Complex Motor Skill Learning Research Articles

Human α-synuclein aggregation activates ferroptosis leading to parvalbumin interneuron degeneration and motor learning impairment.

The accumulation of α-synuclein induces neuronal loss in midbrain nuclei and leads to the disruption of motor circuits, while the pathology of α-synuclein in cortical regions remains elusive. To better characterize cortical synucleinopathy, here we generate a mouse model with the overexpression of human α-synuclein in the primary motor cortex (M1) of mice. A combination of molecular, in vivo recording, and behavioral approaches reveal that cortical expression of human α-synuclein results in the overexcitation of cortical pyramidal neurons (PNs), which are regulated by the decreased inhibitory inputs from parvalbumin-interneurons (PV-INs) to impair complex motor skill learning. Further mechanistic dissections reveal that human α-synuclein aggregation activates ferroptosis, contributing to PV-IN degeneration and motor circuit dysfunction. Taken together, the current study adds more knowledge to the emerging role and pathogenic mechanism of ferroptosis in neurodegenerative diseases.

Visual feedbacks influence short-term learning of torque versus motion profile with robotic guidance among young adults

Robotic assistance can improve the learning of complex motor skills. However, the assistance designed and used up to now mainly guides motor commands for trajectory learning, not dynamics learning. The present study explored how a complex motor skill involving the right arm can be learned without suppressing task dynamics, by means of an innovative device with robotic guidance that allows a torque versus motion profile to be learned with admittance control. In addition, we assessed how concurrent visual feedback on this profile can enhance learning without creating dependency, by means of a fading procedure (i.e., feedback reduction across trials). On Day 1, a Control group performed an acquisition session (6 blocks) featuring concurrent visual feedback, while a Fading group performed the session with a gradual reduction in feedback (from 100% to 0% over the 6 blocks). On Day 2, both groups performed a block first without feedback (i.e., Transfer test), then with feedback (i.e., Retention test). Results revealed that on Day 1, movement rehearsal induced a significant improvement in spatiotemporal parameters for the Control group, compared with the Fading group. On Day 2, the opposite was found when this visual feedback was removed, as the Fading group performed significantly better than the Control group on the Transfer test. Vision allows a relationship to be established between the required torque and the motion profile. Its suppression then forces the processing of more intrinsic information, leading to the development of a stable internal representation of the task.

Changing Sleep Architecture through Motor Learning: Influences of a Trampoline Session on REM Sleep Parameters.

Previous research has shown that learning procedural tasks enhances REM sleep the following night. Here, we investigate whether complex motor learning affects sleep architecture. An experiment in which twenty-two subjects either learned a motor task (trampolining) or engaged in a control task (ergometer) was carried out in a balanced within-group design. After an initial laboratory adaptation night, two experimental nights were consecutive. The results indicate that learning a motor task had an effect on REM sleep parameters and, therefore, support the hypothesis that learning a procedural skill is related to an increase in REM sleep parameters. However, the statistical effect on REM sleep is smaller than found in previous studies. One might speculate that the motor learning was not intense enough compared to other studies. For sports practice, the results suggest that REM sleep, which is particularly rich in the morning, plays an important role in motor memory consolidation. Thus, this phase should not be interrupted after complex motor skill learning sessions. In future studies, other motor tasks should be applied.

Juggling on the moon: A VR system for complex motor skill learning

Juggling on the moon: A VR system for complex motor skill learning

Rey-Osterrieth complex figure recall scores and motor skill learning in older adults: A non-linear mixed effect model-based analysis

Age-related declines in motor learning are well documented. Visuospatial memory has been proposed as a key factor explaining age-related declines in sensorimotor adaptation, but most studies have not used standardized visuospatial memory tests nor controlled for age-related visuospatial memory declines. The present study explores the relationship between visuospatial memory and motor learning in older adults while also controlling for age and utilizing a standardized visuospatial memory test. Forty-nine nondemented older adults repetitively practiced a functional upper-extremity motor task and were re-assessed one week later. Training data were modeled with mixed-effect exponential decay functions, with parameters representing amount of performance change, rate of improvement, and final performance. Age and visuospatial memory were included as possible covariates for the parameter measuring rate of improvement (τ). After controlling for age, higher visuospatial memory scores were associated with faster rates of skill acquisition and better short-term retention one week later. These associations with visuospatial memory were dependent, however, on the level of initial skill. These findings suggest that the extent of re-learning motor skills in geriatric physical rehabilitation may depend on intact visuospatial memory.

