Spectral and temporal electroencephalography measures reveal distinct neural networks for the acquisition, consolidation, and interlimb transfer of motor skills in healthy young adults

Modulating Visuomotor Sequence Learning by Repetitive Transcranial Magnetic Stimulation: What Do We Know So Far?

Predictive processes and numerous cognitive, motor, and social skills depend heavily on sequence learning. The visuomotor Serial Reaction Time Task (SRTT) can measure this fundamental cognitive process. To comprehend the neural underpinnings of the SRTT, non-invasive brain stimulation stands out as one of the most effective methodologies. Nevertheless, a systematic list of considerations for the design of such interventional studies is currently lacking. To address this gap, this review aimed to investigate whether repetitive transcranial magnetic stimulation (rTMS) is a viable method of modulating visuomotor sequence learning and to identify the factors that mediate its efficacy. We systematically analyzed the eligible records (n = 17) that attempted to modulate the performance of the SRTT with rTMS. The purpose of the analysis was to determine how the following factors affected SRTT performance: (1) stimulated brain regions, (2) rTMS protocols, (3) stimulated hemisphere, (4) timing of the stimulation, (5) SRTT sequence properties, and (6) other methodological features. The primary motor cortex (M1) and the dorsolateral prefrontal cortex (DLPFC) were found to be the most promising stimulation targets. Low-frequency protocols over M1 usually weaken performance, but the results are less consistent for the DLPFC. This review provides a comprehensive discussion about the behavioral effects of six factors that are crucial in designing future studies to modulate sequence learning with rTMS. Future studies may preferentially and synergistically combine functional neuroimaging with rTMS to adequately link the rTMS-induced network effects with behavioral findings, which are crucial to develop a unified cognitive model of visuomotor sequence learning.

Impact of handedness on interlimb transfer depending on the task complexity combined with motor and cognitive skills

PURPOSE

Task complexity could affect acquisition efficiency of motor skills and interlimb transfer; however, how task complexity affects interlimb transfer remains unclear. We hypothesized that left- and right-handed participants may have different interlimb transfer efficiency depending on the task complexity.

METHODS

Left-hand (n = 28) and right-hand (n = 28) dominant participants (age = 24.70 ± 4.02 years, male:female = 28:28) performed a finger sequence test with two levels of complexity (simple: one-digit with four fingers vs. complex: two-digit with five fingers) before and after ten trials of 2-min practice each on the same apparatus. The speed and task errors were measured and analyzed.

RESULTS

Right-handed participants failed to improve performance on their right hand (non-trained hand) after contralateral left-hand practice in the simple finger sequence task. In contrast, the left-handed participants improved performance on non-trained hands both right and left after contralateral practices. In the complex task, however, both the left- and right-handed participants improved performance on non-trained hands by contralateral practices.

CONCLUSION

Our results showed that task complexity of skilled practice gave different effects on interlimb transfer between right- and left-handed subjects. It appears that a certain level of appropriate complexity is necessary to detect inter-limb transfers in motor learning in right-handed subjects.

1894 revisited: Cross-education of skilled muscular control in women and the importance of representation

In 1894 foundational work showed that training one limb for “muscular power” (i.e. strength) or “muscular control” (i.e. skill) improves performance in both limbs. Despite that the original data were exclusively from two female participants (“Miss Smith” and “Miss Brown”), in the decades that followed, such “cross-education” training interventions have focused predominantly on improving strength in men. Here, in a female cohort, we revisit that early research to underscore that training a task that requires precise movements in a timely fashion (i.e. “muscular control”) on one side of the body is transferred to the contralateral untrained limb. With unilateral practice, women reduced time to completion and the number of errors committed during the commercially available game of Operation^® Iron Man 2 with both limbs. Modest reductions in bilateral Hoffmann (H-) reflex excitability evoked in the wrist flexors suggest that alterations in the spinal cord circuitry may be related to improvements in performance of a fine motor task. These findings provide a long overdue follow-up to the efforts of Miss Theodate L. Smith from more than 125 years ago, highlight the need to focus on female participants, and advocate more study of cross-education of skilled tasks.

Sensory enhancement of warm-up amplifies subsequent grip strength and cycling performance

PURPOSE

In sport and exercise, warm-ups induce various physiological changes that facilitate subsequent performance. We have shown that delivering patterned stimulation to cutaneous afferents during sprint cycling mitigates fatigue-related decrements in performance, and that repeated sensory stimulation amplifies spinal reflex excitability. Therefore, the purpose of this study was to assess whether sensory enhancement of warm-up would affect subsequent high-intensity arm cycling performance.

