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Maurer LK, Maurer H, Hegele M, Müller H. Can Stephen Curry really know?—Conscious access to outcome prediction of motor actions. PLoS One 2022; 17:e0250047. [PMID: 35041676 PMCID: PMC8765646 DOI: 10.1371/journal.pone.0250047] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Accepted: 12/15/2021] [Indexed: 11/18/2022] Open
Abstract
The NBA player Stephen Curry has a habit of turning away from the basket right after taking three-point shots even before the ball reaches the basket, suggesting that he can reliably predict whether the just released shot will hit or not. In order to use this “knowledge” to deliberately decide which action to take next, Stephen Curry needs conscious access to the results of internal processes of outcome prediction and valuation. In general, computational simulations and empirical data suggest that the quality of such internal predictions is related to motor skill level. Whether the results of internal predictions can reliably be consciously accessed, however, is less clear. In the current study, 30 participants each practiced a virtual goal-oriented throwing task for 1000 trials. Every second trial, they were required to verbally predict the success of the current throw. Results showed that on average, verbal prediction accuracy was above an individually computed chance level, taking into account individual success rates and response strategies. Furthermore, prediction accuracy was related to task skill level. Participants with better performances predicted the success of their throws more accurately than participants with poorer performances. For the poorer performing individuals, movement execution was negatively affected when the verbalized predictions were required. They also showed no noticeable modulation of speech characteristics (response latency) for correct and incorrect predictions as observed in the high performers.
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Affiliation(s)
- Lisa Katharina Maurer
- Department of Psychology and Sport Science, Neuromotor Behavior Lab, Justus Liebig University, Giessen, Germany
- Center for Mind, Brain and Behavior (CMBB), Universities of Marburg and Giessen, Giessen, Germany
- * E-mail:
| | - Heiko Maurer
- Department of Psychology and Sport Science, Neuromotor Behavior Lab, Justus Liebig University, Giessen, Germany
| | - Mathias Hegele
- Department of Psychology and Sport Science, Neuromotor Behavior Lab, Justus Liebig University, Giessen, Germany
- Center for Mind, Brain and Behavior (CMBB), Universities of Marburg and Giessen, Giessen, Germany
| | - Hermann Müller
- Department of Psychology and Sport Science, Neuromotor Behavior Lab, Justus Liebig University, Giessen, Germany
- Center for Mind, Brain and Behavior (CMBB), Universities of Marburg and Giessen, Giessen, Germany
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Taga M, Curci A, Pizzamigglio S, Lacal I, Turner DL, Fu CHY. Motor adaptation and internal model formation in a robot-mediated forcefield. PSYCHORADIOLOGY 2021; 1:73-87. [PMID: 38665359 PMCID: PMC10917215 DOI: 10.1093/psyrad/kkab007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Revised: 04/28/2021] [Accepted: 05/15/2021] [Indexed: 04/28/2024]
Abstract
Background Motor adaptation relies on error-based learning for accurate movements in changing environments. However, the neurophysiological mechanisms driving individual differences in performance are unclear. Transcranial magnetic stimulation (TMS)-evoked potential can provide a direct measure of cortical excitability. Objective To investigate cortical excitability as a predictor of motor learning and motor adaptation in a robot-mediated forcefield. Methods A group of 15 right-handed healthy participants (mean age 23 years) performed a robot-mediated forcefield perturbation task. There were two conditions: unperturbed non-adaptation and perturbed adaptation. TMS was applied in the resting state at baseline and following motor adaptation over the contralateral primary motor cortex (left M1). Electroencephalographic (EEG) activity was continuously recorded, and cortical excitability was measured by TMS-evoked potential (TEP). Motor learning was quantified by the motor learning index. Results Larger error-related negativity (ERN) in fronto-central regions was associated with improved motor performance as measured by a reduction in trajectory errors. Baseline TEP N100 peak amplitude predicted motor learning (P = 0.005), which was significantly attenuated relative to baseline (P = 0.0018) following motor adaptation. Conclusions ERN reflected the formation of a predictive internal model adapted to the forcefield perturbation. Attenuation in TEP N100 amplitude reflected an increase in cortical excitability with motor adaptation reflecting neuroplastic changes in the sensorimotor cortex. TEP N100 is a potential biomarker for predicting the outcome in robot-mediated therapy and a mechanism to investigate psychomotor abnormalities in depression.
