The Representation of Motor (Inter)action, States of Action, and Learning: Three Perspectives on Motor Learning by Way of Imagery and Execution

C-SMB 2.0: Integrating over 25 years of motor sequencing research with the Discrete Sequence Production task

An exhaustive review is reported of over 25 years of research with the Discrete Sequence Production (DSP) task as reported in well over 100 articles. In line with the increasing call for theory development, this culminates into proposing the second version of the Cognitive framework of Sequential Motor Behavior (C-SMB 2.0), which brings together known models from cognitive psychology, cognitive neuroscience, and motor learning. This processing framework accounts for the many different behavioral results obtained with the DSP task and unveils important properties of the cognitive system. C-SMB 2.0 assumes that a versatile central processor (CP) develops multimodal, central-symbolic representations of short motor segments by repeatedly storing the elements of these segments in short-term memory (STM). Independently, the repeated processing by modality-specific perceptual and motor processors (PPs and MPs) and by the CP when executing sequences gradually associates successively used representations at each processing level. The high dependency of these representations on active context information allows for the rapid serial activation of the sequence elements as well as for the executive control of tasks as a whole. Speculations are eventually offered as to how the various cognitive processes could plausibly find their neural underpinnings within the intricate networks of the brain.

Different pedagogical approaches to motor imagery both demonstrate individualized movement patterns to achieve improved performance outcomes when learning a complex motor skill

Cognitive training techniques such as motor imagery (MI)-cognitive simulation of movement, has been found to successfully facilitate skill acquisition. The MI literature emphasizes the need to accurately imitate key elements of motor execution to facilitate improved performance outcomes. However, there is a scarcity of MI research investigating how contemporary approaches to motor learning, such as nonlinear pedagogy (NLP), can be integrated into MI practice. Grounded in an ecological dynamics approach to human movement, NLP proposes that skilled action is an emergent process that results from continuous interactions between perceptual information of the environment and movement. This emergent process can be facilitated by the manipulation of key task constraints that aim to encourage learners to explore movement solutions that satisfy individual constraints (e.g., height and weight) and achieve successful performance outcomes. The aim of the present study was to explore the application of a NLP approach to MI approach for skill acquisition. Fourteen weightlifting beginners (two female and 12 male) participated in a 4-week intervention involving either NLP (i.e. analogy-based instructions and manipulation of task constraints) or a linear pedagogy (LP; prescriptive instructions of optimal technique, repetition of same movement form) to learn a complex weightlifting derivative. Performance accuracy, movement criterion (barbell trajectory type), kinematic data, and quantity of exploration/exploitation were measured pre-mid-post intervention. No significant differences (p = .438) were observed in the amount of exploration between LP (EER = 0.41) and NLP (EER = 0.26) conditions. Equivalent changes in rearward displacement (R×D) were observed with no significant differences between conditions for technique assessments 1, 2, or 3 (p = .13 - .67). Both NLP and LP conditions were found to primarily demonstrate 'sub-optimal' type 3 barbell trajectories (NLP = 72%; LP = 54%). These results suggest that MI instructions prescribing a specific movement form (i.e., LP condition) are ineffective in restricting available movements to a prescribed technique but rather the inherent task constraints appear to 'force' learners to explore alternative movement solutions to achieve successful performance outcomes. Although MI instructions prescribing specific techniques have previously supported improved skill development, the current findings indicate that learners may self-organise their movements regardless of MI instructions to satisfy individual and task constraints while achieving improved performance. Therefore, it may be beneficial to consider scripts that are more outcome focused and incorporate task constraints to facilitate learners' inherent exploration of individual task solutions.

