Variable practice with lenses improves visuo-motor plasticity

Effect of guided implant placement learning experiences on freehand skills: A pilot study

OBJECTIVES

Guided implant systems can be used as a training approach for placing implants. This in vitro prospective randomized pilot study evaluated the learning progression and skill development in freehand placement of two implants supporting a three-unit fixed prosthesis on a simulation model among novice operators.

MATERIAL AND METHODS

Four senior dental students with no prior implant placement experience participated in the study. As a baseline, each student placed two mandibular and two maxillary implants by freehand technique on a simulation model. Sixteen consecutive guided placements using a static guide, dynamic navigation, and template-based guide followed totaling 32 guided implant placements into maxillary and mandibular models. Freehand implant placements before and after the various guided navigation attempts were compared to assess their impact on freehand skill. Metrics compared included surgical time, horizontal, vertical, and angulation discrepancies between the planned and placed implant positions measured on superimposed CBCT scans and analyzed with repeated measures regression with Tukey's adjusted pairwise comparisons (α = .05).

RESULTS

Before training with guided techniques, the average baseline freehand implant placement took 10.2 min and decreased to 8.2 after training but this difference was not statistically significant (p = .1670) There was marginal evidence of a significant difference in the 3D apex deviation with an average improvement of 0.89 mm (95% CI: -0.38, 2.16, p = .1120); and marginal evidence of a significant improvement in the overall angle with an average improvement of 3.74° (95% CI: -1.00, 8.48, p = .0869) between baseline and final freehand placement attempts.

CONCLUSIONS

Within the limitations of this pilot study, guided implant placement experiences did not significantly benefit or hinder freehand placement skills. Dental students should be exposed to various placement techniques to prepare them for clinical practice and allow them to make informed decisions on the best technique based on their skills and a given clinical scenario.

The effects of prior exposure to prism lenses on de novo motor skill learning

Motor learning involves plasticity in a network of brain areas across the cortex and cerebellum. Such traces of learning have the potential to affect subsequent learning of other tasks. In some cases, prior learning can interfere with subsequent learning, but it may be possible to potentiate learning of one task with a prior task if they are sufficiently different. Because prism adaptation involves extensive neuroplasticity, we reasoned that the elevated excitability of neurons could increase their readiness to undergo structural changes, and in turn, create an optimal state for learning a subsequent task. We tested this idea, selecting two different forms of learning tasks, asking whether exposure to a sensorimotor adaptation task can improve subsequent de novo motor skill learning. Participants first learned a new visuomotor mapping induced by prism glasses in which prism strength varied trial-to-trial. Immediately after and the next day, we tested participants on a mirror tracing task, a form of de novo skill learning. Prism-trained and control participants both learned the mirror tracing task, with similar reductions in error and increases in distance traced. Both groups also showed evidence of offline performance gains between the end of day 1 and the start of day 2. However, we did not detect differences between groups. Overall, our results do not support the idea that prism adaptation learning can potentiate subsequent de novo learning. We discuss factors that may have contributed to this result.

An instance-based model account of the benefits of varied practice in visuomotor skill

Exposing learners to variability during training has been demonstrated to improve performance in subsequent transfer testing. Such variability benefits are often accounted for by assuming that learners are developing some general task schema or structure. However much of this research has neglected to account for differences in similarity between varied and constant training conditions. In a between-groups manipulation, we trained participants on a simple projectile launching task, with either varied or constant conditions. We replicate previous findings showing a transfer advantage of varied over constant training. Furthermore, we show that a standard similarity model is insufficient to account for the benefits of variation, but, if the model is adjusted to assume that varied learners are tuned towards a broader generalization gradient, then a similarity-based model is sufficient to explain the observed benefits of variation. Our results therefore suggest that some variability benefits can be accommodated within instance-based models without positing the learning of some schemata or structure.

Different Types of Visual Perturbation Induced Different Demands and Patterns in Active Control: Implication for Future Sensorimotor Training

Background: Sensorimotor training using visual perturbations has been widely applied to astronauts for rapidly handling and adapting to unpredictable environments. However, these visual perturbations might not be strong enough to trigger long-term effects. Therefore, this study aimed to develop a novel sensorimotor training paradigm using pseudo-random visual perturbations and to determine the demands and patterns of active control under different types of visual perturbations.

Method: Thirty healthy young adults participated in this study. Four walking conditions were randomly assigned to these participants: 1) walking without optic flow (NoOptic), 2) walking with the optic flow (Optic), 3) walking under reduced visual capability (Vre), and 4) walking under perturbed optic flow (Vpe). The dependent variables were the step length variability, the step width variability, the 95% confidence interval ellipse area, the long axis of the ellipse, and the short axis of the ellipse.

Results: The results indicated that 1) the step length variability and the ellipse area were greater in Vre compared to Optic (p < 0.001, p < 0.001). Moreover, the step width variability and ellipse area were greater in Vpe than Optic (p < 0.001, p = 0.002).

