of virtual reality on motor training. NEW & NOTEWORTHY We found that transient visual perturbations in virtual reality during balance training can boost short-term motor learning by inducing a cognitive change, overcoming the negative effects of immersive virtual reality. As a result, subjects training in immersive virtual reality with visual perturbations have equivalent performance improvement as training in real-world conditions. Visual perturbations elicited cortical responses in occipital and parietal regions and may have improved the brain's ability to adapt to variations in sensory input.

Motor transfer from the corticospinal to the corticobulbar pathway

There are multiple descending neural pathways, including the corticospinal pathway (CS) and the corticobulbar pathway (CB). The corticospinal pathway has been shown to exhibit within-pathway (CS-to-CS) motor transfer. However, motor transfer across each pathway (CS-to-CB or CB-to-CS) has yet to be studied in depth. The aim of the present study was to examine the effects of cross-pathway motor transfer between the ankle (CS) and tongue (CB) after training with a ballistic goal-directed motor task. Twelve healthy participants were recruited for this two-day experimental study. Six participants performed a ballistic goal-directed task with their ankle on Day 1 (ankle dorsiflexion), then tongue on Day 2 (elevate tongue against IOPI). The other 6 participants performed the same task with their tongue on Day 1, then ankle on Day 2. Both the ankle and tongue tasks (50 trials each) required matching force and time to a visual target. Our findings indicate that participants who underwent ankle training on Day 1 exhibited decreased tongue force error on Day 2 compared with participants who completed the tongue training on Day 1, with no prior ankle training (p = 0.02) (i.e. greater accuracy). This finding suggests that cross-pathway transfer from the corticospinal pathway to the corticobulbar pathway occurred with respect to force error. In other words, training of the ankle (CS) translated to improved training performance of the tongue (CB) through a reduction in force error. However, the reverse was not true - training the tongue did not elicit improved performance of the ankle. Nonetheless, if training with the corticospinal pathway can lead to improved corticobulbar pathway functioning, incorporating multi-pathway rehabilitation techniques might be valuable for clinicians across medical disciplines.

Self-regulation of primary motor cortex activity with motor imagery induces functional connectivity modulation: A real-time fMRI neurofeedback study

Recent developments in data acquisition of functional magnetic resonance imaging (fMRI) have led to rapid preprocessing and analysis of brain activity in a quasireal-time basis, what so called real-time fMRI neurofeedback (rtfMRI-NFB). This information is fed back to subjects allowing them to gain a voluntary control over their own region-specific brain activity. Forty-one healthy participants were randomized into an experimental (NFB) group, who received a feedback directly proportional to their brain activity from the primary motor cortex (M1), and a control (CTRL) group who received a sham feedback. The M1 ROI was functionally localized during motor execution and imagery tasks. A resting-state functional run was performed before and after the neurofeedback training to investigate the default mode network (DMN) modulation after training. The NFB group revealed increased DMN functional connectivity after training to the cortical and subcortical sensory/motor areas (M1/S1 and caudate nucleus, respectively), which may be associated with sensorimotor processing of learning in the resting state. These results show that motor imagery training through rtfMRI-NFB could modulate the DMN functional connectivity to motor-related areas, suggesting that this modulation potentially subserved the establishment of motor learning in the NFB group.

Multi-day Adaptation and Savings in Manual and Locomotor Tasks

Using an individual differences approach, we evaluated whether manual and locomotor adaptation are associated in terms of adaptation and savings across days, and whether they rely on shared underlying mechanisms involving visuospatial working memory or visual field dependence. Participants performed a manual and a locomotor adaptation task during 4 separate test sessions over a 3-month period. Reliable adaptation and savings were observed for both tasks. It was further found that higher visuospatial working memory performance and lower visual field dependence scores were associated with faster learning in the manual and locomotor tasks, respectively. Moreover, adaptation rates were correlated between the 2 tasks in the final test session, suggesting that people may gradually be learning something generalizable about the adaptation process.

Sensorimotor Learning: Neurocognitive Mechanisms and Individual Differences

Here we provide an overview of findings and viewpoints on the mechanisms of sensorimotor learning presented at the 2016 Biomechanics and Neural Control of Movement (BANCOM) conference in Deer Creek, OH. This field has shown substantial growth in the past couple of decades. For example it is now well accepted that neural systems outside of primary motor pathways play a role in learning. Frontoparietal and anterior cingulate networks contribute to sensorimotor adaptation, reflecting strategic aspects of exploration and learning. Longer term training results in functional and morphological changes in primary motor and somatosensory cortices. Interestingly, re-engagement of strategic processes once a skill has become well learned may disrupt performance.

