Motor preparation of spatially and temporally defined movements: Evidence from startle

This article is available open access through the publisher’s website at the link below. Copyright © 2011 the American Physiological Society.Previous research has shown that the preparation of a spatially targeted movement performed at maximal speed is different from that of a temporally constrained movement (Gottlieb et al. 1989b). In the current study, we directly examined preparation differences in temporally vs. spatially defined movements through the use of a startling stimulus and manipulation of the task goals. Participants performed arm extension movements to one of three spatial targets (20°, 40°, 60°) and an arm extension movement of 20° at three movement speeds (slow, moderate, fast). All movements were performed in a blocked, simple reaction time paradigm, with trials involving a startling stimulus (124 dB) interspersed randomly with control trials. As predicted, spatial movements were modulated by agonist duration and timed movements were modulated by agonist rise time. The startling stimulus triggered all movements at short latencies with a compression of the kinematic and electromyogram (EMG) profile such that they were performed faster than control trials. However, temporally constrained movements showed a differential effect of movement compression on startle trials such that the slowest movement showed the greatest temporal compression. The startling stimulus also decreased the relative timing between EMG bursts more for the 20° movement when it was defined by a temporal rather than spatial goal, which we attributed to the disruption of an internal timekeeper for the timed movements. These results confirm that temporally defined movements were prepared in a different manner from spatially defined movements and provide new information pertaining to these preparation differences

Have I grooved to this before? Discriminating practised and observed actions in a novel context

Learning a new motor skill typically requires converting actions observed from a third-person perspective into fluid motor commands executed from a first-person perspective. In the present study, we test the hypothesis that during motor learning, the ability to discriminate between actions that have been observed and actions that have been executed is associated with learning aptitude, as assessed by a general measure of physical performance. Using a multi-day dance-training paradigm with a group of dance-naïve participants, we investigated whether actions that had been regularly observed could be discriminated from similar actions that had been physically practised over the course of three days, or a further set of similar actions that remained untrained. Training gains and performance scores at test were correlated with participants' ability to discriminate between observed and practised actions, suggesting that an individual's ability to differentiate between visual versus visuomotor action encoding is associated with general motor learning

Watch and Learn: Seeing Is Better than Doing when Acquiring Consecutive Motor Tasks

During motor adaptation learning, consecutive physical practice of two different tasks compromises the retention of the first. However, there is evidence that observational practice, while still effectively aiding acquisition, will not lead to interference and hence prove to be a better practice method. Observers and Actors practised in a clockwise (Task A) followed by a counterclockwise (Task B) visually rotated environment, and retention was immediately assessed. An Observe-all and Act-all group were compared to two groups who both physically practised Task A, but then only observed (ObsB) or did not see or practice Task B (NoB). The two observer groups and the NoB control group better retained Task A than Actors, although importantly only the observer groups learnt Task B. RT data and explicit awareness of the rotation suggested that the observers had acquired their respective tasks in a more strategic manner than Actor and Control groups. We conclude that observational practice benefits learning of multiple tasks more than physical practice due to the lack of updating of implicit, internal models for aiming in the former

The Limitations of Being a Copycat: Learning Golf Putting Through Auditory and Visual Guidance

<p>The goal of this study was to investigate whether sensory cues carrying the kinematic template of expert performance (produced by mapping movement to a sound or visual cue) displayed prior to and during movement execution can enhance motor learning of a new skill (golf putting) in a group of novices. We conducted a motor learning study on a sample of 30 participants who were divided into three groups: a control, an auditory guide and visual guide group. The learning phase comprised of two sessions per week over a period of 4 weeks, giving rise to eight sessions. In each session participants made 20 shots to three different putting distances. All participants had their measurements taken at separate sessions without any guidance: baseline, transfer (different distances) and retention 2 weeks later. Results revealed a subtle improvement in goal attainment and a decrease in kinematic variability in the sensory groups (auditory and visual) compared to the control group. The comparable changes in performance between the visual and auditory guide groups, particularly during training, supports the idea that temporal patterns relevant to motor control can be perceived similarly through either visual or auditory modalities. This opens up the use of auditory displays to inform motor learning in tasks or situations where visual attention is otherwise constrained or unsuitable. Further research into the most useful template actions to display to learners may thus still support effective auditory guidance in motor learning.</p

