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Chen C, Lee VG. Stability of individual differences in implicitly guided attention. Q J Exp Psychol (Hove) 2024; 77:1332-1351. [PMID: 37572022 DOI: 10.1177/17470218231196463] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/14/2023]
Abstract
Daily activities often occur in familiar environments, affording us an opportunity to learn. Laboratory studies have shown that people readily acquire an implicit spatial preference for locations that frequently contained a search target in the past. These studies, however, have focused on group characteristics, downplaying the significance of individual differences. In a pre-registered study, we examined the stability of individual differences in two variants of an implicit location probability learning (LPL) task. We tested the possibility that individual differences were stable in variants that shared the same search process, but not in variants involving different search processes. In Experiment 1, participants performed alternating blocks of T-among-Ls and 5-among-2s search tasks. Unbeknownst to them, the search target appeared disproportionately often in one region of space; the high-probability regions differed between the two tasks. LPL transferred between the two tasks. In addition, individuals who showed greater LPL in the T-task also did so in the 5-task and vice versa. In Experiment 2, participants searched for either a camouflaged-T against background noise or a well-segmented T among well-segmented Ls. These two tasks produced task-specific learning that did not transfer between tasks. Moreover, individual differences in learning did not correlate between tasks. Thus, LPL is associated with stable individual differences across variants, but only when the variants share common search processes.
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Affiliation(s)
- Chen Chen
- Department of Psychology, University of Minnesota, Minneapolis, MN, USA
| | - Vanessa G Lee
- Department of Psychology, University of Minnesota, Minneapolis, MN, USA
- Center for Cognitive Sciences, University of Minnesota, Minneapolis, MN, USA
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2
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Oliveira CM, Hayiou-Thomas ME, Henderson LM. The reliability of the serial reaction time task: meta-analysis of test-retest correlations. ROYAL SOCIETY OPEN SCIENCE 2023; 10:221542. [PMID: 37476512 PMCID: PMC10354485 DOI: 10.1098/rsos.221542] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 06/22/2023] [Indexed: 07/22/2023]
Abstract
The Serial Reaction Time task, one of the most widely used tasks to index procedural memory, has been increasingly employed in individual differences research examining the role of procedural memory in language and other cognitive abilities. Yet, despite consistently producing robust procedural learning effects at the group level (i.e. faster responses to sequenced/probable trials versus random/improbable trials), these effects have recently been found to have poor reliability. In this meta-analysis (N = 7), comprising 719 participants (M = 20.81, s.d. = 7.13), we confirm this 'reliability paradox'. The overall retest reliability of the robust procedural learning effect elicited by the SRTT was found to be well below acceptable psychometric standards (r < 0.40). However, split-half reliability within a session is better, with an overall estimate of 0.66. There were no significant effects of sampling (participants' age), methodology (e.g. number of trials, sequence type) and analytical decisions (whether all trials were included when computing the procedural learning scores; using different indexes of procedural learning). Thus, despite producing robust effects at the group-level, until we have a better understanding of the factors that improve the reliability of this task using the SRTT for individual differences research should be done with caution.
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Affiliation(s)
- Cátia M. Oliveira
- Department of Psychology, University of York, York, North Yorkshire, UK
| | | | - Lisa M. Henderson
- Department of Psychology, University of York, York, North Yorkshire, UK
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Schevenels K, Altvater-Mackensen N, Zink I, De Smedt B, Vandermosten M. Aging effects and feasibility of statistical learning tasks across modalities. NEUROPSYCHOLOGY, DEVELOPMENT, AND COGNITION. SECTION B, AGING, NEUROPSYCHOLOGY AND COGNITION 2023; 30:201-230. [PMID: 34823443 DOI: 10.1080/13825585.2021.2007213] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
Knowledge on statistical learning (SL) in healthy elderly is scarce. Theoretically, it is not clear whether aging affects modality-specific and/or domain-general learning mechanisms. Practically, there is a lack of research on simplified SL tasks, which would ease the burden of testing in clinical populations. Against this background, we conducted two experiments across three modalities (auditory, visual and visuomotor) in a total of 93 younger and older adults. In Experiment 1, SL was induced in all modalities. Aging effects appeared in the tasks relying on an explicit posttest to assess SL. We hypothesize that declines in domain-general processes that predominantly modulate explicit learning mechanisms underlie these aging effects. In Experiment 2, more feasible tasks were developed for which the level of SL was maintained in all modalities, except the auditory modality. These tasks are more likely to successfully measure SL in elderly (patient) populations in which task demands can be problematic.
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Affiliation(s)
- Klara Schevenels
- Research Group Experimental Oto-Rhino-Laryngology, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | | | - Inge Zink
- Research Group Experimental Oto-Rhino-Laryngology, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Bert De Smedt
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Maaike Vandermosten
- Research Group Experimental Oto-Rhino-Laryngology, Department of Neurosciences, KU Leuven, Leuven, Belgium
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Lewis AF, Bohnenkamp R, Johnson L, den Ouden DB, Wilcox S, Fritz SL, Stewart JC. Effects of positive social comparative feedback on motor sequence learning and performance expectancies. Front Psychol 2023; 13:1005705. [PMID: 36760911 PMCID: PMC9902358 DOI: 10.3389/fpsyg.2022.1005705] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Accepted: 12/14/2022] [Indexed: 01/25/2023] Open
Abstract
Introduction Positive social comparative feedback indicates to the learner that they are performing better than others. While this type feedback supports motor skill learning in some tasks, the effect of social comparative feedback on implicit motor sequence learning remains unknown. The aim of this study was to determine the effect of positive social comparative feedback on the learning of and expectancies for a motor sequence task. Methods Forty-eight individuals practiced a joystick-based sequence task and were divided into three feedback groups: CONTROL (no performance feedback), RT ONLY (response time only feedback), and RT+POS (response time plus positive social comparison). Participants attended sessions on two consecutive days: Day 1 for repetitive motor practice/skill acquisition and Day 2 for retention testing. Performance related expectancies, like perceived competence, were measured before and after motor practice on Day 1 and at retention on Day 2. Results While all groups improved with practice, the CONTROL group showed better overall performance/learning (faster response times) compared with the RT ONLY group. Despite similar response times, the RT+POS showed higher peak velocities than the RT ONLY group. Overall, the RT+POS and CONTROL demonstrated increases in perceived competence while the RT ONLY group did not. Discussion The results of this study suggest that feedback content is an important consideration during motor practice sessions since feedback without context (RT ONLY) may be detrimental to motor sequence learning. The results also suggest that, if providing performance related feedback during practice of a skill that relies on implicit sequence learning processes, comparative context may be necessary for enhancing expectancies and supporting.