Efforts to predict individual differences in learning rate have enhanced our understanding of the neural, behavioral, and genetic factors underlying skilled human performance. Access to genomic analyses has dramatically increased over the past several years. This has enhanced our understanding of cellular processes underlying the expression of human behavior, including involvement of various neurotransmitters, receptors, and enzymes. Surprisingly our field has been slow to adopt such approaches in studying neural control, although this work does require much larger sample sizes than are typically used to investigate skill learning. We advocate that individual differences approaches can lead to new insights into human sensorimotor performance. Moreover, a greater understanding of the factors underlying the wide range of performance capabilities seen across individuals can promote personalized medicine and refinement of rehabilitation strategies, which stand to be more effective than “one size fits all” treatments.

Basic and functional effects of transcranial Electrical Stimulation (tES)-An introduction

Non-invasive brain stimulation (NIBS) has been gaining increased popularity in human neuroscience research during the last years. Among the emerging NIBS tools is transcranial electrical stimulation (tES), whose main modalities are transcranial direct, and alternating current stimulation (tDCS, tACS). In tES, a small current (usually less than 3mA) is delivered through the scalp. Depending on its shape, density, and duration, the applied current induces acute or long-lasting effects on excitability and activity of cerebral regions, and brain networks. tES is increasingly applied in different domains to (a) explore human brain physiology with regard to plasticity, and brain oscillations, (b) explore the impact of brain physiology on cognitive processes, and (c) treat clinical symptoms in neurological and psychiatric diseases. In this review, we give a broad overview of the main mechanisms and applications of these brain stimulation tools.

Complex Skill Training Transfers to Improved Performance and Control of Simpler Tasks After Stroke

BACKGROUND

Given limited therapy time, it is important to practice tasks that optimize transfer to other tasks that cannot be practiced during therapy. However, little is known about how tasks can be selected for practice to optimize generalization.

OBJECTIVE

One dimension of task selection is the complexity of the task. The purpose of the current study was to test if learning of a complex motor skill with the paretic arm would transfer to a simpler unpracticed goal-directed reaching task.

DESIGN

This is an observational study, repeated measures design.

METHODS

Fifteen participants with mild-to-moderate stroke practiced a complex motor skill using their paretic arm for 2 consecutive days. Complex skill learning was quantified using change in the speed-accuracy trade-off from baseline to 1 day and 1 month post-practice. Motor transfer was assessed as the change in goal-directed planar reaching performance and kinematics from 2 baselines to 1 day and 1 month post-practice. Nine additional participants with stroke were recruited as the test-alone group who only participated in the transfer tests to rule out the effects of repeated testing.

RESULTS

Practice improved the speed-accuracy trade-off for the practiced complex skill that was retained over a period of 1 month. Importantly, complex skill practice, but not repeated testing alone, improved the long-term performance and kinematics of the unpracticed simpler goal-directed planar reaching task. Improvements in the unpracticed transfer task (reaching) strongly correlated with improvements in the practiced complex motor skill.

LIMITATIONS

We did not have a comparison stroke group that practiced task-specific reaching movements.

CONCLUSIONS

Given the limited number of tasks that can be practiced during therapy, training complex tasks may have an added advantage of transfer to improved simpler task performance.

Permanent knee sensorimotor system changes following ACL injury and surgery

The cruciate ligaments are components of the knee capsuloligamentous system providing vital neurosensory and biomechanical function. Since most historical primary ACL repair attempts were unsuccessful, reconstruction has become the preferred surgery. However, an increased understanding of the efficacy of lesion-site scaffolding, innovative suturing methods and materials, and evolving use of biological healing mediators such as platelet-rich plasma and stem cells has prompted reconsideration of what was once believed to be impossible. A growing number of in vivo animal studies and prospective clinical studies are providing increasing support for this intervention. The significance of ACL repair rather than reconstruction is that it more likely preserves the native neurosensory system, entheses, and ACL footprints. Tissue preservation combined with restored biomechanical function increases the likelihood for premorbid neuromuscular control system and dynamic knee stability recovery. This recovery should increase the potential for more patients to safely return to sports at their desired intensity and frequency. This current concepts paper revisits cruciate ligament neurosensory and neurovascular anatomy from the perspective of knee capsuloligamentous system function. Peripheral and central nerve pathways and central cortical representation mapping are also discussed. Surgical restoration of a more physiologically sound knee joint may be essential to solving the osteoarthritis dilemma. Innovative rehabilitative strategies and outcome measurement methodologies using more holistic and clinically relevant measurements that closely link biomechanical and neurosensory characteristics of physiological ACL function are discussed. Greater consideration of task-specific patient physical function and psychobehavioral links should better delineate the true efficacy of all ACL surgical and non-surgical interventions. Level of evidence IV.

Physical Activity Predicts Performance in an Unpracticed Bimanual Coordination Task

Practice of a given physical activity is known to improve the motor skills related to this activity. However, whether unrelated skills are also improved is still unclear. To test the impact of physical activity on an unpracticed motor task, 26 young adults completed the international physical activity questionnaire and performed a bimanual coordination task they had never practiced before. Results showed that higher total physical activity predicted higher performance in the bimanual task, controlling for multiple factors such as age, physical inactivity, music practice, and computer games practice. Linear mixed models allowed this effect of physical activity to be generalized to a large population of bimanual coordination conditions. This finding runs counter to the notion that generalized motor abilities do not exist and supports the existence of a “learning to learn” skill that could be improved through physical activity and that impacts performance in tasks that are not necessarily related to the practiced activity.