Motor imagery has a priming effect on motor execution in people with multiple sclerosis

Priming is a learning process that refers to behavioral changes caused by previous exposure to a similar stimulus. Motor imagery (MI), which involves the mental rehearsal of action representations in working memory without engaging in actual execution, could be a strategy for priming the motor system. This study investigates whether MI primes action execution in Multiple Sclerosis (MS). Here, 17 people with MS (PwMS) and 19 healthy subjects (HS), all right-handed and good imaginers, performed as accurately and quickly as possible, with a pencil, actual or mental pointing movements between targets of small (1.0 × 1.0 cm) or large (1.5 × 1.5 cm) size. In actual trials, they completed five pointing cycles between the left and right targets, whereas in mental trials, the first 4 cycles were imagined while the fifth was actually executed. The fifth cycle was introduced to assess the MI priming effect on actual execution. All conditions, presented randomly, were performed with both dominant (i.e., right) and non-dominant arms. Analysis of the duration of the first 4 cycles in both actual and mental trials confirmed previous findings, showing isochrony in HS with both arms and significantly faster mental than actual movements (anisochrony) in PwMS (p < 0.01) [time (s); HS right: actual: 4.23 ± 0.15, mental: 4.36 ± 0.16; left: actual: 4.32 ± 0.15, mental: 4.43 ± 0.18; PwMS right: actual: 5.85 ± 0.16, mental: 5.99 ± 0.21; left: actual: 6.68 ± 0.20, mental: 5.94 ± 0.23]; anisochrony in PwMS was present when the task was performed with the non-dominant arm. Of note, temporal analysis of the fifth actual cycle showed no differences between actual and mental trials for HS with both arms, whereas in PwMS the fifth actual cycle was significantly faster after the four actual cycles for the non-dominant arm (p < 0.05) [time (s); HS right: actual: 1.03 ± 0.04, mental: 1.03 ± 0.03; left: actual: 1.08 ± 0.04, mental: 1.05 ± 0.03; PwMS right: actual: 1.48 ± 0.04, mental: 1.48 ± 0.06; left: actual: 1.66 ± 0.05, mental: 1.48 ± 0.06]. These results seem to suggest that a few mental repetitions of an action might be sufficient to exert a priming effect on the actual execution of the same action in PwMS. This would indicate further investigation of the potential use of MI as a new motor-cognitive tool for MS neurorehabilitation.

Learning motor actions via imagery-perceptual or motor learning?

It is well accepted that repeatedly imagining oneself acting without any overt behavior can lead to learning. The prominent theory accounting for why imagery practice is effective, motor simulation theory, posits that imagined action and overt action are functionally equivalent, the exception being activation of the end effector. If, as motor simulation theory states, one can compile the goal, plan, motor program and outcome of an action during imagined action similar to overt action, then learning of novel skills via imagery should proceed in a manner equivalent to that of overt action. While the evidence on motor simulation theory is both plentiful and diverse, it does not explicitly account for differences in neural and behavioural findings between imagined and overt action. In this position paper, we briefly review theoretical accounts to date and present a perceptual-cognitive theory that accounts for often observed outcomes of imagery practice. We suggest that learning by way of imagery reflects perceptual-cognitive scaffolding, and that this 'perceptual' learning transfers into 'motor' learning (or not) depending on various factors. Based on this theory, we characterize consistently reported learning effects that occur with imagery practice, against the background of well-known physical practice effects and show that perceptual-cognitive scaffolding is well-suited to explain what is being learnt during imagery practice.

Imagining the way forward: A review of contemporary motor imagery theory

Over the past few decades, researchers have become interested in the mechanisms behind motor imagery (i.e., the mental rehearsal of action). During this time several theories of motor imagery have been proposed, offering diverging accounts of the processes responsible for motor imagery and its neural overlap with movement. In this review, we summarize the core claims of five contemporary theories of motor imagery: motor simulation theory, motor emulation theory, the motor-cognitive model, the perceptual-cognitive model, and the effects imagery model. Afterwards, we identify the key testable differences between them as well as their various points of overlap. Finally, we discuss potential future directions for theories of motor imagery.