Conclusion: The abovementioned results demonstrated that 1) walking in both Vre and Vpe conditions required greater demands and different patterns in active controls compared to the Optic condition, suggesting both Vre and Vpe conditions could be applied for sensorimotor training; 2) the Vre condition would be the first choice if there were no concerns in potential trips on the treadmill.

COMPASS: Computations for Orientation and Motion Perception in Altered Sensorimotor States

Reliable perception of self-motion and orientation requires the central nervous system (CNS) to adapt to changing environments, stimuli, and sensory organ function. The proposed computations required of neural systems for this adaptation process remain conceptual, limiting our understanding and ability to quantitatively predict adaptation and mitigate any resulting impairment prior to completing adaptation. Here, we have implemented a computational model of the internal calculations involved in the orientation perception system’s adaptation to changes in the magnitude of gravity. In summary, we propose that the CNS considers parallel, alternative hypotheses of the parameter of interest (in this case, the CNS’s internal estimate of the magnitude of gravity) and uses the associated sensory conflict signals (i.e., difference between sensory measurements and the expectation of them) to sequentially update the posterior probability of each hypothesis using Bayes rule. Over time, an updated central estimate of the internal magnitude of gravity emerges from the posterior probability distribution, which is then used to process sensory information and produce perceptions of self-motion and orientation. We have implemented these hypotheses in a computational model and performed various simulations to demonstrate quantitative model predictions of adaptation of the orientation perception system to changes in the magnitude of gravity, similar to those experienced by astronauts during space exploration missions. These model predictions serve as quantitative hypotheses to inspire future experimental assessments.

Can prism adaptation effects generalize to wheelchair maneuvering?

BACKGROUND

While prism adaptation (PA) has been recognized as a promising tool for treating spatial neglect, implementation as a standard treatment in clinical care has been lagging. Limited evidence for the generalization of after-effects to everyday activities has been a barrier towards implementation.

OBJECTIVES

This study examined whether a home-friendly standardized PA protocol (Peg-the-Mole, PTM) induces after-effects that can transfer to wheelchair maneuvering. We also examined the impact of using constant (1 starting hand position) or variable (3 starting hand positions) training conditions on the transfer of after-effects to wheelchair maneuvering.

METHODS

Sixty participants were randomly assigned to one of four PTM conditions: 1) prisms/constant training; 2) prisms/variable training; 3) sham goggles/constant training; 4) sham goggles/variable training.

RESULTS

The use of PTM with rightward shifting prisms induced after-effects on proprioceptive and visual pointing outcome tasks. Groups using PTM with prism goggles showed a leftward shift in their position within a wheelchair course and a reduction in the number of right-sided collisions. The training condition did not have an impact on the transfer of after-effects to wheelchair driving.

CONCLUSION

PTM is a clinically appealing PA protocol that induces after-effects that can transfer to an everyday activity relevant to patients with neglect.

Challenges to the central nervous system during human spaceflight missions to Mars

Space travel presents a number of environmental challenges to the central nervous system, including changes in gravitational acceleration that alter the terrestrial synergies between perception and action, galactic cosmic radiation that can damage sensitive neurons and structures, and multiple factors (isolation, confinement, altered atmosphere, and mission parameters, including distance from Earth) that can affect cognition and behavior. Travelers to Mars will be exposed to these environmental challenges for up to 3 years, and space-faring nations continue to direct vigorous research investments to help elucidate and mitigate the consequences of these long-duration exposures. This article reviews the findings of more than 50 years of space-related neuroscience research on humans and animals exposed to spaceflight or analogs of spaceflight environments, and projects the implications and the forward work necessary to ensure successful Mars missions. It also reviews fundamental neurophysiology responses that will help us understand and maintain human health and performance on Earth.

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.

Limited Plasticity of Prismatic Visuomotor Adaptation

Movements toward an object displaced optically through prisms adapt quickly, a striking example for the plasticity of neuronal visuomotor programs. We investigated the degree and time course of this system’s plasticity. Participants performed goal-directed throwing or pointing movements with terminal feedback before, during, and after wearing prism goggles shifting the visual world laterally either to the right or to the left. Prism adaptation was incomplete even after 240 throwing movements, still deviating significantly laterally by on average of 0.8° (CI = 0.20°) at the end of the adaptation period. The remaining lateral deviation was significant for pointing movements only with left shifting prisms. In both tasks, removal of the prisms led to an aftereffect which disappeared in the course of further training. This incomplete prism adaptation may be caused by movement variability combined with an adaptive neuronal control system exhibiting a finite capacity for evaluating movement errors.