Don't Lose Your Brain at Work - The Role of Recurrent Novelty at Work in Cognitive and Brain Aging

Cognitive and brain aging is strongly influenced by everyday settings such as work demands. Long-term exposure to low job complexity, for instance, has detrimental effects on cognitive functioning and regional gray matter (GM) volume. Brain and cognition, however, are also characterized by plasticity. We postulate that the experience of novelty (at work) is one important trigger of plasticity. We investigated the cumulative effect of recurrent exposure to work-task changes (WTC) at low levels of job complexity on GM volume and cognitive functioning of middle-aged production workers across a time window of 17 years. In a case-control study, we found that amount of WTC was associated with better processing speed and working memory as well as with more GM volume in brain regions that have been associated with learning and that show pronounced age-related decline. Recurrent novelty at work may serve as an ‘in vivo’ intervention that helps counteracting debilitating long-term effects of low job complexity.

Life span changes: Performing a continuous 1:2 bimanual coordination task

The experiment was conducted to determine the influence of mirror movements in bimanual coordination during life span. Children, young adults, and older adults were instructed to perform a continuous 1:2 bimanual coordination task by performing flexion-extension wrist movements over 30s where symmetrical and non-symmetrical coordination patterns alternate throughout the trial. The vision of the wrists was covered and Lissajous-feedback was provided online. All age groups had to perform 10 trials under three different load conditions (0kg, .5kg, 1.0kg: order counterbalanced). Load was manipulated to determine if increased load increases the likelihood of mirror movements. The data indicated that the performance of the young adults was superior compared to the children and older adults. Children and older adults showed a stronger tendency to develop mirror movements and had particular difficulty in performing the non-symmetrical mode. This type of influence may be attributed to neural crosstalk.

Motor Skill Acquisition and Retention after Somatosensory Electrical Stimulation in Healthy Humans

Somatosensory electrical stimulation (SES) can increase motor performance, presumably through a modulation of neuronal excitability. Because the effects of SES can outlast the period of stimulation, we examined the possibility that SES can also enhance the retention of motor performance, motor memory consolidation, after 24 h (Day 2) and 7 days (Day 7), that such effects would be scaled by SES duration, and that such effects were mediated by changes in aspects of corticospinal excitability, short-interval intracortical inhibition (SICI), and intracortical facilitation (ICF). Healthy young adults (n = 40) received either 20 (SES-20), 40 (SES-40), or 60 min (SES-60) of real SES, or sham SES (SES-0). The results showed SES-20 increased visuomotor performance on Day 2 (15%) and Day 7 (17%) and SES-60 increased visuomotor performance on Day 7 (11%; all p < 0.05) compared with SES-0. Specific responses to transcranial magnetic stimulation (TMS) increased immediately after SES (p < 0.05) but not on Days 2 and 7. In addition, changes in behavioral and neurophysiological parameters did not correlate, suggesting that paths and structures other than the ones TMS can assay must be (also) involved in the increases in visuomotor performance after SES. As examined in the present study, low-intensity peripheral electrical nerve stimulation did not have acute effects on healthy adults' visuomotor performance but SES had delayed effects in the form of enhanced motor memory consolidation that were not scaled by the duration of SES.

Brain activation is related to smoothness of upper limb movements after stroke

It is unclear whether additionally recruited sensorimotor areas in the ipsilesional and contralesional hemisphere and the cerebellum can compensate for lost neuronal functions after stroke. The objective of this study was to investigate how increased recruitment of secondary sensorimotor areas is associated with quality of motor control after stroke. In seventeen patients (three females, fourteen males; age: 59.9 ± 12.6 years), cortical activation levels were determined with functional magnetic resonance imaging (fMRI) in 12 regions of interest during a finger flexion–extension task in weeks 6 and 29 after stroke. At the same time points and by using 3D kinematics, the quality of motor control was assessed by smoothness of the grasp aperture during a reach-to-grasp task, quantified by normalized jerk. Ipsilesional premotor cortex, insula and cerebellum, as well as the contralesional supplementary motor area, insula and cerebellum, correlated significantly and positively with the normalized jerk of grasp aperture at week 6 after stroke. A positive trend towards this correlation was observed in week 29. This study suggests that recruitment of secondary motor areas at 6 weeks after stroke is highly associated with increased jerk during reaching and grasping. As jerk represents the change in acceleration, the recruitment of additional sensorimotor areas seems to reflect a type of control in which deviations from an optimal movement pattern are continuously corrected. This relationship suggests that additional recruitment of sensorimotor areas after stroke may not correspond to restitution of motor function, but more likely to adaptive motor learning strategies to compensate for motor impairments.