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Affiliation(s)
- Myriam Taga
- School of Health, Sports and Bioscience, University of East London, London, UK
| | - Annacarmen Curci
- School of Health, Sports and Bioscience, University of East London, London, UK
| | - Sara Pizzamigglio
- Department of Computer Science, School of Architecture, Computing and Engineering, University of East London, London, UK
| | - Irene Lacal
- Department of Computer Science, School of Architecture, Computing and Engineering, University of East London, London, UK
| | - Duncan L Turner
- School of Health, Sports and Bioscience, University of East London, London, UK
| | - Cynthia H Y Fu
- Department of Physiology and Pharmacology, Sapienza University, Rome, Italy
- School of Psychology, University of East London, London, UK
- Centre for Affective Disorders, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
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Olivier GN, Paul SS, Walter CS, Hayes HA, Foreman KB, Duff K, Schaefer SY, Dibble LE. The feasibility and efficacy of a serial reaction time task that measures motor learning of anticipatory stepping. Gait Posture 2021; 86:346-353. [PMID: 33857800 PMCID: PMC8092847 DOI: 10.1016/j.gaitpost.2021.04.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/06/2020] [Revised: 03/03/2021] [Accepted: 04/02/2021] [Indexed: 02/02/2023]
Abstract
BACKGROUND Motor learning has been investigated using various paradigms, including serial reaction time tasks (SRTT) that examine upper extremity reaching and pointing while seated. Few studies have used a stepping SRTT, which could offer additional insights into motor learning involving postural demands. For a task to measure motor learning, naïve participants must demonstrate a) improved performance with task practice, and b) a dose-response relationship to learning the task. RESEARCH QUESTION Is a stepping SRTT feasible and efficacious for measuring motor learning? METHODS In this prospective study, 20 participants stood on an instrumented mat and were presented with stimuli on a computer screen. They stepped to the corresponding positions on the mat as quickly as possible. Presented stimuli included random sequences and a blinded imbedded repeating sequence. Three days after completing the randomly assigned practice dose [high dose group (n = 10) performed 4320 steps; low dose group (n = 10) performed 144 steps], a retention test of 72 steps was performed. Feasibility was measured as the proportion of participants who completed the assigned practice dose without adverse events. Efficacy was measured as within-group performance improvement on the random sequences and on the repeating sequence (paired t-tests), as well as a dose-response relationship to learning both types of sequences (independent t-tests). RESULTS All participants (mean age 26.8 years) completed all practice sessions without adverse events, indicating feasibility. High dose practice resulted in performance improvement while low dose did not; a dose-response relationship was found, with high dose practice resulting in greater learning of the task than low dose practice, indicating efficacy. SIGNIFICANCE This stepping SRTT is a feasible and efficacious way to measure motor learning, which could provide critical insights into anticipatory stepping, postural control, and fall risk. Future research is needed to determine feasibility, efficacy, and optimal practice dosages for older and impaired populations.