The Virtual Teacher (VT) Paradigm: Learning New Patterns of Interpersonal Coordination Using the Human Dynamic Clamp

The Virtual Teacher paradigm, a version of the Human Dynamic Clamp (HDC), is introduced into studies of learning patterns of inter-personal coordination. Combining mathematical modeling and experimentation, we investigate how the HDC may be used as a Virtual Teacher (VT) to help humans co-produce and internalize new inter-personal coordination pattern(s). Human learners produced rhythmic finger movements whilst observing a computer-driven avatar, animated by dynamic equations stemming from the well-established Haken-Kelso-Bunz (1985) and Schöner-Kelso (1988) models of coordination. We demonstrate that the VT is successful in shifting the pattern co-produced by the VT-human system toward any value (Experiment 1) and that the VT can help humans learn unstable relative phasing patterns (Experiment 2). Using transfer entropy, we find that information flow from one partner to the other increases when VT-human coordination loses stability. This suggests that variable joint performance may actually facilitate interaction, and in the long run learning. VT appears to be a promising tool for exploring basic learning processes involved in social interaction, unraveling the dynamics of information flow between interacting partners, and providing possible rehabilitation opportunities

Transfer of learning between unimanual and bimanual rhythmic movement coordination: transfer is a function of the task dynamic.

Under certain conditions, learning can transfer from a trained task to an untrained version of that same task. However, it is as yet unclear what those certain conditions are or why learning transfers when it does. Coordinated rhythmic movement is a valuable model system for investigating transfer because we have a model of the underlying task dynamic that includes perceptual coupling between the limbs being coordinated. The model predicts that (1) coordinated rhythmic movements, both bimanual and unimanual, are organised with respect to relative motion information for relative phase in the coupling function, (2) unimanual is less stable than bimanual coordination because the coupling is unidirectional rather than bidirectional, and (3) learning a new coordination is primarily about learning to perceive and use the relevant information which, with equal perceptual improvement due to training, yields equal transfer of learning from bimanual to unimanual coordination and vice versa [but, given prediction (2), the resulting performance is also conditioned by the intrinsic stability of each task]. In the present study, two groups were trained to produce 90° either unimanually or bimanually, respectively, and tested in respect to learning (namely improved performance in the trained 90° coordination task and improved visual discrimination of 90°) and transfer of learning (to the other, untrained 90° coordination task). Both groups improved in the task condition in which they were trained and in their ability to visually discriminate 90°, and this learning transferred to the untrained condition. When scaled by the relative intrinsic stability of each task, transfer levels were found to be equal. The results are discussed in the context of the perception–action approach to learning and performance

Testing Multiple Coordination Constraints with a Novel Bimanual Visuomotor Task

The acquisition of a new bimanual skill depends on several motor coordination constraints. To date, coordination constraints have often been tested relatively independently of one another, particularly with respect to isofrequency and multifrequency rhythms. Here, we used a new paradigm to test the interaction of multiple coordination constraints. Coordination constraints that were tested included temporal complexity, directionality, muscle grouping, and hand dominance. Twenty-two healthy young adults performed a bimanual dial rotation task that required left and right hand coordination to track a moving target on a computer monitor. Two groups were compared, either with or without four days of practice with augmented visual feedback. Four directional patterns were tested such that both hands moved either rightward (clockwise), leftward (counterclockwise), inward or outward relative to each other. Seven frequency ratios (3∶1, 2∶1, 3∶2, 1∶1, 2∶3. 1∶2, 1∶3) between the left and right hand were introduced. As expected, isofrequency patterns (1∶1) were performed more successfully than multifrequency patterns (non 1∶1). In addition, performance was more accurate when participants were required to move faster with the dominant right hand (1∶3, 1∶2 and 2∶3) than with the non-dominant left hand (3∶1, 2∶1, 3∶2). Interestingly, performance deteriorated as the relative angular velocity between the two hands increased, regardless of whether the required frequency ratio was an integer or non-integer. This contrasted with previous finger tapping research where the integer ratios generally led to less error than the non-integer ratios. We suggest that this is due to the different movement topologies that are required of each paradigm. Overall, we found that this visuomotor task was useful for testing the interaction of multiple coordination constraints as well as the release from these constraints with practice in the presence of augmented visual feedback