Attention and Imagery in Cognitive-Behavioral Therapy for Chronic Pain: An Exploratory Study

Cognitive-behavioral therapy (CBT) has been shown to have a small to medium effect on chronic pain, necessitating further research to identify which components of CBT work for which type of patient. Previously, we developed a high-intensity individual CBT protocol and conducted a single-arm, uncontrolled feasibility study for chronic pain. In the current study, we explored patients' experiences in CBT sessions, including tactile attention-shift training; memory work using the peak-end rule; mental practice of action using motor imagery rescripting; and video feedback, including mirror therapy. Fourteen patients with chronic pain completed 16 CBT sessions. The tactile attention-shift training was very helpful for two patients and somewhat helpful for five, memory work was helpful for nine, mental practice was very helpful for four and somewhat helpful for three, and visual feedback was very helpful for six patients. Effective methodologies for new chronic pain CBT components should be developed. [Journal of Psychosocial Nursing and Mental Health Services, xx(xx), xx-xx.].

Examining the role of the supplementary motor area in motor imagery-based skill acquisition

Motor imagery (MI) and physical practice (PP) have been seen as parallel processes that can drive acquisition of motor skills. Emerging evidence, however, suggests these two processes may be fundamentally different, whereby MI-based motor skill acquisition relies more on effector-independent encoding of movement relative to PP. This alternate view is supported by evidence where real and virtual lesions to brain areas involved in visuospatial processing impair MI-based skill acquisition, and via behavioural studies showing perceptual, but not motor, transfer impairs skill acquisition via MI whereas this effect is reversed in PP. This study further investigated the degree to which MI utilizes effector-independent encoding of movement by investigating the role of the supplementary motor area (SMA), an area involved in perceptual to motor transformations, in MI-based motor skill acquisition. Sixty-four participants completed a serial reaction time paradigm following assignment to one of four groups based on training modality (MI or PP) and stimulation type (sham stimulation or continuous theta burst stimulation to inhibit the SMA). Faster reaction times (RTs) to elements of a repeated sequence in comparison to randomly generated elements indicated that sequence-specific learning occurred. Learning occurred in both PP and MI, with the magnitude of learning significantly smaller in MI. Inhibitory stimulation impaired learning in both modalities. In the context of a framework that distinguishes effector-independent and -dependent components of learning, these findings indicate the SMA plays a role in developing motor chunks in both PP and MI facilitating effector-independent learning in both modalities.

Leveraging the effector independent nature of motor imagery when it is paired with physical practice

While considered analogous to physical practice, the nature of imagery-based skill acquisition—specifically whether or not both effector independent and dependent encoding occurs through motor imagery—is not well understood. Here, motor imagery-based training was applied prior to or after physical practice-based training to probe the nature of imagery-based skill acquisition. Three groups of participants (N = 38) engaged in 10 days of training of a dart throwing task: 5 days of motor imagery prior to physical practice (MIP-PP), motor imagery following physical practice (PP-MIP), or physical practice only (PP-PP). Performance-related outcomes were assessed throughout. Brain activity was measured at three time points using fMRI (pre/mid/post-training; MIP-PP and PP-MIP groups). In contrast with physical practice, motor imagery led to changes in global versus specific aspects of the movement. Following 10 days of training, performance was greater when motor imagery preceded physical practice, although remained inferior to performance resulting from physical practice alone. Greater activation of regions that support effector dependent encoding was observed mid-, but not post-training for the PP-MIP group. Findings indicate that changes driven by motor imagery reflect effector independent encoding, providing new information regarding how motor imagery may be leveraged for skill acquisition.