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Affiliation(s)
- Geneviève N Olivier
- Physical Therapy and Athletic Training, University of Utah, Salt Lake City, UT, USA.
| | - Serene S Paul
- Physical Therapy and Athletic Training, University of Utah, Salt Lake City, UT, USA
| | - Christopher S Walter
- Physical Therapy and Athletic Training, University of Utah, Salt Lake City, UT, USA
| | - Heather A Hayes
- Physical Therapy and Athletic Training, University of Utah, Salt Lake City, UT, USA
| | - K Bo Foreman
- Physical Therapy and Athletic Training, University of Utah, Salt Lake City, UT, USA
| | - Kevin Duff
- Neurology, University of Utah, Salt Lake City, UT, USA
| | - Sydney Y Schaefer
- Biological and Health Systems Engineering, Arizona State University, Tempe, AZ, USA
| | - Leland E Dibble
- Physical Therapy and Athletic Training, University of Utah, Salt Lake City, UT, USA
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Horváth K, Kardos Z, Takács Á, Csépe V, Nemeth D, Janacsek K, Kóbor A. Error Processing During the Online Retrieval of Probabilistic Sequence Knowledge. J PSYCHOPHYSIOL 2021. [DOI: 10.1027/0269-8803/a000262] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Adaptive behavior involves rapid error processing and action evaluation. However, it has not been clarified how errors contribute to automatic behaviors that can be retrieved to successfully adapt to our complex environment. Automatic behaviors strongly rely on the process of probabilistic sequence learning and memory. Therefore, the present study investigated error processing during the online retrieval of probabilistic sequence knowledge. Twenty-four healthy young adults acquired and continuously retrieved a repeating stimulus sequence reflected by reaction time (RT) changes on a rapid forced-choice RT task. Performance was compared with a baseline that denoted the processing of random stimuli embedded in the probabilistic sequence. At the neurophysiological level, event-related brain potentials synchronized to responses were measured. Error processing was tracked by the error negativity (Ne) and the error positivity (Pe). The mean amplitude of the Ne gradually decreased as the task progressed, similarly for the sequence retrieval and the embedded baseline process. The mean amplitude of the Pe increased over time, likewise, irrespective of the type of the stimuli. Accordingly, we propose that automatic error detection (Ne) and conscious error evaluation (Pe) are not sensitive to sequence learning and retrieval. Overall, the present study provides insight into how error processing takes place for the retrieval of sequence knowledge in a probabilistic environment.
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Affiliation(s)
- Kata Horváth
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
| | - Zsófia Kardos
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest, Hungary
- Department of Cognitive Science, Budapest University of Technology and Economics, Budapest, Hungary
| | - Ádám Takács
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine of the TU Dresden, Germany
| | - Valéria Csépe
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest, Hungary
- Faculty of Modern Philology and Social Sciences, University of Pannonia, Veszprém, Hungary
| | - Dezso Nemeth
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
- Lyon Neuroscience Research Center, INSERM, CNRS, Université de Lyon, France
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
- School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, London, UK
| | - Andrea Kóbor
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest, Hungary
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Matsuhashi T, Segalowitz SJ, Murphy TI, Nagano Y, Hirao T, Masaki H. Medial frontal negativities predict performance improvements during motor sequence but not motor adaptation learning. Psychophysiology 2020; 58:e13708. [PMID: 33111987 PMCID: PMC7816271 DOI: 10.1111/psyp.13708] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2020] [Revised: 08/25/2020] [Accepted: 09/18/2020] [Indexed: 12/20/2022]
Abstract
Alterations in our environment require us to learn or alter motor skills to remain efficient. Also, damage or injury may require the relearning of motor skills. Two types have been identified: movement adaptation and motor sequence learning. Doyonet al. (2003, Distinct contribution of the cortico-striatal and cortico-cerebellar systems to motor skill learning. Neuropsychologia, 41(3), 252-262) proposed a model to explain the neural mechanisms related to adaptation (cortico-cerebellar) and motor sequence learning (cortico-striatum) tasks. We hypothesized that medial frontal negativities (MFNs), event-related electrocortical responses including the error-related negativity (ERN) and correct-response-related negativity (CRN), would be trait biomarkers for skill in motor sequence learning due to their relationship with striatal neural generators in a network involving the anterior cingulate and possibly the supplementary motor area. We examined 36 participants' improvement in a motor adaptation and a motor sequence learning task and measured MFNs elicited in a separate Spatial Stroop (conflict) task. We found both ERN and CRN strongly predicted performance improvement in the sequential motor task but not in the adaptation task, supporting this aspect of the Doyon model. Interestingly, the CRN accounted for additional unique variance over the variance shared with the ERN suggesting an expansion of the model.