Consolidation of visuomotor adaptation memory with consistent and noisy environments

Our understanding of how we learn and retain motor behaviors is still limited. For instance, there is conflicting evidence as to whether the memory of a learned visuomotor perturbation consolidates; i.e., the motor memory becomes resistant to interference from learning a competing perturbation over time. Here, we sought to determine the factors that influence consolidation during visually guided walking. Subjects learned a novel mapping relationship, created by prism lenses, between the perceived location of two targets and the motor commands necessary to direct the feet to their positions. Subjects relearned this mapping 1 wk later. Different groups experienced protocols with or without a competing mapping (and with and without washout trials), presented either on the same day as initial learning or before relearning on day 2 We tested identical protocols under constant and noisy mapping structures. In the latter, we varied, on a trial-by-trial basis, the strength of prism lenses around a non-zero mean. We found that a novel visuomotor mapping is retained at least 1 wk after initial learning. We also found reduced foot-placement error with relearning in constant and noisy mapping groups, despite learning a competing mapping beforehand, and with the exception of one protocol, with and without washout trials. Exposure to noisy mappings led to similar performance on relearning compared with the equivalent constant mapping groups for most protocols. Overall, our results support the idea of motor memory consolidation during visually guided walking and suggest that constant and noisy practices are effective for motor learning.

NEW & NOTEWORTHY

The adaptation of movement is essential for many daily activities. To interact with targets, this often requires learning the mapping to produce appropriate motor commands based on visual input. Here, we show that a novel visuomotor mapping is retained 1 wk after initial learning in a visually guided walking task. Furthermore, we find that this motor memory consolidates (i.e., becomes more resistant to interference from learning a competing mapping) when learning in constant and noisy mapping environments.

Enhancing astronaut performance using sensorimotor adaptability training

Astronauts experience disturbances in balance and gait function when they return to Earth. The highly plastic human brain enables individuals to modify their behavior to match the prevailing environment. Subjects participating in specially designed variable sensory challenge training programs can enhance their ability to rapidly adapt to novel sensory situations. This is useful in our application because we aim to train astronauts to rapidly formulate effective strategies to cope with the balance and locomotor challenges associated with new gravitational environments—enhancing their ability to “learn to learn.” We do this by coupling various combinations of sensorimotor challenges with treadmill walking. A unique training system has been developed that is comprised of a treadmill mounted on a motion base to produce movement of the support surface during walking. This system provides challenges to gait stability. Additional sensory variation and challenge are imposed with a virtual visual scene that presents subjects with various combinations of discordant visual information during treadmill walking. This experience allows them to practice resolving challenging and conflicting novel sensory information to improve their ability to adapt rapidly. Information obtained from this work will inform the design of the next generation of sensorimotor countermeasures for astronauts.

Learning Versus Performance

The primary goal of instruction should be to facilitate long-term learning—that is, to create relatively permanent changes in comprehension, understanding, and skills of the types that will support long-term retention and transfer. During the instruction or training process, however, what we can observe and measure is performance, which is often an unreliable index of whether the relatively long-term changes that constitute learning have taken place. The time-honored distinction between learning and performance dates back decades, spurred by early animal and motor-skills research that revealed that learning can occur even when no discernible changes in performance are observed. More recently, the converse has also been shown—specifically, that improvements in performance can fail to yield significant learning—and, in fact, that certain manipulations can have opposite effects on learning and performance. We review the extant literature in the motor- and verbal-learning domains that necessitates the distinction between learning and performance. In addition, we examine research in metacognition that suggests that people often mistakenly interpret their performance during acquisition as a reliable guide to long-term learning. These and other considerations suggest that the learning–performance distinction is critical and has vast practical and theoretical implications.

Human manual control performance in hyper-gravity

Hyper-gravity provides a unique environment to study how misperceptions impact control of orientation relative to gravity. Previous studies have found that static and dynamic roll tilts are perceptually overestimated in hyper-gravity. The current investigation quantifies how this influences control of orientation. We utilized a long-radius centrifuge to study manual control performance in hyper-gravity. In the dark, subjects were tasked with nulling out a pseudo-random roll disturbance on the cab of the centrifuge using a rotational hand controller to command their roll rate in order to remain perceptually upright. The task was performed in 1, 1.5, and 2 G's of net gravito-inertial acceleration. Initial performance, in terms of root-mean-square deviation from upright, degraded in hyper-gravity relative to 1 G performance levels. In 1.5 G, initial performance degraded by 26 % and in 2 G, by 45 %. With practice, however, performance in hyper-gravity improved to near the 1 G performance level over several minutes. Finally, pre-exposure to one hyper-gravity level reduced initial performance decrements in a different, novel, hyper-gravity level. Perceptual overestimation of roll tilts in hyper-gravity leads to manual control performance errors, which are reduced both with practice and with pre-exposure to alternate hyper-gravity stimuli.

Minimally invasive surgery training using multiple port sites to improve performance

BACKGROUND

Structural learning theory suggests that experiencing motor task variation enables the central nervous system to extract general rules regarding tasks with a similar structure - rules that can subsequently be applied to novel situations. Complex minimally invasive surgery (MIS) requires different port sites, but switching ports alters the limb movements required to produce the same endpoint control of the surgical instrument. The purpose of the present study was to determine if structural learning theory can be applied to MIS to inform training methods.