Priming cardiovascular exercise improves complex motor skill learning by affecting the trajectory of learning-related brain plasticity

In recent years, mounting evidence from animal models and studies in humans has accumulated for the role of cardiovascular exercise (CE) in improving motor performance and learning. Both CE and motor learning may induce highly dynamic structural and functional brain changes, but how both processes interact to boost learning is presently unclear. Here, we hypothesized that subjects receiving CE would show a different pattern of learning-related brain plasticity compared to non-CE controls, which in turn associates with improved motor learning. To address this issue, we paired CE and motor learning sequentially in a randomized controlled trial with healthy human participants. Specifically, we compared the effects of a 2-week CE intervention against a non-CE control group on subsequent learning of a challenging dynamic balancing task (DBT) over 6 consecutive weeks. Structural and functional MRI measurements were conducted at regular 2-week time intervals to investigate dynamic brain changes during the experiment. The trajectory of learning-related changes in white matter microstructure beneath parieto-occipital and primary sensorimotor areas of the right hemisphere differed between the CE vs. non-CE groups, and these changes correlated with improved learning of the CE group. While group differences in sensorimotor white matter were already present immediately after CE and persisted during DBT learning, parieto-occipital effects gradually emerged during motor learning. Finally, we found that spontaneous neural activity at rest in gray matter spatially adjacent to white matter findings was also altered, therefore indicating a meaningful link between structural and functional plasticity. Collectively, these findings may lead to a better understanding of the neural mechanisms mediating the CE-learning link within the brain.

The role of nocturnal sleep on the retention, adaptability, and relearning rate of a motor skill

Aim: The influence of sleep on the adaptability and relearning rate during learning of complex motor skills is still unknown, limiting the comprehension of the sleep role in motor memory consolidation. Thus, we aimed to investigate the nocturnal sleep influence on retention, adaptability, and relearning rate of the dart-throwing task. Methods: Sixty healthy adults were divided into two groups: SLEEP and WAKE. Both groups practiced an under-arm dart-throwing task. However, WAKE practiced in the morning and performed a retention phase in the evening, and SLEEP practiced in the evening and performed a retention phase in the morning of the next day. The practice and retention phases were separated by 12 h in both groups. There were analyses regarding retention (retention test), adaptability (delayed transfer test), and relearning rate (savings). Results: Both groups improved their performance across the acquisition phase and maintained it in the retention test. The groups did not demonstrate adaptability and did not demonstrate a significant difference in relearning rate. Conclusion: We conclude that nocturnal sleep did not modulate the consolidation of motor memories related to ballistic discrete motor skills.

Toward Modeling Psychomotor Performance in Karate Combats Using Computer Vision Pose Estimation.

Technological advances enable the design of systems that interact more closely with humans in a multitude of previously unsuspected fields. Martial arts are not outside the application of these techniques. From the point of view of the modeling of human movement in relation to the learning of complex motor skills, martial arts are of interest because they are articulated around a system of movements that are predefined, or at least, bounded, and governed by the laws of Physics. Their execution must be learned after continuous practice over time. Literature suggests that artificial intelligence algorithms, such as those used for computer vision, can model the movements performed. Thus, they can be compared with a good execution as well as analyze their temporal evolution during learning. We are exploring the application of this approach to model psychomotor performance in Karate combats (called kumites), which are characterized by the explosiveness of their movements. In addition, modeling psychomotor performance in a kumite requires the modeling of the joint interaction of two participants, while most current research efforts in human movement computing focus on the modeling of movements performed individually. Thus, in this work, we explore how to apply a pose estimation algorithm to extract the features of some predefined movements of Ippon Kihon kumite (a one-step conventional assault) and compare classification metrics with four data mining algorithms, obtaining high values with them.