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Affiliation(s)
- Takuto Matsuhashi
- Graduate School of Sport Sciences, Waseda University, Tokorozawa, Japan
| | | | - Timothy I Murphy
- Department of Psychology, Brock University, St. Catharines, ON, Canada
| | - Yuichiro Nagano
- Faculty of Human Studies, Bunkyo Gakuin University, Fujimino, Japan
| | - Takahiro Hirao
- Faculty of Sport Sciences, Waseda University, Tokorozawa, Japan
| | - Hiroaki Masaki
- Faculty of Sport Sciences, Waseda University, Tokorozawa, Japan
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Stahl J, Mattes A, Hundrieser M, Kummer K, Mück M, Niessen E, Porth E, Siswandari Y, Wolters P, Dummel S. Neural correlates of error detection during complex response selection: Introduction of a novel eight-alternative response task. Biol Psychol 2020; 156:107969. [PMID: 33058968 DOI: 10.1016/j.biopsycho.2020.107969] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2019] [Revised: 09/20/2020] [Accepted: 10/05/2020] [Indexed: 12/17/2022]
Abstract
Error processing in complex decision tasks should be more difficult compared to a simple and commonly used two-choice task. We developed an eight-alternative response task (8ART), which allowed us to investigate different aspects of error detection. We analysed event-related potentials (ERP; N = 30). Interestingly, the response time moderated several findings. For example, only for fast responses, we observed the well-known effect of larger error negativity (Ne) in signalled and non-signalled errors compared to correct responses, but not for slow responses. We identified at least two different error sources due to post-experimental reports and certainty ratings: impulsive (fast) errors and (slow) memory errors. Interestingly, the participants were able to perform the task and to identify both, impulsive and memory errors successfully. Preliminary evidence indicated that early (Ne-related) error processing was not sensitive to memory errors but to impulsive errors, whereas the error positivity seemed to be sensitive to both error types.
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Affiliation(s)
- Jutta Stahl
- Department of Individual Differences and Psychological Assessment, University of Cologne, Germany.
| | - André Mattes
- Department of Individual Differences and Psychological Assessment, University of Cologne, Germany
| | - Manuela Hundrieser
- Department of Individual Differences and Psychological Assessment, University of Cologne, Germany
| | - Kilian Kummer
- Department of Individual Differences and Psychological Assessment, University of Cologne, Germany
| | - Markus Mück
- Department of Individual Differences and Psychological Assessment, University of Cologne, Germany
| | - Eva Niessen
- Department of Individual Differences and Psychological Assessment, University of Cologne, Germany; Cognitive Neuroscience, Institute of Neuroscience and Medicine (INM-3), Research Centre Juelich, Germany; Institute of Neuroscience & Psychology, University of Glasgow, United Kingdom
| | - Elisa Porth
- Department of Individual Differences and Psychological Assessment, University of Cologne, Germany
| | - Yohana Siswandari
- Department of Individual Differences and Psychological Assessment, University of Cologne, Germany
| | - Peter Wolters
- Department of Individual Differences and Psychological Assessment, University of Cologne, Germany
| | - Sebastian Dummel
- Department of Individual Differences and Psychological Assessment, University of Cologne, Germany
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Chan RW, Alday PM, Zou-Williams L, Lushington K, Schlesewsky M, Bornkessel-Schlesewsky I, Immink MA. Focused-attention meditation increases cognitive control during motor sequence performance: Evidence from the N2 cortical evoked potential. Behav Brain Res 2020; 384:112536. [DOI: 10.1016/j.bbr.2020.112536] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2019] [Revised: 02/03/2020] [Accepted: 02/03/2020] [Indexed: 01/08/2023]
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Mückschel M, Eggert E, Prochnow A, Beste C. Learning Experience Reverses Catecholaminergic Effects on Adaptive Behavior. Int J Neuropsychopharmacol 2019; 23:12-19. [PMID: 31701133 PMCID: PMC7064049 DOI: 10.1093/ijnp/pyz058] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/02/2019] [Revised: 10/30/2019] [Accepted: 11/05/2019] [Indexed: 01/05/2023] Open
Abstract