Motor preparation changes with practice

The goal of this dissertation was to examine how the preparation of a movement changes as a result of practice, in order to gain a better understanding of the learning process. To investigate what aspects of a motor action can be prepared in advance, a startle methodology was used as the presentation of a startling stimulus is thought to cause the release of a pre-programmed response. Limits to pre-programming and changes to preparation as a result of learning were examined through practice of movements of varying complexities. Furthermore, movement preparation during physical practice, imagery and observational practice were examined. The use of startle methodology in a learning paradigm allowed for new information regarding the role of motor preparation processes in the learning of novel motor skills. Six experiments are detailed along with their contribution to the advancement of our understanding of what is learned and what is prepared. The first four experiments examined the effects of physical practice on motor preparation and involved movements of varying spatial and temporal characteristics. These experiments provided support that practice results in more accurate pre-programming of motor commands, as well as information pertaining to differences in how spatially targeted and temporally defined movements are prepared. For timing based movements, we found evidence for the reliance on an internal timekeeper, of which the pacemaker pulse is affected by activation level. We also examined the effects of extended physical practice on single component and multiple component movements. In support of previous work, we found multiple element movements had a longer reaction time as compared to single element movements, although this difference was minimized with practice. However, because the startling stimulus triggered all movements at short latencies, we suggested that movement complexity may be more related to the neural commands necessary to produce the movement, rather than a sequencing requirement. The last two experiments examined preparation during motor imagery and observation. Limited support was found during imagery for motor preparation processes that mirror those of intended movements; however observational benefits appeared to be largely perceptual in nature.Education, Faculty ofKinesiology, School ofGraduat

Contextual interference : single-task versus multi-task learning and influence of concurrent temporal interference

Contextual interference (CI) is a learning effect whereby high interference practice conditions produce decreased acquisition performance yet increased retention and transfer performance. Thus, a more difficult practice environment, although initially detrimental to acquisition, actually benefits learning of the skill. Typical CI experimental paradigms involve the comparison of acquisition, retention and transfer performance of multiple tasks under a blocked acquisition schedule (low interference) versus a random acquisition schedule (high interference). Numerous studies have investigated contextual interference and it has been shown to be a stable, robust phenomenon. Two studies involving bimanual coordination were conducted to further examine the contextual interference effect. Experiment 1 involved comparison of acquisition, retention and transfer performance of a single task control group, two task blocked presentation group and a two-task random presentation group. Acquisition data showed both random and control groups outperformed the blocked group in performance of the coordination pattern. This was opposite to the expected CI effect and was attributed to the high number of acquisition trials providing enough time for the learning benefits of the interference to be realized. Retention data did show a typical CI effect for one dependent measure, with the random group significantly outperforming the blocked group. Neither two-task group significantly outperformed the control group, suggesting interference of a second task may be as beneficial to learning as extra practice on the initial task. No group effects were found during transfer performance, however there was a learning effect on the opposite, unpracticed coordination pattern. Experiment 2 examined an alternate form of interference, requiring participants to concurrently verbalize a compatible or incompatible counting pattern while performing a bimanual coordination pattern, to determine if CI effects could be generalized to other forms of interference. No significant group effects were found in acquisition, retention or transfer performance. This was attributed to insufficient interference caused by the counting patterns perhaps due to anchoring strategies of the participants. Analysis of the retention data did provide weak support for a concurrent 2-count pattern providing more interference than a concurrent 4-count pattern. However more research in the area of concurrent temporal interference is required to determine possible interference effects. Scanning data did show a significant improvement in performance of the to-be-learned task as well as the symmetrical bimanual coordination pattern, in support of previous studies. Examination of the sound data provided information regarding anchoring strategies of participants.Education, Faculty ofKinesiology, School ofGraduat