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Affiliation(s)
- Allison F. Lewis
- Department of Exercise Science, University of South Carolina, Columbia, SC, United States
| | - Rachel Bohnenkamp
- Department of Exercise Science, University of South Carolina, Columbia, SC, United States
| | - Lynn Johnson
- Department of Exercise Science, University of South Carolina, Columbia, SC, United States
| | - Dirk B. den Ouden
- Department of Communication Sciences and Disorders, University of South Carolina, Columbia, SC, United States
| | - Sara Wilcox
- Department of Exercise Science, University of South Carolina, Columbia, SC, United States
| | - Stacy L. Fritz
- Department of Exercise Science, University of South Carolina, Columbia, SC, United States
| | - Jill Campbell Stewart
- Department of Exercise Science, University of South Carolina, Columbia, SC, United States,*Correspondence: Jill Campbell Stewart, ✉
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Rivera M, Paolieri D, Iniesta A, Bajo T. Cognitive and contextual factors modulating grammar learning at older ages. Front Aging Neurosci 2022; 14:943392. [PMID: 36118687 PMCID: PMC9471146 DOI: 10.3389/fnagi.2022.943392] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Accepted: 08/08/2022] [Indexed: 11/25/2022] Open
Abstract
Second language learning has been shown more difficult for older than younger adults, however, the research trying to identify the sources of difficulty and possible modulating factors is scarce. Extrinsic (learning condition and complexity) and intrinsic factors (executive control) have been related to L2-grammar learning in younger adults. In the present study, we aim to assess whether extrinsic and intrinsic factors are also modulating grammar learning in older adults. We compared the learning performance of younger and older adults in a L2 learning task. 162 Spanish native-speakers (81 young) learnt Japañol (Japanese syntaxis and Spanish lexicon) in either an intentional (metalinguistic explanation) or an incidental (comprehension of sentences) context. The complexity of the sentences was also manipulated by introducing (or not) a subordinate clause. Individual differences in proactivity were measured with the AX-CPT task. After the learning phase, participants performed a Grammatical Judgment Task where they answered if the presented sentences were grammatically correct. No differences between older and younger adults were found. Overall, better results were found for the intentional-condition than for the incidental-condition. A significant interaction between learning context and the proactivity index in the AX-CPT task showed that more proactive participants were better when learning in the incidental-condition. These results suggest that both extrinsic and intrinsic factors are important during language learning and that they equally affect younger and older adults.
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A study on how concurrent visual feedback affects motor learning of adjustability of grasping force in younger and older adults. Sci Rep 2022; 12:10755. [PMID: 35750894 PMCID: PMC9232577 DOI: 10.1038/s41598-022-14975-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Accepted: 06/15/2022] [Indexed: 12/19/2022] Open
Abstract
In this study, we investigated the differences of the effectiveness from concurrent visual feedback among younger and older adults in learning tasks that require adjustability of grasping force (AGF), as well as the functions related to AGF in each generation. The younger and older adult groups were evaluated for simple visual reaction time as visual-motor speed (VMS) and a 100 g AGF task that reflected the difference between desired performance and actual performance. The main learning task was then practiced using concurrent visual feedback and tested without feedback. The VMS of older adults was slower than that of the younger, and the error in the 100 g AGF task was larger in older adults than in the younger adults. Performance improved from pre-test to retention test in both groups, but the older adult group failed to reach the level of the younger adult group. The results of this study show that concurrent visual feedback is effective for learning the tasks that require AGF in both groups. Indicatively, improvement in performance during practice is insufficient in older people for whom there is a large difference between desired performance and actual performance, or whose VMS is slow.
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Johannsen L, Friedgen E, Stephan DN, Batista J, Schulze D, Laurentius T, Koch I, Bollheimer LC. Keeping in step with the young: Chronometric and kinematic data show intact procedural locomotor sequence learning in older adults. PLoS One 2022; 17:e0266733. [PMID: 35503784 PMCID: PMC9064075 DOI: 10.1371/journal.pone.0266733] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2021] [Accepted: 03/28/2022] [Indexed: 11/22/2022] Open
Abstract
Sequence learning in serial reaction time tasks (SRTT) is an established, lab-based experimental paradigm to study acquisition and transfer of skill based on the detection of predictable stimulus and motor response sequences. Sequence learning has been mainly studied in key presses using visual target stimuli and is demonstrated by better performance in predictable sequences than in random sequences. In this study, we investigated sequence learning in the context of more complex locomotor responses. To this end, we developed a novel goal-directed stepping SRTT with auditory target stimuli in order to subsequently assess the effect of aging on sequence learning in this task, expecting that age-related performance reductions in postural control might disturb the acquisition of the sequence. We used pressure-sensitive floor mats to characterise performance across ten blocks of trials. In Experiment 1, 22 young adults demonstrated successful acquisition of the sequence in terms of the time to step on the target mat and percent error and thus validated our new paradigm. In Experiment 2, in order to contrast performance improvements in the stepping SRTT between 27 young and 22 old adults, motion capture of the feet was combined with the floor mat system to delineate individual movement phases during stepping onto a target mat. The latencies of several postural events as well as other movement parameters of a step were assessed. We observed significant learning effects in the latency of step initiation, the time to step on the target mat, and motion parameters such as stepping amplitude and peak stepping velocity, as well as in percent error. The data showed general age-related slowing but no significant performance differences in procedural locomotor sequence learning between young and old adults. The older adults also had comparable conscious representations of the sequence of stimuli as the young adults. We conclude that sequence learning occurred in this locomotor learning task that is much more complex than typical finger-tapping sequence learning tasks, and that healthy older adults showed similar learning effects compared to young adults, suggesting intact locomotor sequence learning capabilities despite general slowing and normal age-related decline in sensorimotor function.