Switching between hands in a serial reaction time task: a comparison between young and old adults

Healthy aging is associated with a variety of functional and structural brain alterations. These age-related brain alterations have been assumed to negatively impact cognitive and motor performance. Especially important for the execution of everyday activities in older adults (OA) is the ability to perform movements that depend on both hands working together. However, bimanual coordination is typically deteriorated with increasing age. Hence, a deeper understanding of such age-related brain-behavior alterations might offer the opportunity to design future interventional studies in order to delay or even prevent the decline in cognitive and/or motor performance over the lifespan. Here, we examined to what extent the capability to acquire and maintain a novel bimanual motor skill is still preserved in healthy OA as compared to their younger peers (YA). For this purpose, we investigated performance of OA (n = 26) and YA (n = 26) in a bimanual serial reaction time task (B-SRTT), on two experimental sessions, separated by 1 week. We found that even though OA were generally slower in global response times, they showed preserved learning capabilities in the B-SRTT. However, sequence specific learning was more pronounced in YA as compared to OA. Furthermore, we found that switching between hands during B-SRTT learning trials resulted in increased response times (hand switch costs), a phenomenon that was more pronounced in OA. These hand switch costs were reduced in both groups over the time course of learning. More interestingly, there were no group differences in hand switch costs on the second training session. These results provide novel evidence that bimanual motor skill learning is capable of reducing age-related deficits in hand switch costs, a finding that might have important implications to prevent the age-related decline in sensorimotor function.

Simultaneous Brain-Cervical Cord fMRI Reveals Intrinsic Spinal Cord Plasticity during Motor Sequence Learning

The spinal cord participates in the execution of skilled movements by translating high-level cerebral motor representations into musculotopic commands. Yet, the extent to which motor skill acquisition relies on intrinsic spinal cord processes remains unknown. To date, attempts to address this question were limited by difficulties in separating spinal local effects from supraspinal influences through traditional electrophysiological and neuroimaging methods. Here, for the first time, we provide evidence for local learning-induced plasticity in intact human spinal cord through simultaneous functional magnetic resonance imaging of the brain and spinal cord during motor sequence learning. Specifically, we show learning-related modulation of activity in the C6–C8 spinal region, which is independent from that of related supraspinal sensorimotor structures. Moreover, a brain–spinal cord functional connectivity analysis demonstrates that the initial linear relationship between the spinal cord and sensorimotor cortex gradually fades away over the course of motor sequence learning, while the connectivity between spinal activity and cerebellum gains strength. These data suggest that the spinal cord not only constitutes an active functional component of the human motor learning network but also contributes distinctively from the brain to the learning process. The present findings open new avenues for rehabilitation of patients with spinal cord injuries, as they demonstrate that this part of the central nervous system is much more plastic than assumed before. Yet, the neurophysiological mechanisms underlying this intrinsic functional plasticity in the spinal cord warrant further investigations.

Simultaneous neuroimaging of brain and spinal cord reveals intrinsic plasticity in the spinal cord during motor sequence learning in humans, independent from that of related sensorimotor structures in the brain.

When we acquire a new motor skill—for example, learning how to play a musical instrument—new synaptic connections are induced in a distributed network of brain areas. There is ample evidence from human neuroimaging studies for this high plasticity of the brain, but what about the spinal cord, the main link between the brain and the peripheral nervous system? Literature on animal models has recently hinted that spinal cord neurons can learn during various conditioning paradigms. However, human learning models by tradition assume that the spinal cord acts as a passive relay of information from the cortex to the muscles. In this study, we simultaneously acquired functional images of both the brain and the cervical spinal cord through functional magnetic resonance imaging, and we provide evidence for local spinal cord plasticity during a well-studied motor learning task in humans. We also demonstrate a dynamic change in the interaction of the brain and spinal cord regions over the course of motor learning. The present findings have important clinical implications for rehabilitation of patients with spinal cord injuries, as they demonstrate that this part of the central nervous system is much more plastic than it was assumed before.

Neuronal mechanisms of motor learning and motor memory consolidation in healthy old adults

It is controversial whether or not old adults are capable of learning new motor skills and consolidate the performance gains into motor memory in the offline period. The underlying neuronal mechanisms are equally unclear. We determined the magnitude of motor learning and motor memory consolidation in healthy old adults and examined if specific metrics of neuronal excitability measured by magnetic brain stimulation mediate the practice and retention effects. Eleven healthy old adults practiced a wrist extension-flexion visuomotor skill for 20 min (MP, 71.3 years), while a second group only watched the templates without movements (attentional control, AC, n = 11, 70.5 years). There was 40 % motor learning in MP but none in AC (interaction, p < 0.001) with the skill retained 24 h later in MP and a 16 % improvement in AC. Corticospinal excitability at rest and during task did not change, but when measured during contraction at 20 % of maximal force, it strongly increased in MP and decreased in AC (interaction, p = 0.002). Intracortical inhibition at rest and during the task decreased and facilitation at rest increased in MP, but these metrics changed in the opposite direction in AC. These neuronal changes were especially profound at retention. Healthy old adults can learn a new motor skill and consolidate the learned skill into motor memory, processes that are most likely mediated by disinhibitory mechanisms. These results are relevant for the increasing number of old adults who need to learn and relearn movements during motor rehabilitation.