METHODS

Participants completed three experimental sessions, in which they randomly performed either a control, stim, or sleeve warm-up condition prior to maximal duration arm cycling. During the control condition, warmup consisted of low-intensity arm cycling for 15 min. The stim condition was the same, except they received alternating pulses (400 ms, 50 Hz) of stimulation just above their perceptual threshold to the wrists during warm-up. The third condition required participants to wear custom fabricated compression sleeves around the elbow during warm-up. Grip strength and spinal reflex excitability were measured before and after each warm-up and fatigue protocol, which required participants to arm cycle at 85% of peak power output until they reached volitional fatigue. Peak power output was determined during an incremental test at minimum 72 h prior to the first session.

RESULTS

Both sensory enhanced warm-up conditions amplified subsequent high-intensity arm cycling performance by ~ 30%. Additionally, the stim and sleeve warm-up conditions yielded improvements in grip strength (increased by ~ 5%) immediately after the sensory enhanced warm-ups. Ergogenic benefits from the sensory enhanced warm-up conditions did not differ between one another.

CONCLUSION

These findings demonstrate that enhanced sensory input during warm-up can elicit improvements in both maximal and submaximal performance measures.

A Single Bout of High-Intensity Cardiovascular Exercise Does Not Enhance Motor Performance and Learning of a Visuomotor Force Modulation Task, but Triggers Ipsilateral Task-Related EEG Activity

Acute cardiovascular exercise (aCE) seems to be a promising strategy to improve motor performance and learning. However, results are heterogeneous, and the related neurophysiological mechanisms are not well understood. Oscillatory brain activitiy, such as task-related power (TRPow) in the alpha and beta frequencies, are known neural signatures of motor activity. Here, we tested the effects of aCE on motor performance and learning, along with corresponding modulations in EEG TRPow over the sensorimotor cortex. Forty-five right-handed participants (aged 18-34 years) practiced a visuomotor force-matching (FM) task after either high-intensity (HEG), low-intensity (LEG), or no exercise (control group, CG). Motor performance was assessed immediately, 15 min, 30 min, and 24 h after aCE/control. EEG was measured during the FM task. Results of frequentist and Bayesian statistics revealed that high- and low-intensity aCE had no effect at the behavioral level, adding to the previous mixed results. Interestingly, EEG analyses showed an effect of aCE on the ipsilateral sensorimotor cortex, with a stronger decrease in β-TRPow 15 min after exercise in both groups compared to the CG. Overall, aCE applied before motor practice increased ipsilateral sensorimotor activity, while motor learning was not affected; it remains to be seen whether aCE might affect motor learning in the long run.

Cerebellar Purkinje cells can differentially modulate coherence between sensory and motor cortex depending on region and behavior

Activity of sensory and motor cortices is essential for sensorimotor integration. In particular, coherence between these areas may indicate binding of critical functions like perception, motor planning, action, or sleep. Evidence is accumulating that cerebellar output modulates cortical activity and coherence, but how, when, and where it does so is unclear. We studied activity in and coherence between S1 and M1 cortices during whisker stimulation in the absence and presence of optogenetic Purkinje cell stimulation in crus 1 and 2 of awake mice, eliciting strong simple spike rate modulation. Without Purkinje cell stimulation, whisker stimulation triggers fast responses in S1 and M1 involving transient coherence in a broad spectrum. Simultaneous stimulation of Purkinje cells and whiskers affects amplitude and kinetics of sensory responses in S1 and M1 and alters the estimated S1-M1 coherence in theta and gamma bands, allowing bidirectional control dependent on behavioral context. These effects are absent when Purkinje cell activation is delayed by 20 ms. Focal stimulation of Purkinje cells revealed site specificity, with cells in medial crus 2 showing the most prominent and selective impact on estimated coherence, i.e., a strong suppression in the gamma but not the theta band. Granger causality analyses and computational modeling of the involved networks suggest that Purkinje cells control S1-M1 phase consistency predominantly via ventrolateral thalamus and M1. Our results indicate that activity of sensorimotor cortices can be dynamically and functionally modulated by specific cerebellar inputs, highlighting a widespread role of the cerebellum in coordinating sensorimotor behavior.