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Affiliation(s)
- Leif Johannsen
- Institute of Psychology, RWTH Aachen University, Aachen, Germany
- Medical Clinic VI–Geriatrics, University Hospital RWTH Aachen University, Aachen, Germany
| | - Erik Friedgen
- Institute of Psychology, RWTH Aachen University, Aachen, Germany
| | | | - Joao Batista
- Medical Clinic VI–Geriatrics, University Hospital RWTH Aachen University, Aachen, Germany
| | - Doreen Schulze
- Medical Clinic VI–Geriatrics, University Hospital RWTH Aachen University, Aachen, Germany
| | - Thea Laurentius
- Medical Clinic VI–Geriatrics, University Hospital RWTH Aachen University, Aachen, Germany
| | - Iring Koch
- Institute of Psychology, RWTH Aachen University, Aachen, Germany
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Fama ME, Schuler KD, Newport EL, Turkeltaub PE. Effects of healthy aging and left hemisphere stroke on statistical language learning. LANGUAGE, COGNITION AND NEUROSCIENCE 2022; 37:984-999. [PMID: 36419749 PMCID: PMC9678370 DOI: 10.1080/23273798.2022.2030481] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2020] [Accepted: 01/06/2022] [Indexed: 06/16/2023]
Abstract
Spoken sentences are continuous streams of sound, without reliable acoustic cues to word boundaries. We have previously proposed that language learners identify words via an implicit statistical learning mechanism that computes transitional probabilities between syllables. Neuroimaging studies in healthy young adults associate this learning with left inferior frontal gyrus, left arcuate fasciculus, and bilateral striatum. Here, we test the effects of healthy aging and left hemisphere (LH) injury on statistical learning. Following 10-minute exposure to an artificial language, participants rated familiarity of Words, Part-words (sequences spanning word boundaries), and Non-words (unfamiliar sequences). Young controls (N=14) showed robust learning, rating Words>Part-words>Non-words. Older controls (N=28) showed this pattern to a weaker degree. Stroke survivors (N=24) as a group showed no learning. A lesion comparison examining individual differences revealed that "non-learners" are more likely to have anterior lesions. Together, these findings demonstrate that word segmentation is sensitive to healthy aging and LH injury.
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Affiliation(s)
- Mackenzie E. Fama
- Center for Brain Plasticity and Recovery and Department of Neurology, Georgetown University Medical Center, 4000 Reservoir Rd., Washington, DC 20057
- Department of Speech, Language, and Hearing Sciences, The George Washington University, 2115 G St. NW, Washington, DC 20052
| | - Kathryn D. Schuler
- Center for Brain Plasticity and Recovery and Department of Neurology, Georgetown University Medical Center, 4000 Reservoir Rd., Washington, DC 20057
- Department of Linguistics, University of Pennsylvania, 3401-C Walnut Street, Philadelphia, PA 19104
| | - Elissa L. Newport
- Center for Brain Plasticity and Recovery and Department of Neurology, Georgetown University Medical Center, 4000 Reservoir Rd., Washington, DC 20057
- MedStar National Rehabilitation Network, Research Division, 102 Irving St. NW, Washington, DC 20010
| | - Peter E. Turkeltaub
- Center for Brain Plasticity and Recovery and Department of Neurology, Georgetown University Medical Center, 4000 Reservoir Rd., Washington, DC 20057
- MedStar National Rehabilitation Network, Research Division, 102 Irving St. NW, Washington, DC 20010
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Smalle EHM, Daikoku T, Szmalec A, Duyck W, Möttönen R. Unlocking adults' implicit statistical learning by cognitive depletion. Proc Natl Acad Sci U S A 2022; 119:e2026011119. [PMID: 34983868 PMCID: PMC8764693 DOI: 10.1073/pnas.2026011119] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/04/2021] [Indexed: 01/09/2023] Open
Abstract
Human learning is supported by multiple neural mechanisms that maturate at different rates and interact in mostly cooperative but also sometimes competitive ways. We tested the hypothesis that mature cognitive mechanisms constrain implicit statistical learning mechanisms that contribute to early language acquisition. Specifically, we tested the prediction that depleting cognitive control mechanisms in adults enhances their implicit, auditory word-segmentation abilities. Young adults were exposed to continuous streams of syllables that repeated into hidden novel words while watching a silent film. Afterward, learning was measured in a forced-choice test that contrasted hidden words with nonwords. The participants also had to indicate whether they explicitly recalled the word or not in order to dissociate explicit versus implicit knowledge. We additionally measured electroencephalography during exposure to measure neural entrainment to the repeating words. Engagement of the cognitive mechanisms was manipulated by using two methods. In experiment 1 (n = 36), inhibitory theta-burst stimulation (TBS) was applied to the left dorsolateral prefrontal cortex or to a control region. In experiment 2 (n = 60), participants performed a dual working-memory task that induced high or low levels of cognitive fatigue. In both experiments, cognitive depletion enhanced word recognition, especially when participants reported low confidence in remembering the words (i.e., when their knowledge was implicit). TBS additionally modulated neural entrainment to the words and syllables. These findings suggest that cognitive depletion improves the acquisition of linguistic knowledge in adults by unlocking implicit statistical learning mechanisms and support the hypothesis that adult language learning is antagonized by higher cognitive mechanisms.