High sleep quality can increase the performance of CrossFit\xae athletes in highly technical- and cognitive-demanding categories

BackgroundIn current sports science, the important role of sleep quality for health and peak performance is well acknowledged. More precisely, it is evident that the negative combination of stressful factors, low resources, and bad sleep habits causes short-term performance losses as well as long-term health consequences. As the maximization of human performance consisting of multiple fixed workloads is the main motivation in CrossFit® (CF), the aim of the present study was to investigate the influence of high sleep quality on performance in CrossFit® athletes (CFA) and the different training categories that are addressed in CF.MethodsIn total, 149 CFA (81 females, 68 males; 32.01 ± 7.49 years old, 2.56 ± 1.77 active years in CF) filled in the online survey comprising the Pittsburgh Sleep Quality Index (PSQI) and CF performance-specific questions.ResultsIt was found that CFA with high sleep quality reported higher values in all performance-related outcomes. Especially in Hero-/Girl-Workouts (χ2 = (1, n = 83) = 9.92, p = .002, φ = 0.37) and Gymnastics (χ2 = (1, n = 129) = 8.74, p = .003, φ = 0.28), performance differed significantly between good and poor sleeping CFA. Since those CF categories are highly technical- and cognitive-demanding high sleep quality seems to play a fundamental role in complex motor skill learning and performance development.ConclusionsThese results reveal for the first time the positive effects of high sleep quality for performance in CFA and could be used as basis for future studies. Future research should also develop and empirically test suitable interventions to foster high sleep quality in CFA.Trial Registration: The study was conducted according to the guidelines of the Declaration of Helsinki, and approved by the Ethics Committee of University of the Federal Armed Forces Munich, Germany (06/04/2018).

Neuroplasticity induced by the retention period of a complex motor skill learning in rats

Learning complex motor skills is an essential process in our daily lives. Moreover, it is an important aspect for the development of therapeutic strategies that refer to rehabilitation processes since motor skills previously acquired can be transferred to similar tasks (motor skill transfer) or recovered without further practice after longer delays (motor skill retention). Different acrobatic exercise training (AE) protocols induce plastic changes in areas involved in motor control and improvement in motor performance. However, the plastic mechanisms involved in the retention of a complex motor skill, essential for motor learning, are not well described. Thus, our objective was to analyze the brain plasticity mechanisms involved in motor skill retention in AE . Motor behavior tests, and the expression of synaptophysin (SYP), synapsin-I (SYS), and early growth response protein 1 (Egr-1) in brain areas involved in motor learning were evaluated. Young male Wistar rats were randomly divided into 3 groups: sedentary (SED), AE, and AE with retention period (AER). AE was performed three times a week for 8 weeks, with 5 rounds in the circuit. After a fifteen-day retention interval, the AER animals was again exposed to the acrobatic circuit. Our results revealed motor performance improvement in the AE and AER groups. In the elevated beam test, the AER group presented a lower time and greater distance, suggesting retention period is important for optimizing motor learning consolidation. Moreover, AE promoted significant plastic changes in the expression of proteins in important areas involved in control and motor learning, some of which were maintained in the AER group. In summary, these data contribute to the understanding of neural mechanisms involved in motor learning in an animal model, and can be useful to the construction of therapeutics strategies that optimize motor learning in a rehabilitative context.

Autonomous Identification and Goal-Directed Invocation of Event-Predictive Behavioral Primitives

Voluntary behavior of humans appears to be composed of small, elementary building blocks, or behavioral primitives. While this modular organization seems crucial for the learning of complex motor skills and the flexible adaption of behavior to new circumstances, the problem of learning meaningful, compositional abstractions from sensorimotor experiences remains an open challenge. Here, we introduce a computational learning architecture, termed as surprise-based behavioral modularization into event-predictive structures (SUBMODES) that explores behavior and identifies the underlying behavioral units completely from scratch. The SUBMODES architecture bootstraps sensorimotor exploration using a self-organizing neural controller. While exploring the behavioral capabilities of its own body, the system learns modular structures that predict the sensorimotor dynamics and generate the associated behavior. In line with recent theories of event perception, the system uses unexpected prediction error signals, i.e., surprise, to detect transitions between successive behavioral primitives. We show that, when applied to two robotic systems with completely different body kinematics, the system manages to learn a variety of complex behavioral primitives. Moreover, after initial self exploration the system can use its learned predictive models progressively more effectively for invoking model predictive planning and goal-directed control in different tasks and environments.