Neuroplasticity following anterior cruciate ligament injury: a framework for visual-motor training approaches in rehabilitation

SYNOPSIS

The neuroplastic effects of anterior cruciate ligament injury have recently become more evident, demonstrating underlying nervous system changes in addition to the expected mechanical alterations associated with injury. Interventions to mitigate these detrimental neuroplastic effects, along with the established biomechanical changes, need to be considered in the rehabilitation process and return-to-play progressions. This commentary establishes a link between dynamic movement mechanics, neurocognition, and visual processing regarding anterior cruciate ligament injury adaptations and injury risk. The proposed framework incorporates evidence from the disciplines of neuroscience, biomechanics, motor control, and psychology to support integrating neurocognitive and visual-motor approaches with traditional neuromuscular interventions during anterior cruciate ligament injury rehabilitation. Physical therapists, athletic trainers, strength coaches, and other health care and performance professionals can capitalize on this integration of sciences to utilize visual-training technologies and techniques to improve on already-established neuromuscular training methods.

LEVEL OF EVIDENCE

Therapy, level 5.

Reliance on visual attention during visuomotor adaptation: an SSVEP study

Visuomotor adaptation involves the learning of a new mapping between a spatial goal and well-learned movements. In order to learn a new visuomotor transformation, visual attention is needed to monitor movements and their visual consequences. Once a transformation is learnt, it can be executed automatically without attentional control. Using steady-state visual evoked potentials (SSVEPs) measured from EEG activity, we examined how visual attention changes during the early phase of visuomotor adaptation. SSVEPs were elicited by a green disc flickering at 15 Hz which was either the movement target or the cursor that participants controlled. Participants performed an adapted continuous visuomotor adaptation task with either 60° or 120° screen cursor rotation, and changes in 15-Hz SSVEP power were examined. Participants' performance improved over time in all conditions, with the rate of learning significantly influenced by the degree of rotation. SSVEPs at 15 Hz showed a significant change over time with adaptation for 60° rotations, but not for 120° rotations, such that SSVEPs elicited by the stimuli were significantly lower for 60° compared with 120° rotation conditions over the last adaptation blocks. This suggests that visual attention to the movement target and feedback reduces over time as performance improves during visuomotor adaptation for easier rotations, but must be maintained throughout the task for more difficult 120° rotations that might require more strategic control.

Individual differences in response to positive and negative stimuli: endocannabinoid-based insight on approach and avoidance behaviors

Approach and avoidance behaviors-the primary responses to the environmental stimuli of danger, novelty and reward-are associated with the brain structures that mediate cognitive functionality, reward sensitivity and emotional expression. Individual differences in approach and avoidance behaviors are modulated by the functioning of amygdaloid-hypothalamic-striatal and striatal-cerebellar networks implicated in action and reaction to salient stimuli. The nodes of these networks are strongly interconnected and by acting on them the endocannabinoid and dopaminergic systems increase the intensity of appetitive or defensive motivation. This review analyzes the approach and avoidance behaviors in humans and rodents, addresses neurobiological and neurochemical aspects of these behaviors, and proposes a possible synaptic plasticity mechanism, related to endocannabinoid-dependent long-term potentiation (LTP) and depression that allows responding to salient positive and negative stimuli.

A Randomized Controlled Trial of the Effect of Early Upper-Limb Training on Stroke Recovery and Brain Activation

Background. Upper-limb (UL) dysfunction is experienced by up to 75% of patients poststroke. The greatest potential for functional improvement is in the first month. Following reperfusion, evidence indicates that neuroplasticity is the mechanism that supports this recovery. Objective. This preliminary study hypothesized increased activation of putative motor areas in those receiving intensive, task-specific UL training in the first month poststroke compared with those receiving standard care. Methods. This was a single-blinded, longitudinal, randomized controlled trial in adult patients with an acute, first-ever ischemic stroke; 23 participants were randomized to standard care (n = 12) or an additional 30 hours of task-specific UL training in the first month poststroke beginning week 1. Patients were assessed at 1 week, 1 month, and 3 months poststroke. The primary outcome was change in brain activation as measured by functional magnetic resonance imaging. Results. When compared with the standard-care group, the intensive-training group had increased brain activation in the anterior cingulate and ipsilesional supplementary motor areas and a greater reduction in the extent of activation ( P = .02) in the contralesional cerebellum. Intensive training was associated with a smaller deviation from mean recovery at 1 month (Pr>F0 = 0.017) and 3 months (Pr>F = 0.006), indicating more consistent and predictable improvement in motor outcomes. Conclusion. Early, more-intensive, UL training was associated with greater changes in activation in putative motor (supplementary motor area and cerebellum) and attention (anterior cingulate) regions, providing support for the role of these regions and functions in early recovery poststroke.