Neural and Behavioral Outcomes Differ Following Equivalent Bouts of Motor Imagery or Physical Practice

Despite its reported effectiveness for the acquisition of motor skills, we know little about how motor imagery (MI)-based brain activation and performance evolves when MI (the imagined performance of a motor task) is used to learn a complex motor skill compared to physical practice (PP). The current study examined changes in MI-related brain activity and performance driven by an equivalent bout of MI- or PP-based training. Participants engaged in 5 days of either MI or PP of a dart-throwing task. Brain activity (via fMRI) and performance-related outcomes were obtained using a pre/post/retention design. Relative to PP, MI-based training did not drive robust changes in brain activation and was inferior for realizing improvements in performance: Greater activation in regions critical to refining the motor program was observed in the PP versus MI group posttraining, and relative to those driven via PP, MI led only to marginal improvements in performance. Findings indicate that the modality of practice (i.e., MI vs. PP) used to learn a complex motor skill manifests as differences in both resultant patterns of brain activity and performance. Ultimately, by directly comparing brain activity and behavioral outcomes after equivalent training through MI versus PP, this work provides unique knowledge regarding the neural mechanisms underlying learning through MI.

Action dual tasks reveal differential effects of visual imagery perspectives on motor performance

Imagery research has identified two main visual perspectives, external visual imagery (EVI, third person) and internal visual imagery (IVI, first person). Based upon findings from brain imaging literature showing that different neural substrates are recruited for IVI and EVI perspectives, and that IVI activates motor system brain areas, we hypothesised that a concurrent action dual task would cause greater interference in performance for IVI than EVI. In a first experiment, participants were allocated to either an IVI or an EVI group, and were tasked with moving an onscreen marker towards a target in three blocked conditions: imagery, imagery with a concurrent motor dual-task of sequencing, and a math control. An interaction between imagery group and condition was driven by greater root mean square error for participants in the dual-task condition in the IVI group compared with the EVI group. We replicated the experiment with an eye-tracking objective measure of IVI; the results again showed that participants in the IVI group made more errors in motor movements, and an interference effect in eye movements, during the dual-task sequencing condition compared with the EVI group. The results of the two experiments reveal that a secondary motor task does interfere with IVI, providing behavioural evidence that IVI appears to rely on motor system processes more than EVI. These results have important implications for the use of visual imagery perspectives across a number of domains, with this paper being an essential reference for those conducting visual imagery perspectives research.

Movement related sensory feedback is not necessary for learning to execute a motor skill

Sensory feedback has traditionally been considered critical for motor learning. While it has been shown that motor learning can occur in the absence of visual or somatosensory feedback, it is thought that at least one must be present. This assumption contrasts with literature demonstrating that motor imagery (MI) - the mental rehearsal of a movement - is capable of driving motor learning even though the lack of actual execution precludes sensory feedback related to movement. However, studies of MI typically employ simple tasks that do not require improvements in motor execution per se, suggesting that MI might improve task performance primarily through perceptual mechanisms. To avoid this limitation, we designed a novel motor task requiring the repeated execution of unfamiliar kinematic trajectories where learning was assessed through changes in the speed-accuracy function (SAF) across five sessions. General task performance was controlled for by assessing performance on randomly generated trajectories. Groups included physical practice (PP; with and without added visual feedback), MI, and perceptual control (PC), the latter of which only observed the trajectories. All groups performed physically on the final session. Upon the final session, the MI group performed better than the PC group, and better than initial session PP performance. These results suggest that motor learning occurred in the MI group despite the lack of sensory feedback related to the movement, and that this learning was not simply the result of perceptual learning. Our results question long-standing assumptions about MI based learning and the necessity of feedback in motor learning generally.