Decreasing the Surgical Errors by Neurostimulation of Primary Motor Cortex and the Associated Brain Activation via Neuroimaging.

Acquisition of fine motor skills is a time-consuming process as it is based on learning via frequent repetitions. Transcranial electrical stimulation (tES) is a promising means of enhancing simple motor skill development via neuromodulatory mechanisms. Here, we report that non-invasive neurostimulation facilitates the learning of complex fine bimanual motor skills associated with a surgical task. During the training of 12 medical students on the Fundamentals of Laparoscopic Surgery (FLS) pattern cutting task over a period of 12 days, we observed that transcranial direct current stimulation (tDCS) decreased error level and the variability in performance, compared to the Sham group. Furthermore, by concurrently monitoring the cortical activations of the subjects via functional near-infrared spectroscopy (fNIRS), our study showed that the cortical activation patterns were significantly different between the tDCS and Sham group, with the activation of primary motor cortex (M1) and prefrontal cortex (PFC) contralateral to the anodal electrode significantly decreased while supplemental motor area (SMA) increased by tDCS. The lowered performance errors were retained after 1-month post-training. This work supports the use of tDCS to enhance performance accuracy in fine bimanual motor tasks.

The effect of expertise, training and neurostimulation on sensory-motor skill in esports

Recently, increased attention has been directed to the brain to better understand how motor skill expertise develops. One promising technique purported to accelerate motor skill improvement is transcranial direct current stimulation (tDCS). While simple fine motor tasks involving the hands and fingers are most frequently used to investigate the role of tDCS on motor skill learning, less work has examined the role of tDCS on complex sensori-motor tasks applicable to occupational, sport, and daily living activities. Esports require a high degree of sensori-motor control and have become one of the most popular forms of digital entertainment worldwide. Currently, no research has quantified the development of motor skill expertise in esports or whether tDCS can enhance skill improvement. The current study aimed to first differentiate the sensorimotor performance of a key gameplay skill among esports players of different skill levels. Secondly, we quantified the training effect on performance. Finally, we investigated the effect of tDCS on performance improvements. We hypothesized that esport players would perform superiorly compared to novice gamers, that all groups would be able to improve their performance through training, and that tDCS would enhance training induced performance improvements. We found that performance on a single fundamental esport skill can differentiate expertise among novice and skilled players, that training can significantly improve performance among all expertise levels and that tDCS preferentially accelerates the performance improvements of novice players. The implications of this work, specifically regarding the temporal application of tDCS during complex motor skill learning and rehabilitation, are discussed.

Evidence for associations between Rey-Osterrieth Complex Figure test and motor skill learning in older adults

Age-related declines in motor learning may be related to poor visuospatial function. Thus, visuospatial testing could evaluate older adults' potential for motor learning, which has implications for geriatric motor rehabilitation. To this end, the purpose of this study was to identify which visuospatial test is most predictive of motor learning within older adults. Forty-five nondemented older adults completed six standardized visuospatial tests, followed by three weekly practice sessions on a functional upper-extremity motor task. Participants were re-tested 1 month later on the trained task and another untrained upper-extremity motor task to evaluate the durability and generalizability of motor learning, respectively. Principal component analysis first reduced the dimensions of the visuospatial battery to two principal components for inclusion in a mixed-effects model that assessed one-month follow-up performance as a function of baseline performance and the principal components. Of the two components, only one was related to one-month follow-up. Factor loadings and post hoc analyses suggested that of the six visuospatial tests, the Rey-Osterrieth test (visual construction and memory) was related to one-month follow-up of the trained and untrained tasks. Thus, it may be plausible that older adults' long-term motor learning capacity could be evaluated using the Rey-Osterrieth test, which would be feasible to administer prior to motor rehabilitation to indicate risk of non-responsiveness to therapy.

Classical but Not Rap Music Significantly Improves Transferability and Long-Term Acquisition of Laparoscopic Suturing Skills: A Randomized Controlled Trial.