METHODS

A tablet laptop running bespoke software was placed within a laparoscopic box trainer and connected to a monitor situated at eye level. Participants (right-handed, non-surgeons, mean age = 23.2 years) used a standard laparoscopic grasper to move between locations on the screen. There were two training groups: the M group (n = 10) who trained using multiple port sites, and the S group (n = 10) who trained using a single port site. A novel port site was used as a test of generalization. Performance metrics were a composite of speed and accuracy (SACF) and normalized jerk (NJ; a measure of movement 'smoothness').

RESULTS

The M group showed a statistically significant performance advantage over the S group at test, as indexed by improved SACF (p < 0.05) and NJ (p < 0.05).

CONCLUSIONS

This study has demonstrated the potential benefits of incorporating a structural learning approach within MIS training. This may have practical applications when training junior surgeons and developing surgical simulation devices.

Tracing the trajectory of skill learning with a very large sample of online game players

In the present study, we analyzed data from a very large sample (N = 854,064) of players of an online game involving rapid perception, decision making, and motor responding. Use of game data allowed us to connect, for the first time, rich details of training history with measures of performance from participants engaged for a sustained amount of time in effortful practice. We showed that lawful relations exist between practice amount and subsequent performance, and between practice spacing and subsequent performance. Our methodology allowed an in situ confirmation of results long established in the experimental literature on skill acquisition. Additionally, we showed that greater initial variation in performance is linked to higher subsequent performance, a result we link to the exploration/exploitation trade-off from the computational framework of reinforcement learning. We discuss the benefits and opportunities of behavioral data sets with very large sample sizes and suggest that this approach could be particularly fecund for studies of skill acquisition.

Sensorimotor Adaptation Training’s Effect on Head Stabilization in Response to a Lateral Perturbation in Older Adults

The goal of this study was to determine if exposure to sensorimotor adaptation training improved head stabilization in older adults. Sixteen participants, age 66–81 yr, were assigned at random to the control group (n= 8) or the experimental group (n= 8). Both groups first completed 6 trials of walking a foam pathway consisting of a moveable platform that induced a lateral perturbation during walking. Head-in-space and trunk-in-space angular velocities were collected. Participants from both groups then trained twice per week for 4 wk. Both groups walked on a treadmill for 20 min. The control group viewed a static scene. The experimental group viewed a rotating visual scene that provided a perceptual-motor mismatch. After training, both groups were retested on the perturbation pathway test. The experimental group used a movement strategy that preserved head stabilization compared with the controls (p< .05). This training effect was not retained after 4 wk.

A protocol for a randomized clinical trial of interactive video dance: potential for effects on cognitive function

BACKGROUND

Physical exercise has the potential to affect cognitive function, but most evidence to date focuses on cognitive effects of fitness training. Cognitive exercise also may influence cognitive function, but many cognitive training paradigms have failed to provide carry-over to daily cognitive function. Video games provide a broader, more contextual approach to cognitive training that may induce cognitive gains and have carry over to daily function. Most video games do not involve physical exercise, but some novel forms of interactive video games combine physical activity and cognitive challenge.

METHODS/DESIGN

This paper describes a randomized clinical trial in 168 postmenopausal sedentary overweight women that compares an interactive video dance game with brisk walking and delayed entry controls. The primary endpoint is adherence to activity at six months. Additional endpoints include aspects of physical and mental health. We focus this report primarily on the rationale and plans for assessment of multiple cognitive functions.

DISCUSSION

This randomized clinical trial may provide new information about the cognitive effects of interactive videodance. It is also the first trial to examine physical and cognitive effects in older women. Interactive video games may offer novel strategies to promote physical activity and health across the life span.The study is IRB approved and the number is: PRO08080012ClinicalTrials.gov Identifier: NCT01443455.

Facilitation of learning induced by both random and gradual visuomotor task variation

Motor task variation has been shown to be a key ingredient in skill transfer, retention, and structural learning. However, many studies only compare training of randomly varying tasks to either blocked or null training, and it is not clear how experiencing different nonrandom temporal orderings of tasks might affect the learning process. Here we study learning in human subjects who experience the same set of visuomotor rotations, evenly spaced between −60° and +60°, either in a random order or in an order in which the rotation angle changed gradually. We compared subsequent learning of three test blocks of +30°→−30°→+30° rotations. The groups that underwent either random or gradual training showed significant (P < 0.01) facilitation of learning in the test blocks compared with a control group who had not experienced any visuomotor rotations before. We also found that movement initiation times in the random group during the test blocks were significantly (P < 0.05) lower than for the gradual or the control group. When we fit a state-space model with fast and slow learning processes to our data, we found that the differences in performance in the test block were consistent with the gradual or random task variation changing the learning and retention rates of only the fast learning process. Such adaptation of learning rates may be a key feature of ongoing meta-learning processes. Our results therefore suggest that both gradual and random task variation can induce meta-learning and that random learning has an advantage in terms of shorter initiation times, suggesting less reliance on cognitive processes.