Observational Practice Promotes Action-Related Order Formation in Long-Term Memory: Investigating Action Observation and the Development of Cognitive Representation in Complex Motor Action

To date, it is commonly agreed that physical practice, as well as mental types of practice, have the potential to bring about improvements in motor performance and to induce motor learning. The perceptual-cognitive representational background of these changes, however, is still being debated. In this experiment, we investigated the influence of observational practice on the performance and the representation of the golf putt. With this we aimed at adding to the ongoing debate on the particular contribution of observational practice to motor learning. Novices were assigned to one of two groups: observational and combined observational and physical practice. Motor performance and mental representation were measured prior to and after practice and after a three-day retention interval. Performance improved in both practice groups from pre- to retention-test. Together with performance improvements, mental representation structures developed functionally and became more elaborate over the course of the experiment. Interestingly, however, the pattern of changes over the course of the experiment and across the two practice types was different. Combined practice led to improvements in motor performance from pre- to post-test with representations developing alongside these improvements. Observational practice alone did not lead to performance improvement until after task execution, as shown by improvements in motor performance from post- to retention-test, even though mental representations changed from pre- to post-test. From this, observational practice seems to promote the development of representational frameworks of complex action, and thus action-related order formation in long-term memory.

Functional Role of Internal and External Visual Imagery: Preliminary Evidences from Pilates

The present study investigates whether a functional difference between the visualization of a sequence of movements in the perspective of the first- (internal VMI-I) or third- (external VMI-E) person exists, which might be relevant to promote learning. By using a mental chronometry experimental paradigm, we have compared the time or execution, imagination in the VMI-I perspective, and imagination in the VMI-E perspective of two kinds of Pilates exercises. The analysis was carried out in individuals with different levels of competence (expert, novice, and no-practice individuals). Our results showed that in the Expert group, in the VMI-I perspective, the imagination time was similar to the execution time, while in the VMI-E perspective, the imagination time was significantly lower than the execution time. An opposite pattern was found in the Novice group, in which the time of imagination was similar to that of execution only in the VMI-E perspective, while in the VMI-I perspective, the time of imagination was significantly lower than the time of execution. In the control group, the times of both modalities of imagination were significantly lower than the execution time for each exercise. The present data suggest that, while the VMI-I serves to train an already internalised gesture, the VMI-E perspective could be useful to learn, and then improve, the recently acquired sequence of movements. Moreover, visual imagery is not useful for individuals that lack a specific motor experience. The present data offer new insights in the application of mental training techniques, especially in field of sports. However, further investigations are needed to better understand the functional role of internal and external visual imagery.

Team Action Imagery and Team Cognition: Imagery of Game Situations and Required Team Actions Promotes a Functional Structure in Players' Representations of Team-Level Tactics

A team's cognitions of interpersonally coordinated actions are a crucial component for successful team performance. Here, we present an approach to practice team action by way of imagery and examine its impact on team cognitions in long-term memory. We investigated the impact of a 4-week team action imagery intervention on futsal players' mental representations of team-level tactics. Skilled futsal players were assigned to either an imagery training group or a no imagery training control group. Participants in the imagery training group practiced four team-level tactics by imagining team actions in specific game situations for three times a week. Results revealed that the imagery training group's representations were more similar to that of an expert representation after the intervention compared with the control group. This study indicates that team action imagery training can have a significant impact on players' tactical skill representations and thus order formation in long-term memory.

A Systematic Investigation of the Effect of Action Observation Training and Motor Imagery Training on the Development of Mental Representation Structure and Skill Performance

Action observation training and motor imagery training have independently been studied and considered as an effective training strategy for improving motor skill learning. However, comparative studies of the two training strategies are relatively few. The purpose of this study was to investigate the effects of action observation training and motor imagery training on the development of mental representation structure and golf putting performance as well as the relation between the changes in mental representation structure and skill performance during the early learning stage. Forty novices were randomly assigned to one of four groups: action observation training, motor imagery training, physical practice and no practice. The mental representation structure and putting performance were measured before and after 3 days of training, then after a 2-day retention period. The results showed that mental representation structure and the accuracy of the putting performance were improved over time through the two types of cognitive training (i.e., action observation training and motor imagery training). In addition, we found a significant positive correlation between changes in mental representation structure and skill performance for the action observation training group only. Taken together, these results suggest that both cognitive adaptations and skill improvement occur through the training of the two simulation states of action, and that perceptual-cognitive changes are associated with the change of skill performance for action observation training.