Acoustic distractions have been shown to increase the level of stress and workload in the operating room (OR). Noise significantly reduces surgical performance, but experienced surgeons are able to reduce the acoustic perception of their surroundings to maintain a high level of performance in complex surgical tasks. However, music has been shown to improve learning and performance of complex motor skills. The aim of this study was to evaluate the influence of music on transferability and long-term acquisition of laparoscopic suturing skills. To evaluate the effects of music on training, subjects were asked to perform four surgeon's square knots on a bowel model within 30 minutes-prior and post 3 hours of hands-on training. To examine long-term skills, the same students were asked to perform a comparable, but more complex, task (four slip knots in a model of esophageal atresia) 6 months post initial training, as a follow-up measurement. Total time, knot stability (evaluated via tensiometer), suture accuracy, knot quality (Muresan scale), and laparoscopic performance (Munz checklist) were assessed. Twenty-four students were included in the study; after simple randomization, 16 were trained while exposed to music (eight to Bach and eight to Bushido) and eight with traditional methods. Seven were lost due to follow-up. Both groups had comparable baseline characteristics and significantly improved after training, in all parameters assessed in this study. Subjects that trained with classical music were superior in terms of speed (p = 0.006), knot quality (p = 0.014), and procedural performance (p = 0.034) compared with controls. Music during acquisition of complex motor skills, like laparoscopic suturing and knot tying, is superior to traditional training. Especially music considered nondisturbing significantly improved speed, knot quality, and performance. Thus, incorporation of pleasant music into surgical skills training and the OR should be considered.

Effects of the aerobic exercise on the learning of a sports motor skill

Abstract Aims: This study aimed to investigate the effects of aerobic exercise on the learning of a sports motor skill. Methods: Forty individuals were allocated to the Practice + Exercise Group (PEG) and for the Practice Group (PG). All participants practiced the underhand serve of the Volleyball; all of them were naive regarding the motor task. The participants (age/ years: PEG: 21.7 ± 3.06, PG: 20.25 ± 1.95) performed a pre-test with five trials, an acquisition phase with fifteen blocks/ 5 trials each, a post-test with five trials, and a twenty-four hours retention test composted by five trials. The PEG was submitted to an aerobic exercise session immediately after the acquisition phase. It was provided by running around the sports court, for 20 minutes, with an intensity of 85% of the max heart rate. The PG rest after the acquisition phase. The score and variable errors were the dependent variables. For the motor improvement during the practice, the Anova two way followed by Tukey posthoc test was run, for the retention test was used a T-test, an alpha of 5% was adopted. Results: All groups increased their score through the practice, with no significant difference between them. In the retention test, the PEG demonstrated better motor performance than PG; it may be related to improvements in the consolidation mechanisms induced by aerobic exercise. Conclusion: The aerobic exercise may be a neuromodulatory strategy to enhance the learning of complex motor skills.

Exploring the effect of realism at the cognitive stage of complex motor skill learning

Animation can be used for various purposes such as for procedural and motor skill learning (i.e., dance, sports, and motor rehabilitation). In the context of visual design, this study explores the possible influence of realism (levels of visual detail) in animation at the cognitive stage of motor skill acquisition. Students (N = 64) with low-prior knowledge about tennis were randomly assigned into three groups to view either 2D schematic, 3D stylised, or live-action instructional video. Their performance on the knowledge test, learning time, efficiency score, confidence level, preference, and open-ended responses were captured for analyses. Based on the findings, despite most preference towards live-action video, there was no statistically significant difference regarding cognitive learning performance among learners from different treatment groups. Hence, animated digital characters of various levels of realism can still be incorporated for motor skill acquisition especially in instructional animations, simulations, video games and virtual reality.