Age-dependent modulation of motor network connectivity for skill acquisition, consolidation and interlimb transfer after motor practice

OBJECTIVE

Age-related differences in neural strategies for motor learning are not fully understood. We determined the effects of age on the relationship between motor network connectivity and motor skill acquisition, consolidation, and interlimb transfer using dynamic imaging of coherent sources.

METHODS

Healthy younger (n = 24, 18-24 y) and older (n = 24, 65-87 y) adults unilaterally practiced a visuomotor task and resting-state electroencephalographic data was acquired before and after practice as well as at retention.

RESULTS

The results showed that right-hand skill acquisition and consolidation did not differ between age groups. However, age affected the ability to transfer the newly acquired motor skill to the non-practiced limb. Moreover, strengthened left- and right-primary motor cortex-related beta connectivity was negatively and positively associated with right-hand skill acquisition and left-hand skill consolidation in older adults, respectively.

CONCLUSION

Age-dependent modulations of bilateral resting-state motor network connectivity indicate age-specific strategies for the acquisition, consolidation, and interlimb transfer of novel motor tasks.

SIGNIFICANCE

The present results provide insights into the mechanisms underlying motor learning that are important for the development of interventions for patients with unilateral injuries.

Somatosensory Targeted Memory Reactivation Modulates Oscillatory Brain Activity but not Motor Memory Consolidation

Previous research has shown that targeted memory reactivation (TMR) protocols using acoustic or olfactory stimuli can boost motor memory consolidation. While somatosensory information is crucial for motor control and learning, the effects of somatosensory TMR on motor memory consolidation remain elusive. Here, healthy young adults (n = 28) were trained on a sequential serial reaction time task and received, during the offline consolidation period that followed, sequential electrical stimulation of the fingers involved in the task. This somatosensory TMR procedure was applied during either a 90-minute diurnal sleep (NAP) or wake (NONAP) interval that was monitored with electroencephalography. Consolidation was assessed with a retest following the NAP/NONAP episode. Behavioral results revealed no effect of TMR on motor performance in either of the groups. At the brain level, somatosensory stimulation elicited changes in oscillatory activity in both groups. Specifically, TMR induced an increase in power in the mu band in the NONAP group and in the beta band in both the NAP and NONAP groups. Additionally, TMR elicited an increase in sigma power and a decrease in delta oscillations in the NAP group. None of these TMR-induced modulations of oscillatory activity, however, were correlated with measures of motor memory consolidation. The present results collectively suggest that while somatosensory TMR modulates oscillatory brain activity during post-learning sleep and wakefulness, it does not influence motor performance in an immediate retest.

Failure to Engage Neural Plasticity through Practice of a High-difficulty Task is Accompanied by Reduced Motor Skill Retention in Older Adults

While the difficulty of a motor task can act as a stimulus for learning in younger adults, it is unknown how task difficulty interacts with age-related reductions in motor performance and altered brain activation. We examined the effects of task difficulty on motor performance and used electroencephalography (EEG) to probe task-related brain activation after acquisition and 24-h retention of a mirror star-tracing skill in healthy older adults (N = 36, 65-86 years). The results showed that the difficulty of the motor skill affected both the magnitude of motor skill learning and the underlying neural mechanisms. Behavioral data revealed that practicing a motor task at a high difficulty level hindered motor skill consolidation. The EEG data indicated that task difficulty modulated changes in brain activation after practice. Specifically, a decrease in task-related alpha power in frontal and parietal electrodes was only present after practice of the skill at the low and medium, but not the high difficulty level. Taken together, our findings show that a failure to engage neural plasticity through practice of a high-difficulty task is accompanied by reduced motor skill retention in older adults. The data help us better understand how older adults learn new motor skills and might have implications for prescribing motor skill practice according to its difficulty in rehabilitation settings.

Exploring gender differences in infant motor development related to parent's promotion of play

This study explored how parents' promotion of play may impact gender differences in motor development of six-nine month old infants. Twenty-nine infants between six-nine months of age and their primary caregivers took part in assessments of anthropometry, motor development, video observations of play and a qualitative interview. Results revealed females had significantly higher scores for fine motor skills and significantly higher incidence of touching toys in an individual play scenario compared to males. Males had a higher intensity level of play during both play scenarios. Qualitative explorations found that parents perceived other adults such as surrounding family and friends to promote gender differences but not themselves; however, parents' verbal interactions with infants did appear to differ by gender. Parents of males more frequently made statements to promote gross motor skills while parents of females more frequently made statements to promote fine motor skills. While biological influences are suggested to play a role on gender differences of motor development early in life, environmental explanations related to socialization, gender-differentiated expectations and experiences amplify these differences to a greater degree than may have been previously considered during this time period.