On the relationship between human sensorimotor adaptability and event-related potentials

It was explored if the speed with which an individual learns to deal with new environments and challenges can be predicted on the basis of his/her brain's response to irrelevant (repeating) and novel auditory stimuli. In this study, 26 subjects threw 30 light-weight balls at a target with and without vision-distorting goggles. The horizontal displacement from a bull's-eye target was measured and the rate and degree of adaptation were computed. The adaptation parameters were correlated with evoked and event-related potential (EP/ERP) measures of the subject's ability to suppress irrelevant information and respond to novel stimuli. Only a weak (or a trend to) correlation was found between the behavioral adaptation and some of the EP/ERP measures. The correlations were limited to EP parameters in the 100 to 200 ms post-stimulus range reflecting the ability to suppress irrelevant information. Thus we conclude that the speed with which an individual adapts to a new environment is at best weakly correlated with brain activity associated with stimulus memory and classification.

Colored context cues can facilitate the ability to learn and to switch between multiple dynamical force fields

We tested the efficacy of color context cues during adaptation to dynamic force fields. Four groups of human subjects performed elbow flexion/extension movements to move a cursor between targets on a monitor while encountering a resistive (Vr) or assistive (Va) viscous force field. They performed two training sets of 256 trials daily, for 10 days. The monitor background color changed (red, green) every four successful trials but provided different degrees of force field context information to each group. For the irrelevant-cue groups, the color changed every four trials, but one group encountered only the Va field and the other only the Vr field. For the reliable-cue group, the force field alternated between Va and Vr each time the monitor changed color (Vr, red; Va, green). For the unreliable-cue group, the force field changed between Va and Vr pseudorandomly at each color change. All subjects made increasingly stereotyped movements over 10 training days. Reliable-cue subjects typically learned the association between color cues and fields and began to make predictive changes in motor output at each color change during the first day. Their performance continued to improve over the remaining days. Unreliable-cue subjects also improved their performance across training days but developed a strategy of probing the nature of the field at each color change by emitting a default motor response and then adjusting their motor output in subsequent trials. These findings show that subjects can extract explicit and implicit information from color context cues during force field adaptation.

Gait training improves performance in healthy adults exposed to novel sensory discordant conditions

Recent evidence shows that the ability to adapt to a novel discordant sensorimotor environment can be increased through prior training. We aimed to determine whether gait adaptability could be increased and then retained using a training system comprised of a treadmill placed on a motion base facing a virtual visual scene that provided a variety of sensory challenges that served as training modalities. Ten healthy adults participated in three training sessions during which they walked on a treadmill at 1.1 m/s while receiving discordant support-surface and visual manipulations. Upon completion, participants were presented with a novel sensorimotor challenge designed to test for transfer of adaptive skills. During this test, stride frequency, reaction time, and heart rate data were collected as measures of postural stability, cognitive load, and anxiety, respectively. Compared to 10 untrained controls, trained participants showed enhanced overall performance on the Novel Test, which was administered 20 min after their final training session. Subjects in both groups had greater stride frequency, reaction time, and heart rate when exposed to the new sensory environment; however, these increases were less pronounced in the trained subjects than in the controls. The Novel Test was re-administered to both groups 1 week, 1 month, 3 months, and 6 months later. Trained subjects maintained their level of performance for 6 months. Untrained subjects continued to improve in these measures at each subsequent test session, suggesting that a lasting sensorimotor adaptability training effect can be achieved with very short, repeated exposures to discordant sensory conditions.

Dual Prism Adaptation: Calibration or Alignment?

Dual adaptation to different amounts or directions of prismatic displacement, or both, can be acquired and maintained with little mutual interference. Associative recalibration of the regional task- or workspace, contingent on differentiation of distinguishing sensory information, can explain such adaptation. In contrast, nonassociative realignment restores dimensional mapping among spatial representations. Methods for measuring the separate contributions of those 2 kinds of prism adaptation are identified in the present article. On the basis of a critique of dual-adaptation studies, the authors suggest that recalibration can explain the data but that the method used in those experiments confounded realignment and might have obscured the effectiveness of dual-calibration training.

Structure learning in action

'Learning to learn' phenomena have been widely investigated in cognition, perception and more recently also in action. During concept learning tasks, for example, it has been suggested that characteristic features are abstracted from a set of examples with the consequence that learning of similar tasks is facilitated-a process termed 'learning to learn'. From a computational point of view such an extraction of invariants can be regarded as learning of an underlying structure. Here we review the evidence for structure learning as a 'learning to learn' mechanism, especially in sensorimotor control where the motor system has to adapt to variable environments. We review studies demonstrating that common features of variable environments are extracted during sensorimotor learning and exploited for efficient adaptation in novel tasks. We conclude that structure learning plays a fundamental role in skill learning and may underlie the unsurpassed flexibility and adaptability of the motor system.