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Affiliation(s)
- Eleonore H M Smalle
- Department of Experimental Psychology, Ghent University, 9000 Ghent, Belgium;
| | - Tatsuya Daikoku
- International Research Center for Neurointelligence, The University of Tokyo, Tokyo 158-8557, Japan
| | - Arnaud Szmalec
- Department of Experimental Psychology, Ghent University, 9000 Ghent, Belgium
- Psychological Research Institute, Université catholique de Louvain, 1348 Ottignies-Louvain-la-Neuve, Belgium
- Institute of Neuroscience, Université catholique de Louvain, 1348 Ottignies-Louvain-la-Neuve, Belgium
| | - Wouter Duyck
- Department of Experimental Psychology, Ghent University, 9000 Ghent, Belgium
| | - Riikka Möttönen
- School of Psychology, University of Nottingham, Nottingham NG7 2QL, United Kingdom
- Cognitive Science, Department of Digital Humanities, University of Helsinki, 00014 Helsinki, Finland
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Leonardi J, Gazzillo F, Dazzi N. The adaptive unconscious in psychoanalysis. INTERNATIONAL FORUM OF PSYCHOANALYSIS 2021. [DOI: 10.1080/0803706x.2021.1893382] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Puleo S, Braghieri A, Condelli N, Piasentier E, Di Monaco R, Favotto S, Masi P, Napolitano F. Pungency perception and liking for pasta filata cheeses in consumers from different Italian regions. Food Res Int 2020; 138:109813. [PMID: 33288188 DOI: 10.1016/j.foodres.2020.109813] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Revised: 10/12/2020] [Accepted: 10/13/2020] [Indexed: 02/07/2023]
Abstract
We aimed to investigate whether the sensitivity to capsaicin had an effect on pungency perception of pasta filata cheeses. In addition, we assessed the effect of several individual variables (gender, age, consumer provenance, PROP status and personality traits) on both consumer liking and choice for pasta filata cheeses. Four pasta filata cheeses at two ripening times and 272 subjects from three different Italian locations were used. Based on sensory data, the PCA discriminated sweet (ripened at 2 months) from pungent cheeses (ripened at 12 months). Cheese pungency perception increased with increasing sensitivity to capsaicin (P < 0.001). There was no clear relationship between sensitivity to capsaicin or sensitivity to cheese pungency with cheese liking, whereas a number of other aspects, including sensory attributes and individual consumer characteristics, such as consumer provenance (P < 0.001), gender (P < 0.001) and food neophobia (P < 0.05), affected the liking for different pasta filata cheeses. Consumers who were younger (18-30 y.o.; P < 0.05), female (P < 0.001), unfamiliar with pungent foods (P < 0.0001) and consumers from Potenza (P = 0.001) more often declared to prefer sweet over pungent cheese, whereas in terms of real choice supertasters and neophobic subjects chose the sweet option more often (P = 0.01). In conclusion, sensitivity to capsaicin affected pungency perception in pasta filata cheese, whereas no clear relationship was observed between pungency perception and liking. The contribution of cheese and consumer characteristics on cheese liking and choice in addition to pungency, was confirmed by the differences in declared and real choice for sweet or pungent cheeses.
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Affiliation(s)
- Sharon Puleo
- Dipartimento di Agraria, Università degli Studi di Napoli Federico II, via Università 100, 80055 Portici (Napoli), Italy
| | - Ada Braghieri
- Scuola di Scienze Agrarie, Forestali, Alimentari ed Ambientali, Università degli Studi della Basilicata, via dell'Ateneo Lucano 10, 85100 Potenza, Italy.
| | - Nicola Condelli
- Scuola di Scienze Agrarie, Forestali, Alimentari ed Ambientali, Università degli Studi della Basilicata, via dell'Ateneo Lucano 10, 85100 Potenza, Italy
| | - Edi Piasentier
- Dipartimento di Scienze Agroalimentari, Ambientali e Animali, Università degli Studi di Udine, via delle Scienze, 206, 33100 Udine, Italy
| | - Rossella Di Monaco
- Dipartimento di Agraria, Università degli Studi di Napoli Federico II, via Università 100, 80055 Portici (Napoli), Italy
| | - Saida Favotto
- Dipartimento di Scienze Agroalimentari, Ambientali e Animali, Università degli Studi di Udine, via delle Scienze, 206, 33100 Udine, Italy
| | - Paolo Masi
- Dipartimento di Agraria, Università degli Studi di Napoli Federico II, via Università 100, 80055 Portici (Napoli), Italy
| | - Fabio Napolitano
- Scuola di Scienze Agrarie, Forestali, Alimentari ed Ambientali, Università degli Studi della Basilicata, via dell'Ateneo Lucano 10, 85100 Potenza, Italy
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Regular participation in leisure time activities and high cardiovascular fitness improve motor sequence learning in older adults. PSYCHOLOGICAL RESEARCH 2020; 85:1488-1502. [PMID: 32617650 PMCID: PMC8286216 DOI: 10.1007/s00426-020-01351-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2019] [Accepted: 04/27/2020] [Indexed: 10/25/2022]
Abstract
INTRODUCTION Older adults show higher interindividual performance variability during the learning of new motor sequences than younger adults. It is largely unknown what factors contribute to this variability. This study aimed to, first, characterize age differences in motor sequence learning and, second, examine influencing factors for interindividual performance differences. METHOD 30 young adults (age M = 21.89, SD = 2.08, 20 female) and 29 older adults (age M = 69.55, SD = 3.03, 18 female) participated in the study. Motor sequence learning was assessed with a discrete sequence production (DSP) task, requiring key presses to a sequence of visual stimuli. Three DSP practice phases (á 8 blocks × 16 sequences, two six-element sequences) and two transfer blocks (new untrained sequences) were performed. Older participants conducted the Mini-Mental Status Examination and a visuospatial working-memory task. All participants finished a questionnaire on everyday leisure activities and a cardiovascular fitness test. RESULTS Performance speed increased with practice in both groups, but young improved more than older adults (significant Group × Time effect for response time, F(1,5) = 4.353, p = 0.004, [Formula: see text] = 0.071). Accuracy did not change in any age group (non-significant Group × Time effect for error rates, F(1,5) = 2.130, p = 0.091, [Formula: see text] = 0.036). Older adults revealed lower transfer costs for performance speed (significant Time × Group effect, e.g., simple sequence, F(1,2) = 10.511, p = 0.002, [Formula: see text] = 0.156). High participation in leisure time activities (β = - 0.58, p = 0.010, R2 = 0.45) and high cardiovascular fitness (β = - 0.49, p = 0.011, R2 = 0.45) predicted successful motor sequence learning in older adults. DISCUSSION Results confirmed impaired motor learning in older adults. Younger adults seem to show a better implicit knowledge of the practiced sequences compared to older adults. Regular participation in leisure time activities and cardiovascular fitness seem to prevent age-related decline and to facilitate motor sequence performance and motor sequence learning in older adults.