BACKGROUND Catecholamines are important for cognitive control and the ability to adapt behavior (e.g., after response errors). A prominent drug that modulates the catecholaminergic system is methylphenidate. On the basis of theoretical consideration, we propose that the effects of methylphenidate on behavioral adaptation depend on prior learning experience. METHODS In a double-blind, randomized, placebo-controlled crossover study design, we examined the effect of methylphenidate (0.25 mg/kg) on post error behavioral adaptation processes in a group of n = 43 healthy young adults. Behavioral adaptation processes were examined in a working memory, modulated response selection task. The focus of the analysis was on order effects within the crossover study design to evaluate effects of prior learning/task experience. RESULTS The effect of methylphenidate/placebo on post-error behavioral adaptation processes reverses depending on prior task experience. When there was no prior experience with the task, methylphenidate increased post-error slowing and thus intensified behavioral adaptation processes. However, when there was prior task experience, (i.e., when the placebo session was conducted first in the crossover design), methylphenidate even decreased post-error slowing and behavioral adaptation. Effect sizes were large and the power of the observed effects was higher than 95%. CONCLUSIONS The data suggest that catecholaminergic effects on cognitive control functions vary as a function of prior learning/task experience. The data establish a close link between learning/task familiarization and catecholaminergic effects for executive functions, which has not yet been studied, to our knowledge, but is of considerable clinical relevance. Theoretical implications are discussed.
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Affiliation(s)
- Moritz Mückschel
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine, TU Dresden, Dresden, Germany,MS Centre, Department of Neurology, Faculty of Medicine, TU Dresden, Dresden, Germany
| | - Elena Eggert
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine, TU Dresden, Dresden, Germany
| | - Astrid Prochnow
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine, TU Dresden, Dresden, Germany
| | - Christian Beste
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine, TU Dresden, Dresden, Germany,Correspondence: Christian Beste, Faculty of Medicine Carl Gustav Carus, TU Dresden, Department of Child and Adolescent Psychiatry, Fetscherstrasse 74, 01307 Dresden, Germany ()
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Beaulieu C, Turcotte-Giroux A, Carrier-Toutant F, Brisson B, Jolicoeur P, De Beaumont L. Long-Term Effects of Concussions on Psychomotor Speed and Cognitive Control Processes During Motor Sequence Learning. J PSYCHOPHYSIOL 2019. [DOI: 10.1027/0269-8803/a000213] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. In asymptomatic multiple-concussion athletes, studies evidenced long-term impairments in psychomotor speed, motor sequence learning, and cognitive control processes, as indexed by the Error Negativity (Ne), also commonly referred to as the Error-related Negativity (ERN). In healthy controls, motor sequence learning during a Serial Reaction Time (SRT) task is associated with an increase in Ne/ERN amplitude. The objective of this paper is to investigate whether concussion effects on cognitive control are associated with sequence learning changes in asymptomatic multi-concussion athletes. Thirty-seven athletes (18 nonconcussed; 19 concussed) completed a SRT task during which continuous electroencephalographic (EEG) activity was recorded. Ne/ERN amplitude modulation from early to late learning blocks of the task was measured. Median reaction times (RTs) were computed to assess psychomotor speed and motor sequence learning. Psychomotor speed was significantly reduced in concussed athletes. Accentuated Ne/ERN amplitude from early to late learning blocks significantly correlated with motor sequence learning in nonconcussed athletes. In contrast, Ne/ERN amplitude was found to decrease significantly with task progression in concussed athletes who nonetheless achieved normal motor sequence learning. Multiple concussions detrimentally affect psychomotor speed. Unlike nonconcussed athletes, motor sequence learning in multi-concussion athletes was not associated with Ne/ERN amplitude modulation, indicating that cognitive control processes do not centrally contribute to learning of a motor sequence after repeated concussions.