Visual feedback during motor performance is associated with increased complexity and adaptability of motor and neural output

Complex motor behavior is believed to be dependent on sensorimotor integration - the neural process of using sensory input to plan, guide, and correct movements. Previous studies have shown that the complexity of motor output is low when sensory feedback is withheld during precision motor tasks. However, much of this research has focused on motor behavior rather than neural processing, and therefore, has not specifically assessed the role of sensorimotor neural functioning in the execution of complex motor behavior. The present study uses a stimulus-tracking task with simultaneous electroencephalography (EEG) recording to assess the effect of visual feedback on motor performance, motor complexity, and sensorimotor neural processing in healthy adults. The complexity of the EEG signal was analyzed to capture the information content in frequency bands (alpha and beta) and scalp regions (central, parietal, and occipital) that are associated with sensorimotor processing. Consistent with previous literature, motor performance and its complexity were higher when visual feedback was provided relative to when it was withheld. The complexity of the neural signal was also higher when visual feedback was provided. This was most robust at frequency bands (alpha and beta) and scalp regions (parietal and occipital) associated with sensorimotor processing. The findings show that visual feedback increases the information available to the brain when generating complex, adaptive motor output.

Necessity of Sleep for Motor Gist Learning in Mice

With respect to behavior, the term memory "consolidation" has canonically been used to describe increased fidelity during testing to a learned behavior shaped during training. While the sleeping brain appears to certainly aid in consolidation by this definition for a variety of memories, including motor memories, growing evidence suggests that sleep allows for much more flexible use of the information encountered during prior wakefulness. Sleep has been shown to augment the extraction of gist or patterns from wake experience in human subjects, but this has been difficult to recapitulate in animal models owing to the semantic requirements in many such tasks. Here we establish a model of motor gist learning in mice in which two bouts of exclusive forward running on the rotarod significantly augments the first experience of exclusive backward running. This augmentation does not occur if sleep is disrupted following the forward running template behavior or if a period of natural wakefulness follows one of the two bouts of exclusive forward running. This suggests that sleep is required for the extraction of the motor gist of forward running to apply to backward running.

Somatosensory electrical stimulation improves skill acquisition, consolidation, and transfer by increasing sensorimotor activity and connectivity

The interaction between the somatosensory and motor systems is important for normal human motor function and learning. Enhancing somatosensory input using somatosensory electrical stimulation (SES) can increase motor performance, but the neuronal mechanisms underlying these effects are largely unknown. With EEG, we examined whether skill acquisition, consolidation, and interlimb transfer after SES was related to increased activity in sensorimotor regions, as assessed by the N30 somatosensory evoked potential or rather increased connectivity between these regions, as assessed by the phase slope index (PSI). Right- and left-hand motor performance and EEG measures were taken before, immediately after, and 24 h ( day 2) after either SES ( n = 12; 5 men) or Control ( n = 12; 5 men). The results showed skill acquisition and consolidation in the stimulated right hand immediately after SES (6%) and on day 2 (9%) and interlimb transfer to the nonstimulated left hand on day 2 relative to Control (8%, all P < 0.05). Increases in N30 amplitudes correlated with skill acquisition while PSI from electrodes that represent the posterior parietal and primary somatosensory cortex to the electrode representing the primary motor cortex correlated with skill consolidation. In contrast, interlimb transfer did not correlate with the EEG-derived neurophysiological estimates obtained in the present study, which may indicate the involvement of subcortical structures in interlimb transfer after SES. In conclusion, weak peripheral somatosensory inputs in the form of SES improve skill acquisition, consolidation, and interlimb transfer that coincide with different cortical adaptations, including enhanced N30 amplitudes and PSI. NEW & NOTEWORTHY The relationship between adaptations in synaptic plasticity and motor learning following somatosensory electrical stimulation (SES) is incompletely understood. Here, we used for the first time a multifactorial approach that examined skill acquisition, consolidation, and interlimb transfer following 20 min of SES. In addition, we quantified sensorimotor integration and the magnitude and direction of connectivity with EEG. Following artificial electrical stimulation, increases in sensorimotor integration and connectivity were found to correlate with skill acquisition and consolidation, respectively.