Changes in cortical, cerebellar and basal ganglia representation after comprehensive long term unilateral hand motor training

We were interested in motor performance gain after unilateral hand motor training and associated changes of cerebral and cerebellar movement representation tested with functional magnetic resonance imaging (fMRI) before and after training. Therefore, we trained the left hand of strongly right-handed healthy participants with a comprehensive training (arm ability training, AAT) over two weeks. Motor performance was tested for the trained and non-trained hand before and after the training period. Functional imaging was performed for the trained and the non-trained hand separately and comprised force modulation with the fist, sequential finger movements and a fast writing task. After the training period the performance gain of tapping movements was comparable for both hand sides, whereas the motor performance for writing showed a higher training effect for the trained hand. fMRI showed a reduction of activation in supplementary motor, dorsolateral prefrontal cortex, parietal cortical areas and lateral cerebellar areas during sequential finger movements over time. During left hand writing lateral cerebellar hemisphere also showed reduced activation, while activation of the anterior cerebellar hemisphere was increased. An initially high anterior cerebellar activation magnitude was a predictive value for high training outcome of finger tapping and visual guided movements. During the force modulation task we found increased activation in the striate. Overall, a comprehensive long-term training of the less skillful hand in healthy participants resulted in relevant motor performance improvements, as well as an intermanual learning transfer differently pronounced for the type of movement tested. Whereas cortical motor area activation decreased over time, cerebellar anterior hemisphere and striatum activity seem to represent increasing resources after long-term motor training.

Altered activation of the antagonist muscle during practice compromises motor learning in older adults

Aging impairs the activation of muscle; however, it remains unclear whether it contributes to deficits in motor learning in older adults. The purpose of this study was to determine whether altered activation of antagonistic muscles in older adults during practice inhibits their ability to transfer a motor task ipsilaterally. Twenty young (25.1 ± 3.9 yr; 10 men, 10 women) and twenty older adults (71.5 ± 4.8 yr; 10 men, 10 women) participated. Half of the subjects practiced 100 trials of a rapid goal-directed task with ankle dorsiflexion and were tested 1 day later with elbow flexion (transfer). The rest did not perform any ankle practice and only performed the task with elbow flexion. The goal-directed task consisted of rapid movement (180 ms) to match a spatiotemporal target. For each limb, we recorded the EMG burst activity of the primary agonist and antagonist muscles. The rate of improvement during task acquisition (practice) was similar for young and older adults (P > 0.3). In contrast, only young adults were able to transfer the task to the upper limb. Specifically, young adults who practiced ankle dorsiflexion exhibited ∼30% (P < 0.05) lower movement error and ∼60% (P < 0.05) lower antagonist EMG burst activity compared with older adults who received equal practice and young adults who did not receive any ankle dorsiflexion practice. These results provide novel evidence that the deficient motor learning in older adults may be related to a differential activation of the antagonist muscle, which compromises their ability to acquire the task during practice.

"Decisions, decisions, decisions": transfer and specificity of decision-making skill between sports

The concept of transfer of learning holds that previous practice or experience in one task or domain will enable successful performance in another related task or domain. In contrast, specificity of learning holds that previous practice or experience in one task or domain does not transfer to other related tasks or domains. The aim of the current study is to examine whether decision-making skill transfers between sports that share similar elements, or whether it is specific to a sport. Participants (n = 205) completed a video-based temporal occlusion decision-making test in which they were required to decide on which action to execute across a series of 4 versus 4 soccer game situations. A sport engagement questionnaire was used to identify 106 soccer players, 43 other invasion sport players and 58 other sport players. Positive transfer of decision-making skill occurred between soccer and other invasion sports, which are related and have similar elements, but not from volleyball, supporting the concept of transfer of learning.

Cerebellar and prefrontal cortex contributions to adaptation, strategies, and reinforcement learning

Traditionally, motor learning has been studied as an implicit learning process, one in which movement errors are used to improve performance in a continuous, gradual manner. The cerebellum figures prominently in this literature given well-established ideas about the role of this system in error-based learning and the production of automatized skills. Recent developments have brought into focus the relevance of multiple learning mechanisms for sensorimotor learning. These include processes involving repetition, reinforcement learning, and strategy utilization. We examine these developments, considering their implications for understanding cerebellar function and how this structure interacts with other neural systems to support motor learning. Converging lines of evidence from behavioral, computational, and neuropsychological studies suggest a fundamental distinction between processes that use error information to improve action execution or action selection. While the cerebellum is clearly linked to the former, its role in the latter remains an open question.