Instruction on rhythmic structure during learning enhances the breaststroke kick efficiency

Motor learning can be fostered by visual or auditory instruction conveying information on different features of the skill, like spatial and rhythmic characteristics. For swimming skills like the breaststroke kick, manuals predominantly emphasise spatial features, neglecting rhythmic aspects – even though motor learning considers movement rhythm crucial for distinguishing one skill from another. We aimed to analyse the impact of instruction containing or not the adequate rhythmic pattern information, conveyed by visual or auditory stimulus, on learning the breaststroke kick. Fifty university students, assigned to four experimental groups (auditory, visual, with and without rhythmic information), performed 400 acquisition plus 50 retention and 50 transfer trials during which stroke index, rhythmic and spatial pattern indices and instruction request frequency were mapped. Results showed a marginal difference (p= .075) between higher indices in the retention test of participants receiving information about adequate rhythm, as well as a strong correlation between stroke index and rhythm pattern index, but not with spatial pattern index. No difference between auditory and visual groups was found. This result supports earlier research on the impact of rhythmic information on the learning of complex motor skills, and emphasises the role rhythm plays in skill efficiency and consequently in motor learning.

Consolidation of complex motor skill learning: evidence for a delayed offline process.

Following initial acquisition, studies across domains have shown that memories stabilize through consolidation processes, requiring a post-acquisition temporal interval to allow their occurrence. In procedural skill memories, consolidation not only stabilizes the memory, but also simultaneously enhances it by accumulating additional gains in performance. In addition, explicit skill tasks were previously shown to consolidate through sleep, whereas implicit tasks were consolidated following a time interval which did not include a period of sleep. Although previous research has been instrumental in utilizing simple motor tasks designed to model skill learning, whether and how skill consolidation processes operate in complex real-life environments remains to be determined. Here, we tested consolidation in a complex motor skill, used to train execution of fine-motor movements. Since the complex task was explicit, we hypothesized that consolidation will be evident immediately following sleep, as in simple explicit motor skills. However, results show that even though participants were aware of the goal of the complex skill task, consolidation was evident only 24 hr following skill acquisition, and not following a shorter 12 hr interval, even when the latter included sleep. An additional experiment verified that without a temporal interval longer than 12hr, the same skill training does not undergo complete consolidation. These results suggest that task complexity is a crucial characteristic determining the proper terms allowing full consolidation. Due to the enhanced ecological validity of this study, revealing the differences between complex and simple motor skills could enable the facilitation of advanced rehabilitation methods following neurological injuries.

LO38: Does spaced instructional design result in improved retention of pediatric resuscitation skills? A randomized education study

Introduction: Survival from cardiac arrest has been linked to the quality of resuscitation care. Unfortunately, healthcare providers frequently underperform in these critical scenarios, with a well-documented deterioration in skills weeks to months following advanced life support courses. Improving initial training and preventing decay in knowledge and skills are a priority in resuscitation education. The spacing effect has repeatedly been shown to have an impact on learning and retention. Despite its potential advantages, the spacing effect has seldom been applied to organized education training or complex motor skill learning where it has the potential to make a significant impact. The purpose of this study was to determine if a resuscitation course taught in a spaced format compared to the usual massed instruction results in improved retention of procedural skills. Methods: EMS providers (Paramedics and Emergency Medical Technicians (EMT)) were block randomized to receive a Pediatric Advanced Life Support (PALS) course in either a spaced format (four 210-minute weekly sessions) or a massed format (two sequential 7-hour days). Blinded observers used expert-developed 4-point global rating scales to assess video recordings of each learner performing various resuscitation skills before, after and 3-months following course completion. Primary outcomes were performance on infant bag-valve-mask ventilation (BVMV), intraosseous (IO) insertion, infant intubation, infant and adult chest compressions. Results: Forty-eight of 50 participants completed the study protocol (26 spaced and 22 massed). There was no significant difference between the two groups on testing before and immediately after the course. 3-months following course completion participants in the spaced cohort scored higher overall for BVMV (2.2 ± 0.13 versus 1.8 ± 0.14, p=0.012) without statistically significant difference in scores for IO insertion (3.0 ± 0.13 versus 2.7± 0.13, p= 0.052), intubation (2.7± 0.13 versus 2.5 ± 0.14, p=0.249), infant compressions (2.5± 0.28 versus 2.5± 0.31, p=0.831) and adult compressions (2.3± 0.24 versus 2.2± 0.26, p=0.728) Conclusion: Procedural skills taught in a spaced format result in at least as good learning as the traditional massed format; more complex skills taught in a spaced format may result in better long term retention when compared to traditional massed training as there was a clear difference in BVMV and trend toward a difference in IO insertion.