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van Abswoude F, Buszard T, van der Kamp J, Steenbergen B. The role of working memory capacity in implicit and explicit sequence learning of children: Differentiating movement speed and accuracy. Hum Mov Sci 2020; 69:102556. [DOI: 10.1016/j.humov.2019.102556] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2019] [Revised: 10/09/2019] [Accepted: 11/13/2019] [Indexed: 11/28/2022]
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Vieweg J, Leinen P, Verwey WB, Shea CH, Panzer S. The Cognitive Status of Older Adults: Do Reduced Time Constraints Enhance Sequence Learning? J Mot Behav 2019; 52:558-569. [PMID: 31448707 DOI: 10.1080/00222895.2019.1654970] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Research has indicated that older adults perform movement sequences more slowly than young adults. The purpose of the present experiment was to compare movement sequence learning in young and older adults when the time to perform the sequence was extended, and how the elderly's cognitive status (Montreal Cognitive Assessment [MoCA]) interacted with sequence learning. The task was to minimize the difference between a target sequence pattern and the sequence produced by elbow extension-flexion movements. On Day 1, participants (28 young adults; 28 older adults) practiced the sequence under two time windows: 1300 ms or 2000 ms. On Day 2, retention performance and the cognitive status were assessed. The results demonstrated that young adults performed superior compared to older adults. Additional time to perform the sequence did not improve retention performance for the older adults. The correlation between the error score and the MoCA score of r = -.38 (p < .05) in older adults indicated that a better cognitive status was associated with performance advantages in sequence learning.
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Affiliation(s)
- Janine Vieweg
- Department of Human Movement Sciences, Saarland University, Saarbrücken, Germany
| | - Peter Leinen
- Department of Human Movement Sciences, Saarland University, Saarbrücken, Germany
| | - Willem B Verwey
- Department of Health and Kinesiology, Texas A&M University, College Station, TX.,Department of Cognitive Psychology and Ergonomics, University of Twente, Enschede, the Netherlands
| | - Charles H Shea
- Department of Health and Kinesiology, Texas A&M University, College Station, TX
| | - Stefan Panzer
- Department of Human Movement Sciences, Saarland University, Saarbrücken, Germany.,Department of Health and Kinesiology, Texas A&M University, College Station, TX
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Lawson MJ, Vosniadou S, Van Deur P, Wyra M, Jeffries D. Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning. EDUCATIONAL PSYCHOLOGY REVIEW 2018. [DOI: 10.1007/s10648-018-9453-7] [Citation(s) in RCA: 77] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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尼古丁对内隐记忆与外显记忆的影响 <sup>*</sup>. ACTA PSYCHOLOGICA SINICA 2018. [DOI: 10.3724/sp.j.1041.2018.00940] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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17
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Bui KD, Johnson MJ. Designing robot-assisted neurorehabilitation strategies for people with both HIV and stroke. J Neuroeng Rehabil 2018; 15:75. [PMID: 30107849 PMCID: PMC6092818 DOI: 10.1186/s12984-018-0418-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2017] [Accepted: 07/27/2018] [Indexed: 01/01/2023] Open
Abstract
There is increasing evidence that HIV is an independent risk factor for stroke, resulting in an emerging population of people living with both HIV and stroke all over the world. However, neurorehabilitation strategies for the HIV-stroke population are distinctly lacking, which poses an enormous global health challenge. In order to address this gap, a better understanding of the HIV-stroke population is needed, as well as potential approaches to design effective neurorehabilitation strategies for this population. This review goes into the mechanisms, manifestations, and treatment options of neurologic injury in stroke and HIV, the additional challenges posed by the HIV-stroke population, and rehabilitation engineering approaches for both high and low resource areas. The aim of this review is to connect the underlying neurologic properties in both HIV and stroke to rehabilitation engineering. It reviews what is currently known about the association between HIV and stroke and gaps in current treatment strategies for the HIV-stroke population. We highlight relevant current areas of research that can help advance neurorehabilitation strategies specifically for the HIV-stroke population. We then explore how robot-assisted rehabilitation combined with community-based rehabilitation could be used as a potential approach to meet the challenges posed by the HIV-stroke population. We include some of our own work exploring a community-based robotic rehabilitation exercise system. The most relevant strategies will be ones that not only take into account the individual status of the patient but also the cultural and economic considerations of their respective environment.
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Affiliation(s)
- Kevin D. Bui
- Department of Bioengineering, University of Pennsylvania, Philadelphia, USA
- Rehabilitation Robotics Lab (a GRASP Lab), University of Pennsylvania, 1800 Lombard Street, Philadelphia, 19146 USA
| | - Michelle J. Johnson
- Department of Bioengineering, University of Pennsylvania, Philadelphia, USA
- Rehabilitation Robotics Lab (a GRASP Lab), University of Pennsylvania, 1800 Lombard Street, Philadelphia, 19146 USA
- Department of Physical Medicine and Rehabilitation, Perelman School of Medicine, University of Pennsylvania, Philadelphia, USA
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Chan JSY, Yan JH. Age-Related Changes in Field Dependence-Independence and Implications for Geriatric Rehabilitation: A Review. Percept Mot Skills 2018; 125:234-250. [PMID: 29388513 DOI: 10.1177/0031512518754422] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Human aging is a dynamic life-long process and an inevitable experience. As the average age of the world's population rises, demands for effective geriatric rehabilitation dramatically increase. An important consideration for enhancing geriatric behavioral interventions is to better understand aging characteristics in perceptual, cognitive, and motor performances. A general shift in cognitive style from field independence to field dependence has been consistently observed during human aging, as older adults show a greater tendency to rely on environmental information, presumably reflecting a neuro-compensatory mechanism of reducing top-down control and relying instead on bottom-up processing. These changes in cognitive style can impact motor skill learning and relearning and, consequently, affect geriatric rehabilitation and behavioral treatments. In this article, we review research related to the cognitive style of field dependence and independence, and its dynamic associations with aging. We also identify implications of cognitive style for geriatric rehabilitation and explore future research.