Improvement of obstacle avoidance on a compliant surface during transfer to a novel visual task after variable practice under unusual visual conditions

Previous work has shown that variable practice facilitates adaptation to novel visuomotor changes during throwing tasks and obstacle avoidance on a solid floor. To assess whether locomotor skill on an obstacle-avoidance task performed on a compliant surface and in a novel visuomotor environment improved after training with variable practice, 61 normal adults practiced traversing the obstacle course. Half the trials were performed with no visual changes and half with either sham lenses or visually distorting lenses; the latter were either single or multiple lenses. On transfer tests on the obstacle course while wearing novel lenses, scores were significantly better with multiple lenses than sham; the single-lens group did not differ from sham or multiple-lens groups. Thus, performance in a novel visual environment on a compliant surface improved most with variable practice.

Motor task variation induces structural learning

When we have learned a motor skill, such as cycling or ice-skating, we can rapidly generalize to novel tasks, such as motorcycling or rollerblading [1–8]. Such facilitation of learning could arise through two distinct mechanisms by which the motor system might adjust its control parameters. First, fast learning could simply be a consequence of the proximity of the original and final settings of the control parameters. Second, by structural learning [9–14], the motor system could constrain the parameter adjustments to conform to the control parameters' covariance structure. Thus, facilitation of learning would rely on the novel task parameters' lying on the structure of a lower-dimensional subspace that can be explored more efficiently. To test between these two hypotheses, we exposed subjects to randomly varying visuomotor tasks of fixed structure. Although such randomly varying tasks are thought to prevent learning, we show that when subsequently presented with novel tasks, subjects exhibit three key features of structural learning: facilitated learning of tasks with the same structure, strong reduction in interference normally observed when switching between tasks that require opposite control strategies, and preferential exploration along the learned structure. These results suggest that skill generalization relies on task variation and structural learning.

Critical features of training that facilitate adaptive generalization of over ground locomotion

When subjects learn motor tasks under novel visuomotor conditions variations in sensory input during training facilitate adaptive generalization. We tested the hypotheses that training with multiple sensory input variations is more effective than a single or no variation and that training must include critical features of the criterion task. Normal adults were pre- and post-tested on an obstacle avoidance task while wearing visual distortion lenses after treadmill walking (Experiment 1), or balance training (Experiment 2). Subjects were randomized to training groups in which they wore either: (1) three different visual distortion lenses, (2) a single pair of visual distortion lenses, or (3) sham lenses. Post-tests were done while wearing novel lenses. In Experiment 1 subjects who trained with multiple lenses adapted better than single or sham lens groups. The single lens-training group with magnifying lenses adapted better than the other single lens groups. In Experiment 2, training for dynamic balance, alone, did not increase training efficacy. Thus, training for an obstacle avoidance task in a novel visual environment required a critical feature of the criterion task: locomotion. Constant practice with a single lens was successful only if the best lens was selected, but the best lens could not be known ahead of time. Therefore variable practice with multiple lenses on a task that included a critical feature of the criterion task was the best training strategy to enhance adaptive generalization.

Effects of sensorimotor adaptation training on functional mobility in older adults

The goal of this study was to determine if prolonged exposure to perceptual-motor mismatch increased adaptability and retention of balance in older adults. Sixteen adults, aged 66 to 81 years, were randomized to one of two groups: either the control group (n=8) or the experimental group (n=8). Both groups first completed six trials of walking an obstacle course. Participants then trained twice a week for 4 weeks. In the training, the control group walked on a treadmill for 20 minutes while viewing a static visual scene and the experimental group walked on a treadmill for 20 minutes while viewing a rotating visual scene that provided a perceptual-motor mismatch. Following training, both groups were post-tested on the obstacle course. The experimental group moved faster through the obstacle course with fewer penalties. This training effect was retained for 4 weeks. Exposure to perceptual-motor mismatch induced an adaptive training effect that improved balance and locomotor control in older adults.

Neuroanatomical Correlates of Motor Acquisition and Motor Transfer

The acquisition of new motor skills is dependent on task practice. In the case of motor transfer, learning can be facilitated by prior practice of a similar skill. Although a multitude of studies have investigated the brain regions contributing to skill acquisition, the neural bases associated with the savings seen at transfer have yet to be determined. In the current study, we used functional MRI to examine how brain activation differs during acquisition and transfer of a visuomotor adaptation task. Two groups of participants adapted manual aiming movements to three different rotations of the feedback display in a sequential fashion, with a return to baseline display conditions between each rotation. Subjects showed a savings in the rate of adaptation when they had prior adaptive experiences (i.e., positive transfer of learning). This savings was associated with a reduction in activity of brain regions typically recruited early in the adaptation process, including the right inferior frontal gyrus, primary motor cortex, inferior temporal gyrus, and the cerebellum (medial HIII). Moreover, although these regions exhibit activation that is correlated across subjects with the rate of acquisition, the degree of savings at transfer was correlated with activity in the right cingulate gyrus, left superior parietal lobule, right inferior parietal lobule, left middle occipital gyrus, and bilaterally in the cerebellum (HV/VI). The cerebellar activation was in the regions surrounding the posterior superior fissure, which is thought to be the site of storage for acquired internal models. Thus we found that motor transfer is associated with brain activation that typically characterizes late learning and storage. Transfer seems to involve retrieval of a previously formed motor memory, allowing the learner to move more quickly through the early stage of learning.