Transfer of piano practice in fast performance of skilled finger movements

Background

Transfer of learning facilitates the efficient mastery of various skills without practicing all possible sensory-motor repertoires. The present study assessed whether motor practice at a submaximal speed, which is typical in sports and music performance, results in an increase in a maximum speed of finger movements of trained and untrained skills.

Results

Piano practice of sequential finger movements at a submaximal speed over days progressively increased the maximum speed of trained movements. This increased maximum speed of finger movements was maintained two months after the practice. The learning transferred within the hand to some extent, but not across the hands.

Conclusions

The present study confirmed facilitation of fast finger movements following a piano practice at a submaximal speed. In addition, the findings indicated the intra-manual transfer effects of piano practice on the maximum speed of skilled finger movements.

Learning, worsening, and generalization in response to auditory perceptual training during adolescence

While it is commonly held that the capacity to learn is greatest in the young, there have been few direct comparisons of the response to training across age groups. Here, adolescents (11-17 years, n = 20) and adults (≥18 years, n = 11) practiced detecting a backward-masked tone for ∼1 h/day for 10 days. Nearly every adult, but only half of the adolescents improved across sessions, and the adolescents who learned did so more slowly than adults. Nevertheless, the adolescent and adult learners showed the same generalization pattern, improving on untrained backward- but not forward- or simultaneous-masking conditions. Another subset of adolescents (n = 6) actually got worse on the trained condition. This worsening, unlike learning, generalized to an untrained forward-masking, but not backward-masking condition. Within sessions, both age groups got worse, but the worsening was greater for adolescents. These maturational changes in the response to training largely followed those previously reported for temporal-interval discrimination. Overall, the results suggest that late-maturing processes affect the response to perceptual training and that some of these processes may be shared between tasks. Further, the different developmental rates for learning and generalization, and different generalization patterns for learning and worsening imply that learning, generalization, and worsening may have different origins.

The role of locomotion in psychological development

The psychological revolution that follows the onset of independent locomotion in the latter half of the infant's first year provides one of the best illustrations of the intimate connection between action and psychological processes. In this paper, we document some of the dramatic changes in perception-action coupling, spatial cognition, memory, and social and emotional development that follow the acquisition of independent locomotion. We highlight the range of converging research operations that have been used to examine the relation between locomotor experience and psychological development, and we describe recent attempts to uncover the processes that underlie this relation. Finally, we address three important questions about the relation that have received scant attention in the research literature. These questions include: (1) What changes in the brain occur when infants acquire experience with locomotion? (2) What role does locomotion play in the maintenance of psychological function? (3) What implications do motor disabilities have for psychological development? Seeking the answers to these questions can provide rich insights into the relation between action and psychological processes and the general processes that underlie human development.

Motor skill learning in children with Developmental Coordination Disorder

Children with Developmental Coordination Disorder (DCD) are characterized as having motor difficulties and learning impairment that may last well into adolescence and adulthood. Although behavioral deficits have been identified in many domains such as visuo-spatial processing, kinesthetic perception, and cross-modal sensory integration, recent studies suggested that the functional impairment of certain brain areas, such as cerebellum and basal ganglia, are the underlying causes of DCD. This review focuses on the "motor learning deficits" in DCD and their possible neural correlates. It presents recent evidence from both behavioral and neuroimaging studies and discusses dominant neural hypotheses in DCD. Given the heterogeneity of this disorder, a successful intervention program should target the specific deficits on an individual basis. Future neuroimaging studies are critical steps in enhancing our understanding of learning deficits in DCD.

Improving finger coordination in young and elderly persons

We studied the effects of a single practice session of a variable task with subject-specific adjustments of task difficulty (instability) on indices of multi-finger coordination in young and elderly persons. The main hypothesis was that practicing such a task would lead to contrasting changes in the amounts of two components of variance estimated across repetitive trials within the uncontrolled manifold (UCM) hypothesis: V UCM that had no effect on total force and V ORT that affected total force. In addition, we also expected to see strong transfer effects to a different task. A variable task with graded instability was designed to encourage use of variable solutions during the accurate production of total force with two fingers. The subjects practiced with the index and middle fingers pressing on individual force sensors. Overall, the older subjects showed lower indices of performance and higher indices of both V UCM and V ORT. After about 1 h of practice, both groups showed an increase in the index of involuntary force production by non-task fingers (enslaving). Both groups improved the indices of performance. The two variance indices showed opposite effects of practice: V ORT dropped with practice, while V UCM increased leading to an increase in the total amount of variance in the space of commands to fingers and in the index of force-stabilizing synergy. Performance in a simpler, non-practiced task improved, but there was no transfer of the changes in the structure of variance. Specifically, both variance components, V ORT and V UCM, dropped in the non-practiced task. The results show that the neural system responsible for synergies stabilizing important features of performance is highly adaptable to practice of tasks designed to encourage use of variable solutions. We view the results as highly promising for future use in populations with impaired coordination characterized by low synergy indices.