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Affiliation(s)
- John S Y Chan
- 1 Laboratory of Neuromotor Control and Learning, 47890 Shenzhen University , China
| | - Jin H Yan
- 1 Laboratory of Neuromotor Control and Learning, 47890 Shenzhen University , China
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Zwart FS, Vissers CTWM, Kessels RPC, Maes JHR. Procedural learning across the lifespan: A systematic review with implications for atypical development. J Neuropsychol 2017; 13:149-182. [DOI: 10.1111/jnp.12139] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2017] [Revised: 09/06/2017] [Indexed: 11/30/2022]
Affiliation(s)
- Fenny S. Zwart
- Donders Institute for Brain Cognition and Behaviour; Radboud University; Nijmegen The Netherlands
| | - Constance Th. W. M. Vissers
- Behavioural Science Institute; Nijmegen The Netherlands
- Royal Dutch Kentalis; Sint-Michielsgestel The Netherlands
| | - Roy P. C. Kessels
- Donders Institute for Brain Cognition and Behaviour; Radboud University; Nijmegen The Netherlands
- Department of Medical Psychology; Radboud University Medical Center; Nijmegen The Netherlands
- Vincent van Gogh Institute for Psychiatry; Venray The Netherlands
| | - Joseph H. R. Maes
- Donders Institute for Brain Cognition and Behaviour; Radboud University; Nijmegen The Netherlands
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20
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Debarnot U, Rossi M, Faraguna U, Schwartz S, Sebastiani L. Sleep does not facilitate insight in older adults. Neurobiol Learn Mem 2017; 140:106-113. [PMID: 28219752 DOI: 10.1016/j.nlm.2017.02.005] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2016] [Revised: 02/04/2017] [Accepted: 02/09/2017] [Indexed: 10/20/2022]
Abstract
Sleep has been shown to foster the process of insight generation in young adults during problem solving activities. Aging is characterized by substantial changes in sleep architecture altering memory consolidation. Whether sleep might promote the occurrence of insight in older adults as well has not yet been tested experimentally. To address this issue, we tested healthy young and old volunteers on an insight problem solving task, involving both explicit and implicit features, before and after a night of sleep or a comparable wakefulness period. Data showed that insight emerged significantly less frequently after a night of sleep in older adults compared to young. Moreover, there was no difference in the magnitude of insight occurrence following sleep and daytime -consolidation in aged participants. We further found that acquisition of implicit knowledge in the task before sleep potentiated the gain of insight in young participants, but this effect was not observed in aged participants. Overall, present findings demonstrate that a period of sleep does not significantly promote insight in problem solving in older adults.
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Affiliation(s)
- Ursula Debarnot
- Department of Neuroscience, Faculty of Medicine, University of Geneva, Geneva, Switzerland; Geneva Neuroscience Center, University of Geneva, Geneva, Switzerland; Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland; Inter-University Laboratory of Human Movement Science-EA 7424, University Claude Bernard Lyon 1, Villeurbanne, France.
| | - Marta Rossi
- Dipartimento di Ricerca Traslazionale e delle Nuove Tecnologie in Medicina e Chirurgia, Università degli Studi di Pisa, Italy; School of Life Sciences, University of Sussex, Brighton, United Kingdom
| | - Ugo Faraguna
- Dipartimento di Ricerca Traslazionale e delle Nuove Tecnologie in Medicina e Chirurgia, Università degli Studi di Pisa, Italy; Department of Developmental Neuroscience, IRCCS Fondazione Stella Maris, Pisa, Italy
| | - Sophie Schwartz
- Department of Neuroscience, Faculty of Medicine, University of Geneva, Geneva, Switzerland; Geneva Neuroscience Center, University of Geneva, Geneva, Switzerland; Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland
| | - Laura Sebastiani
- Dipartimento di Ricerca Traslazionale e delle Nuove Tecnologie in Medicina e Chirurgia, Università degli Studi di Pisa, Italy
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21
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Age effects on voluntary and automatic adjustments in anti-pointing tasks. Exp Brain Res 2016; 234:419-28. [PMID: 26497989 PMCID: PMC4731427 DOI: 10.1007/s00221-015-4459-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2015] [Accepted: 09/28/2015] [Indexed: 10/28/2022]
Abstract
We examined the effects of age on automatic and voluntary motor adjustments in pointing tasks. To this end, young (20-25 years) and middle-aged adults (48-62 years) were instructed to point at a target that could unexpectedly change its location (to the left or right) or its color (to green or red) during the movement. In the location change conditions, participants were asked to either adjust their pointing movement toward the new location (i.e., normal pointing) or in the opposite direction (i.e., anti-pointing). In the color change conditions, participants were instructed to adjust their movement to the left or right depending on the change in color. The results showed that in a large proportion of the anti-pointing trials, participants made two adjustments: an early initial automatic adjustment in the direction of the target shift followed by a late voluntary adjustment toward the opposite direction. It was found that the late voluntary adjustments were delayed for the middle-aged participants relative to the young participants. There were no age differences for the fast automatic adjustment in normal pointing, but the early adjustment in anti-pointing tended to be later in the middle-aged adults. Finally, the difference in the onset of early and late adjustments in anti-pointing adjustments was greater among the middle-aged adults. Hence, this study is the first to show that aging slows down voluntary goal-directed movement control processes to greater extent than the automatic stimulus-driven processes.