Older adults can learn to learn new motor skills

Many studies have demonstrated that aging is associated with declines in skill acquisition. In the current study, we tested whether older adults could acquire general, transferable knowledge about skill learning processes. Older adult participants learned five different motor tasks. Two older adult control groups performed the same number of trials, but learned only one task. The experimental group exhibited faster learning than that seen in the control groups. These data demonstrate that older adults can learn to learn new motor skills.

The interplay between strategic and adaptive control mechanisms in plastic recalibration of locomotor function

We have previously shown that viewing simulated rotary self-motion during treadmill locomotion causes immediate strategic modifications (Richards et al. in Presence Teleoper Vir Real 13:371-384, 2004) as well as an after effect reflecting adaptive modification of the control of position and trajectory during over-ground locomotion (Mulavara et al. in Exp Brain Res 166:210-219, 2005). The process of sensorimotor adaptation is comprised of both strategic and adaptive control mechanisms. Strategic control involves cognitive, on-line corrections to motor outputs once one is aware of a sensory discordance. Over an extended period of exposure to the sensory discordance, new strategic sensorimotor coordination patterns are reinforced until they become more automatic, and therefore adaptive in nature. The objective of this study was to investigate how strategic changes in trunk control during exposure to simulated rotary self-motion during treadmill walking influences adaptive modification of locomotor heading direction during over-ground stepping. Subjects (n = 10) walked on a motorized linear treadmill while viewing a wide field-of-view virtual scene for 24 min. The scene was static for the first 4 min and then, for the last 20 min, depicted constant rate self-motion equivalent to walking in a counter-clockwise, circular path around the perimeter of a room. Subjects performed five stepping trials both before and after the exposure period to assess after effects. Results from our previous study showed a significant change in heading direction (HD) during post-exposure step tests that was opposite to the direction in which the scene rotated during the adaptation period. For the present study, we quantified strategic modifications in trunk movement control during scene exposure using normalized root mean square (R(P)) variation of the subject's 3D trunk positions and normalized sum of standard deviations (R (O)) variation of 3D trunk orientations during scene rotation relative to that during static scene presentation. Associated 95% confidence intervals, CI(P) and CI(O), were calculated to investigate the variation of strategic modifications during scene exposure. Repeated measures ANOVA and individual subject regression analyses showed that R(P) and R(O) (i.e. strategic modifications) for trunk fore/aft (X) positions and yaw rotations, respectively, decreased significantly over the exposure period. Furthermore, we found a significant correlation between the magnitude change in HD and the rate at which the variation of strategic modifications in trunk X decreased. We also found evidence of a correlation between HD and the rate at which strategic modifications in trunk yaw decreased. We infer that adaptive recalibration of locomotor trajectory using optic flow stimuli depends on the rate at which kinematic variability associated with strategic control is reduced.

Differential effects of age on sequence learning and sensorimotor adaptation

Although many studies have documented declines in the ability of the elderly to learn new manual motor skills, studies have not directly compared the capacity of older adults to learn sequences versus adapt to sensorimotor perturbations within the context of the same task paradigm, despite differences in the underlying neural mechanisms and strategic processes supporting the two types of learning. The purpose of the current study was to exploit these task differences in an effort to determine whether aging results in a generalized or more specific skill learning deficit. Groups of young and older adult subjects learned to make a sequence of actions, adapted to one of two visuomotor rotations, or adapted to an altered gain of display, all while performing the same basic manual joystick aiming task. While the older adults exhibited normal sequence learning in comparison to the young adults, they exhibited impairments in all three of the adaptation tasks. These deficits in adaptation for the older adults were associated with hypometric movements and reduced velocity modulation in comparison to that seen in the younger adults. These data suggest that older adults may have greater difficulty with learning cerebellar-mediated motor skills.

Obstacle avoidance in novel visual environments improved by variable practice training

Motor performance on simple tasks improves after training in variable practice. We asked if locomotor skill during an obstacle-avoidance task in a novel sensorimotor environment improved through training in variable practice on other complex tasks. 40 normal adults practiced gross motor skills while wearing either sham lenses, one of several visual distortion lens (constant practice), or three different visual distortion lenses (variable practice). Posttests on obstacle avoidance with novel lenses showed significantly better scores with variable practice and one of the constant groups vs sham lenses. Constant and variable practice groups did not differ. Thus, performance in a novel environment improves after training on similar type novelty, even when practice and test conditions differ. Constant practice was effective only if the subjects used the lens efficacious in training. Variable practice increases the likelihood of efficacious training when adaptive performance is required in a novel environment.