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Affiliation(s)
- Christelle Beaulieu
- Department of Psychology, Université du Québec à Trois Rivières, Québec, Canada
| | | | | | - Benoit Brisson
- Department of Psychology, Université du Québec à Trois Rivières, Québec, Canada
| | - Pierre Jolicoeur
- Department of Psychology, Université de Montréal, Québec, Canada
| | - Louis De Beaumont
- Department of Psychology, Université du Québec à Trois Rivières, Québec, Canada
- Montreal Sacred Heart Hospital Research Centre, Québec, Canada
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Kóbor A, Takács Á, Kardos Z, Janacsek K, Horváth K, Csépe V, Nemeth D. ERPs differentiate the sensitivity to statistical probabilities and the learning of sequential structures during procedural learning. Biol Psychol 2018; 135:180-193. [DOI: 10.1016/j.biopsycho.2018.04.001] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2017] [Revised: 04/03/2018] [Accepted: 04/03/2018] [Indexed: 10/17/2022]
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On the influence of informational content and key-response effect mapping on implicit learning and error monitoring in the serial reaction time (SRT) task. Exp Brain Res 2017; 236:259-273. [DOI: 10.1007/s00221-017-5124-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2016] [Accepted: 11/07/2017] [Indexed: 10/18/2022]
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Lawson RR, Gayle JO, Wheaton LA. Novel behavioral indicator of explicit awareness reveals temporal course of frontoparietal neural network facilitation during motor learning. PLoS One 2017; 12:e0175176. [PMID: 28410404 PMCID: PMC5391991 DOI: 10.1371/journal.pone.0175176] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2016] [Accepted: 03/21/2017] [Indexed: 11/29/2022] Open
Abstract
Deficits in sequential motor learning have been observed in many patient populations. Having an understanding of the individual neural progression associated with sequential learning in healthy individuals may provide valuable insights for effective interventions with these patients. Due to individual variability in motor skill acquisition, the temporal course of such learning will be vary, suggesting a need for a more individualized approach. Knowing when a subject becomes aware of movement patterns may provide a marker with which to identify each individual’s learning time course. To avoid interfering with the incidental nature of discovery during learning, such an indicator requires an indirect, behaviorally-based approach. In Part I, our study aimed to identify a reliable behavioral indicator predictive of the presence of incidental explicit awareness in a sequential motor learning task. Part II, utilized the predictive indicator and EEG to provide neural validation of perceptual processing changes temporally correlated with the indicator. Results of Part I provide a reliable predictive indicator for the timing of explicit awareness development. Results from Part II demonstrates strong classification reliability, as well as a significant neural correlation with behavior for subjects developing awareness (EXP), not observed with subjects without awareness (NOEXP). Additionally, a temporal correlation of peak activation between neural regions was noted over frontoparietal regions, suggesting that the incidental discovery of motor patterns may involve a facilitative network during awareness development. The proposed indicator provides a tool in which to further examine potential impacts of awareness associated with incidental, or exploratory, motor learning, while the individual nature of the indicator provides a tool for monitoring progress in rehabilitative, exploratory motor learning paradigms.
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Affiliation(s)
- Regan R. Lawson
- School of Biological Sciences, Georgia Institute of Technology, Atlanta, Georgia, United States of America
| | - Jordan O. Gayle
- School of Psychology, Morehouse College, Atlanta, Georgia, United States of America
| | - Lewis A. Wheaton
- School of Biological Sciences, Georgia Institute of Technology, Atlanta, Georgia, United States of America
- * E-mail:
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