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Implicit motor sequence learning in schizophrenia and in old age: reduced performance only in the third session. Exp Brain Res 2016; 234:3531-3542. [PMID: 27507227 DOI: 10.1007/s00221-016-4751-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2016] [Accepted: 08/01/2016] [Indexed: 10/21/2022]
Abstract
Although there still is conflicting evidence whether schizophrenia is a neurodegenerative disease, cognitive changes in schizophrenia resemble those observed during normal aging. In contrast to extensively demonstrated deficits in explicit learning, it remains unclear whether implicit sequence learning is impaired in schizophrenia and normal aging. Implicit sequence learning was investigated using a computerized drawing task, the 'implicit pattern learning task (IPLT)' in 30 stable patients with schizophrenia, 30 age-matched controls and 30 elderly subjects on two consecutive days and after 1 week (sessions 1, 2 and 3). Fixed sequence trials were intermixed with random trials, and sequence learning was assessed by subtraction of the response time in fixed sequence trials from random trials. Separate analyses of response times and movement accuracy (i.e., directional errors) were performed. Explicit sequence knowledge was assessed using three different awareness tasks. All groups learned equally during sessions 1 and 2. In session 3, control subjects showed significantly larger learning scores than patients with schizophrenia (p = .012) and elderly subjects (p = .021). This group difference is mainly expressed in movement time and directional errors. Patients with schizophrenia demonstrated less subjective sequence awareness, and both patients with schizophrenia and elderly subjects had less explicit sequence recall. Explicit recall was positively correlated with task performance in all groups. After a short 24 h interval, all subjects showed similar improvements in implicit sequence learning. However, no benefit of prior task exposure 1 week later was observed in patients with schizophrenia and elderly subjects compared to controls. As patients with schizophrenia and elderly both display less explicit sequence recall, the control group superiority after 1 week could be explained by an explicit learning component. The few patients with schizophrenia and elderly subjects who had some sequence recall could possibly utilize this explicit knowledge to improve their task performance but did this by distinct mechanisms.
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Eudave L, Aznárez-Sanado M, Luis EO, Martínez M, Fernández-Seara MA, Pastor MA. Motor sequence learning in the elderly: differential activity patterns as a function of hand modality. Brain Imaging Behav 2016; 11:986-997. [DOI: 10.1007/s11682-016-9569-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Abstract
Although evidence exists that changes in sensorimotor function occur with aging, changes in the bilateral coordination of the upper extremities is less understood. Here, we review the behavioral and neural evidence of declines in bilateral coordination as well as the implications these deficits have on function and physical rehabilitation. We begin with an introduction to the two major forms of bilateral coordination, symmetric and non-symmetric and their sub-groupings. After discussing the motor performance changes with age in symmetric tasks, we address age-related changes in motor lateralization that may affect the bilateral coordination of non-symmetric coordination. This is followed by a discussion of the contributions of cognitive, sensory, and cortical changes with age that influence and underlie bilateral motor performance. Finally, age-related changes in motor learning of bilateral movements are also considered. In general, most age related changes are found in complex symmetric movements but, surprisingly, there is a dearth of information about changes in the more challenging and ubiquitous non-symmetric bilateral movements. Future investigations should focus on broadening the understanding of age-related changes in complex, functionally relevant bilateral movements, such that the real-world implications of these changes may be derived.
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Caljouw SR, Veldkamp R, Lamoth CJC. Implicit and Explicit Learning of a Sequential Postural Weight-Shifting Task in Young and Older Adults. Front Psychol 2016; 7:733. [PMID: 27252670 PMCID: PMC4877372 DOI: 10.3389/fpsyg.2016.00733] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2015] [Accepted: 05/02/2016] [Indexed: 01/25/2023] Open
Abstract
Sequence-specific postural motor learning in a target-directed weight-shifting task in 12 older and 12 young participants was assessed. In the implicit sequence learning condition participants performed a concurrent spatial cognitive task and in the two explicit conditions participants were required to discover the sequence order either with or without the concurrent cognitive task. Participants moved a cursor on the screen from the center location to one of the target locations projected in a semi-circle and back by shifting their center of pressure (CoP) on force plates. During the training the targets appeared in a simple fixed 5-target sequence. Plan-based control (i.e., direction of the CoP displacement in the first part of the target-directed movement) improved by anticipating the sequence order in the implicit condition but not in the explicit dual task condition. Only the young participants were able to use the explicit knowledge of the sequence structure to improve the directional error as indicated by a significant decrease in directional error over practice and an increase in directional error with sequence removal in the explicit single task condition. Time spent in the second part of the movement trajectory to stabilize the cursor on the target location improved over training in both the implicit and explicit sequence learning conditions, for both age groups. These results might indicate that an implicit motor learning method, which holds back explicit awareness of task relevant features, may be desirable for improving plan-based motor control in older adults.
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Affiliation(s)
- Simone R Caljouw
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Groningen Netherlands
| | - Renee Veldkamp
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Groningen Netherlands
| | - Claudine J C Lamoth
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Groningen Netherlands
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Schaefer SY, Duff K. Rapid Responsiveness to Practice Predicts Longer-Term Retention of Upper Extremity Motor Skill in Non-Demented Older Adults. Front Aging Neurosci 2015; 7:214. [PMID: 26635601 PMCID: PMC4649025 DOI: 10.3389/fnagi.2015.00214] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2015] [Accepted: 11/02/2015] [Indexed: 11/13/2022] Open
Abstract
Skill acquisition is a form of motor learning that may provide key insights into the aging brain. Although previous work suggests that older adults learn novel motor tasks slower and to a lesser extent than younger adults, we have recently demonstrated no significant effect of chronological age on the rates and amounts of skill acquisition, nor on its long-term retention, in adults over the age of 65. To better understand predictors of skill acquisition in non-demented older adults, we now explore the relationship between early improvements in motor performance due to practice (i.e., rapid responsiveness) and longer-term retention of an upper extremity motor skill, and whether the extent of rapid responsiveness was associated with global cognitive status. Results showed significant improvements in motor performance within the first five (of 150) trials, and that this “rapid responsiveness” was predictive of skill retention 1 month later. Notably, the extent of rapid responsiveness was not dependent on global cognitive status, as measured by the Montreal Cognitive Assessment (MoCA). Thus, rapid responsiveness appears to be an important variable in longer-term neurorehabilitative efforts with older adults, regardless of their cognitive status.