Applications of prism adaptation: a tutorial in theory and method

Data and theory from prism adaptation are reviewed for the purpose of identifying control methods in applications of the procedure. Prism exposure evokes three kinds of adaptive or compensatory processes: postural adjustments (visual capture and muscle potentiation), strategic control (including recalibration of target position), and spatial realignment of various sensory-motor reference frames. Muscle potentiation, recalibration, and realignment can all produce prism exposure aftereffects and can all contribute to adaptive performance during prism exposure. Control over these adaptive responses can be achieved by manipulating the locus of asymmetric exercise during exposure (muscle potentiation), the similarity between exposure and post-exposure tasks (calibration), and the timing of visual feedback availability during exposure (realignment).

Procedural and declarative knowledge of word recognition and letter decoding in reading an artificial script

In a previous study [Cogn. Brain Res. 16 (2003) 325], we found that letter knowledge did not evolve from implicit training on whole-word recognition in an artificial Morse-like script, although the participants were adults, experienced in alphabetical reading. Here we show minimal conditions in which letter knowledge may evolve in some individuals from training on whole-word recognition. Participants received multi-session training in reading nonsense words, written in an artificial script, in which each phoneme was represented by two discrete symbols. Three training conditions were compared: alphabetical whole words with letter decoding instruction (Explicit), alphabetical whole words (Implicit), and non-alphabetical whole words (Arbitrary). Subjects were assigned to training either on the explicit and arbitrary or on the implicit and arbitrary conditions. Our results show that: (a) Letter-decoding knowledge evolved implicitly from training on alphabetical whole-word recognition, in some individuals. However, (b) a clear double dissociation was found between effectively applied implicit letter knowledge and declarative letter knowledge. (c) There was no advantage of the implicitly derived over the explicitly instructed letter knowledge. (d) Long-term retention was more effective in the explicit compared to the arbitrary condition. (e) Word-specific recognition contributed significantly to performance in all three training conditions, i.e. even under conditions that presumably afford advantage for word segmentation. Altogether, our results suggest that both declarative and procedural knowledge contributed to letter decoding as well as to word-specific recognition performance. Moreover, a greater dependency on declarative knowledge may not be an inherent characteristic of word-specific recognition, but rather that both letter decoding and word-recognition routines can become proceduralized given sufficient practice.

Multiple motor learning experiences enhance motor adaptability

Traditional motor learning theory emphasizes that skill learning is specific to the context and task performed. Recent data suggest, however, that subjects exposed to a variety of motor learning paradigms may be able to acquire general, transferable knowledge about skill learning processes. I tested this idea by having subjects learn five different motor tasks, three that were similar to each other and two that were not related. A group of experimental subjects first performed a joystick-aiming task requiring adaptation to three different visuomotor rotations, with a return to the null conditions between each exposure. They then performed the same joystick-aiming task but had to adapt to a change in display gain instead of rotation. Lastly, the subjects used the joystick-aiming task to learn a repeating sequence of movements. Two groups of control subjects performed the same number of trials, but learned only the gain change or the movement sequence. Experimental subjects showed generalization of learning across the three visuomotor rotations. Experimental subjects also exhibited transfer of learning ability to the gain change and the movement sequence, resulting in faster learning than that seen in the control subjects. However, transient perturbations affected the movements of the experimental subjects to a greater extent than those of the control subjects. These data demonstrate that humans can acquire a general enhancement in motor skill learning capacity through experience, but it comes with a cost. Although movement becomes more adaptable following multiple learning experiences, it also becomes less stable to external perturbation.

Motor schema theory after 27 years: reflections and implications for a new theory

The schema theory for discrete motor skill learning (Schmidt, 1975), originally published in 1975, has generated considerable interest and received strong challenges over its lifetime. In this paper, I focus on the findings generated since 1975 that bear on the theory and highlight those that produce difficulties for it and will be motivators for differing theoretical viewpoints in the future. At the same time, I examine other lines of evidence that seem to bolster the original lines of thinking. Finally, I provide some suggestions for a much needed new generation of motor learning theory, pointing out particular features from the schema theory that could be included and suggesting gaps and omissions that will need additional data and theorizing in future attempts.

Adaptation to rotated visual feedback: a re-examination of motor interference

We have tested human visuo-motor adaptation in rotated-feedback tasks in which subjects first learn to move a cursor to visual targets with a rotational perturbation between joystick and cursor, and are then challenged with the opposing rotation. We then retest the subjects in the original adaptation task, to measure retention of a short-term memory of its earlier learning. Others have used similar tasks and report retrograde interference between one task and the short-term motor memory of the preceding task, such that later performance is impaired. However, we show that in the short-term conditions tested here, these effects can be considered as anterograde interference effects between the two tasks and we find no evidence of retrograde interference.