Cerebellar contributions to visuomotor adaptation and motor sequence learning: an ALE meta-analysis

Cerebellar contributions to motor learning are well-documented. For example, under some conditions, patients with cerebellar damage are impaired at visuomotor adaptation and at acquiring new action sequences. Moreover, cerebellar activation has been observed in functional MRI (fMRI) investigations of various motor learning tasks. The early phases of motor learning are cognitively demanding, relying on processes such as working memory, which have been linked to the cerebellum as well. Here, we investigated cerebellar contributions to motor learning using activation likelihood estimation (ALE) meta-analysis. This allowed us to determine, across studies and tasks, whether or not the location of cerebellar activation is constant across differing motor learning tasks, and whether or not cerebellar activation in early learning overlaps with that observed for working memory. We found that different regions of the anterior cerebellum are engaged for implicit and explicit sequence learning and visuomotor adaptation, providing additional evidence for the modularity of cerebellar function. Furthermore, we found that lobule VI of the cerebellum, which has been implicated in working memory, is activated during the early stages of explicit motor sequence learning. This provides evidence for a potential role for the cerebellum in the cognitive processing associated with motor learning. However, though lobule VI was activated across both early explicit sequence learning and working memory studies, there was no spatial overlap between these two regions. Together, our results support the idea of modularity in the formation of internal representations of new motor tasks in the cerebellum, and highlight the cognitive processing relied upon during the early phases of motor skill learning.

Non-invasive brain stimulation for enhancement of corticospinal excitability and motor performance

During the past 20 years, non-invasive brain stimulation has become an emerging field in clinical neuroscience due to its capability to transiently modulate corticospinal excitability, motor and cognitive functions. Whereas transcranial magnetic stimulation has been used extensively since more than two decades ago as a potential "neuromodulator", transcranial current stimulation (tCS) has more recently gathered increased scientific interests. The primary aim of this narrative review is to describe characteristics of different tCS paradigms. tCS is an umbrella term for a number of brain modulating paradigms such as transcranial direct current stimulation (tDCS), transcranial alternative current stimulation (tACS), and transcranial random noise stimulation (tRNS). Their efficacy is dependent on two current parameters: intensity and length of application. Unlike tACS and tRNS, tDCS is polarity dependent. These techniques could be used as stand-alone techniques or can be used to prime the effects of other movement trainings. The review also summarises safety issues, the mechanisms of tDCS-induced neuroplasticity, limitations of current state of knowledge in the literature, tool that could be used to understand brain plasticity effects in motor regions and tool that could be used to understand motor learning effects.

Mechanismen altersassoziierter Abnahmen im motorischen Lernprozess

Ältere Menschen müssen unter Umständen neu lernen, wie sie mit technischen Geräten umgehen können oder sie müssen nach einer Verletzung wieder lernen, sich um sich selbst zu kümmern (z. B. Anziehen von Kleidung). Eine Reihe von Studien und auch unsere eigene Arbeit zeigen eine nachlassende Fähigkeit von älteren Personen, neue manuelle motorische Fertigkeiten zu lernen. Wir konnten nachweisen, dass das räumliche Arbeitsgedächtnis („spatial working memory“, SWM) in beiden Formen des motorischen Lernens eine bedeutende Rolle spielt, nämlich der sensomotorischen Adaptation und im Lernen von motorischen Sequenzen. Unsere Arbeiten zeigten, dass die Leistung des SWM prädiktiv für das Ausmaß in Bezug auf das motorische Lernen bei jungen Menschen ist. Des Weiteren beobachteten wir signifikante neuronale Überlappungen während der Ausführung einer SWM-Aufgabe in frühen, aber nicht späten Phasen der Adaptation. Im Gegensatz dazu zeigte sich, dass ältere Menschen nicht die gleichen Gehirnareale aktivierten wie jüngere Menschen, wenn eine neue Aufgabe gelernt werden sollte. Es konnten keine Korrelationen zwischen den Leistungen des SWM und dem Ausmaß der sensomotorischen Adaptation noch zwischen den Leistungen des SWM und dem Ausmaß im Erlernen motorischer Sequenzen bei älteren Personen gefunden werden. Daraus kann geschlossen werden, dass ältere Personen das SWM in frühen Phasen des motorischen Lernens nicht erfolgreich einsetzen und dass sie bei der Kontrolle einfacher Aufgaben stärker auf kognitive Prozesse angewiesen sind. Im Gegensatz dazu greifen sie bei komplexeren Aufgaben jedoch weniger auf diese kognitiven Prozesse zurück. Ein Verständnis darüber, wie das motorische Lernen erhalten bleiben kann bzw. welche Limitationen es gibt ist u. a. dann wichtig, wenn geeignete Rehabilitationsmaßnahmen generiert werden sollen.