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Affiliation(s)
- Sydney Y Schaefer
- Motor Rehabilitation and Learning Laboratory, Utah State University Logan, UT, USA ; Department of Physical Therapy, University of Utah Salt Lake City, UT, USA ; Center on Aging, University of Utah Salt Lake City, UT, USA
| | - Kevin Duff
- Center on Aging, University of Utah Salt Lake City, UT, USA ; Department of Neurology, University of Utah Salt Lake City, UT, USA ; Center for Alzheimer's Care, Imaging and Research, University of Utah Salt Lake City, UT, USA
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Hoff M, Trapp S, Kaminski E, Sehm B, Steele CJ, Villringer A, Ragert P. Switching between hands in a serial reaction time task: a comparison between young and old adults. Front Aging Neurosci 2015; 7:176. [PMID: 26441638 PMCID: PMC4569733 DOI: 10.3389/fnagi.2015.00176] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2015] [Accepted: 08/31/2015] [Indexed: 12/23/2022] Open
Abstract
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.
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Affiliation(s)
- Maike Hoff
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences Leipzig, Germany
| | - Sabrina Trapp
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences Leipzig, Germany
| | - Elisabeth Kaminski
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences Leipzig, Germany
| | - Bernhard Sehm
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences Leipzig, Germany
| | - Christopher J Steele
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences Leipzig, Germany
| | - Arno Villringer
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences Leipzig, Germany ; Mind and Brain Institute, Charité and Humboldt University Berlin, Germany
| | - Patrick Ragert
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences Leipzig, Germany ; Institute for General Kinesiology and Exercise Science, Faculty of Sport Science, University of Leipzig Leipzig, Germany
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Kleynen M, Braun SM, Rasquin SMC, Bleijlevens MHC, Lexis MAS, Halfens J, Wilson MR, Masters RSW, Beurskens AJ. Multidisciplinary Views on Applying Explicit and Implicit Motor Learning in Practice: An International Survey. PLoS One 2015; 10:e0135522. [PMID: 26296203 PMCID: PMC4546413 DOI: 10.1371/journal.pone.0135522] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2015] [Accepted: 07/22/2015] [Indexed: 12/27/2022] Open
Abstract
Background A variety of options and techniques for causing implicit and explicit motor learning have been described in the literature. The aim of the current paper was to provide clearer guidance for practitioners on how to apply motor learning in practice by exploring experts’ opinions and experiences, using the distinction between implicit and explicit motor learning as a conceptual departure point. Methods A survey was designed to collect and aggregate informed opinions and experiences from 40 international respondents who had demonstrable expertise related to motor learning in practice and/or research. The survey was administered through an online survey tool and addressed potential options and learning strategies for applying implicit and explicit motor learning. Responses were analysed in terms of consensus (≥ 70%) and trends (≥ 50%). A summary figure was developed to illustrate a taxonomy of the different learning strategies and options indicated by the experts in the survey. Results Answers of experts were widely distributed. No consensus was found regarding the application of implicit and explicit motor learning. Some trends were identified: Explicit motor learning can be promoted by using instructions and various types of feedback, but when promoting implicit motor learning, instructions and feedback should be restricted. Further, for implicit motor learning, an external focus of attention should be considered, as well as practicing the entire skill. Experts agreed on three factors that influence motor learning choices: the learner’s abilities, the type of task, and the stage of motor learning (94.5%; n = 34/36). Most experts agreed with the summary figure (64.7%; n = 22/34). Conclusion The results provide an overview of possible ways to cause implicit or explicit motor learning, signposting examples from practice and factors that influence day-to-day motor learning decisions.
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Affiliation(s)
- Melanie Kleynen
- Research Centre for Autonomy and Participation of Persons with a Chronic Illness, Faculty of Health, Zuyd University of Applied Sciences, Heerlen, The Netherlands
- Adelante Rehabilitation Centre, Department of Brain Injury, Hoensbroek, The Netherlands
- Department of Family Medicine, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
- Department of Rehabilitation Medicine, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
- * E-mail:
| | - Susy M. Braun
- Research Centre for Autonomy and Participation of Persons with a Chronic Illness, Faculty of Health, Zuyd University of Applied Sciences, Heerlen, The Netherlands
- Department of Health Services Research, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Sascha M. C. Rasquin
- Department of Rehabilitation Medicine, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
- Adelante Centre of Expertise in Rehabilitation and Audiology, Hoensbroek, The Netherlands
| | - Michel H. C. Bleijlevens
- Department of Health Services Research, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
- Innovation Platform Sevagram, Sevagram Zorgcentra, Heerlen, the Netherlands
| | - Monique A. S. Lexis
- Research Centre for Technology in Care, Zuyd University of Applied Sciences, Heerlen, The Netherlands
| | - Jos Halfens
- Adelante Rehabilitation Centre, Department of Brain Injury, Hoensbroek, The Netherlands
| | - Mark R. Wilson
- Department of Sport and Health Sciences, University of Exeter, Exeter, United Kingdom
| | - Rich S. W. Masters
- Institute of Human Performance, University of Hong Kong, Hong Kong, China
- Te Oranga School of Human Development and Movement Studies, University of Waikato, Hamilton, New Zealand
| | - Anna J. Beurskens
- Research Centre for Autonomy and Participation of Persons with a Chronic Illness, Faculty of Health, Zuyd University of Applied Sciences, Heerlen, The Netherlands
- Department of Family Medicine, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
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