Learning Of Fine Motor Skills Research Articles

Gender-Specific Fine Motor Skill Learning Is Impaired by Myelin-Targeted Neurofibromatosis Type 1 Gene Mutation

Neurofibromatosis type 1 (NF1) is caused by mutations in the NF1 gene. The clinical presentation of NF1 includes diverse neurological issues in pediatric and adult patients, ranging from learning disabilities, motor skill issues, and attention deficit disorder, to increased risk of depression and dementia. Preclinical research suggests that abnormal neuronal signaling mediates spatial learning and attention issues in NF1; however, drugs that improve phenotypes in models show inconclusive results in clinical trials, highlighting the need for a better understanding of NF1 pathophysiology and broader therapeutic options. Most NF1 patients show abnormalities in their brain white matter (WM) and myelin, and links with NF1 neuropathophysiology have been suggested; however, no current data can clearly support or refute this idea. We reported that myelin-targeted Nf1 mutation impacts oligodendrocyte signaling, myelin ultrastructure, WM connectivity, and sensory–motor behaviors in mice; however, any impact on learning and memory remains unknown. Here, we adapted a voluntary running test—the complex wheel (CW; a wheel with unevenly spaced rungs)—to delineate fine motor skill learning curves following induction of an Nf1 mutation in pre-existing myelinating cells (pNf1 mice). We found that pNf1 mutant females experience delayed or impaired learning in the CW, while proper learning in pNf1 males is predominantly disrupted; these phenotypes add complexity to the gender-dependent learning differences in the mouse strain used. No broad differences in memory of acquired CW skills were detected in any gender, but gene-dose effects were observed at the studied time points. Finally, nitric oxide signaling regulation differentially impacted learning in wild type (WT)/pNf1, male/female mice. Our results provide evidence for fine motor skill learning issues upon induction of an Nf1 mutation in mature myelinating cells. Together with previous connectivity, cellular, and molecular analyses, these results diversify the potential treatments for neurological issues in NF1.

Preclinical motor chunking and fine motor skill learning in fixed prosthodontics: Contribution of 3D printing and satisfaction of dental students.

In fixed prosthodontics, simulators are essential to students for a progressive transition from preclinical to clinical condition. With the 3D printing technology, we developed resin bars allowing students to better visualise by motor chunking technique. Main objectives of this work were to describe this teaching methodology used in preclinic among different promotions of second, third and fourth dental years and to evaluate students' feedback. Two hundred seventy resin strips were digitally designed and printed in resin. All participants from second, third and fourth had to fulfil a User Experience Questionnaire (UEQ) after the preclinical work. The scales of this questionnaire covered the complete impression of the user experience. Both classical aspects of usability (efficiency, insight and reliability) and aspects of user experience (originality, stimulation) were measured. For the second dental years, 'Attractiveness', 'Stimulation' and 'Novelty' were considered 'Excellent'. For the third dental year, novelty average was considered as 'Excellent'. For the fourth dental year, 'novelty' was considered as 'Good'. The resin plates used in this study are original and stimulating for the students, especially for the second-year dental students who found the exercises useful for their learning. This method can also be used by creating scenarios close to the clinical situations encountered in dentistry departments (more dilapidated teeth, preparation of inlays, post and core, etc.). This 3D printed simulation model is not intended to replace the Frasaco® models but is a complement to the learning process.

CAMP-EPAC-PKCε-RIM1α signaling regulates presynaptic long-term potentiation and motor learning.

The cerebellum is involved in learning of fine motor skills, yet whether presynaptic plasticity contributes to such learning remains elusive. Here, we report that the EPAC-PKCε module has a critical role in a presynaptic form of long-term potentiation in the cerebellum and motor behavior in mice. Presynaptic cAMP-EPAC-PKCε signaling cascade induces a previously unidentified threonine phosphorylation of RIM1α, and thereby initiates the assembly of the Rab3A-RIM1α-Munc13-1 tripartite complex that facilitates docking and release of synaptic vesicles. Granule cell-specific blocking of EPAC-PKCε signaling abolishes presynaptic long-term potentiation at the parallel fiber to Purkinje cell synapses and impairs basic performance and learning of cerebellar motor behavior. These results unveil a functional relevance of presynaptic plasticity that is regulated through a novel signaling cascade, thereby enriching the spectrum of cerebellar learning mechanisms.

Students' perception of three-dimensionally printed teeth in endodontic training.

In endodontic education, there is a need for thorough training prior to students embarking on clinical treatment. The aim of this study was to use three-dimensional printing technology to create a new model and to compare its suitability for training purposes with resin blocks and extracted teeth. Multi-jet-modelling (MJM) produced the 3D model replicating a common difficulty in root-canal morphology. An evaluation study comprising 88students was run in the sixth semester (summer 2018 and winter 2018/2019). A new questionnaire assessed students' perception of training models and educational environment. Welch's t-test analysed significant differences. The most pronounced differences between models were noted when rating material hardness, radiopacity, root-canal configuration and suitability for practising. Students estimated their learning outcome as greater with 3D-printed teeth compared to resin blocks. Three-dimensionally printed teeth received significantly lower ratings with regard to enthusiasm, the learning of fine motor skills and spatial awareness, when compared to human teeth (p≤.001). However, 3D-printed teeth were appreciated for additional benefits, such as their cleanliness, availability and standardisation of training opportunities with complex root-canal configurations. Students preferred extracted human teeth to 3D-printed teeth with respect to their physical characteristics and training experience. However, educational advantages may compensate for the shortcomings. The new questionnaire proved both adequate and accurate to assess the models and educational environment in endodontic training. The new 3D-printed teeth enhanced the learning opportunities.

How to Improve Fine Motor Skill Learning in Dentistry.

Introduction Restorative dental treatment is a complex task involving various procedures which require the development and integration of both theoretical knowledge and fine motor skills. It aims to provide the theoretical background and role of key factors in learning these skills. Materials and Methods The following electronic databases were searched to identify relevant articles to our topic: PubMed, Medline, Google Scholar, and Scopus. Generic keywords, that is, factors, fine, performance, and dentistry, and MeSH terms, that is, “learning,” “instruction,” “patient simulation,” “motor skills,” “perception,” “tactile,” “neurophysiology,” and “working memory” were used to conduct our comprehensive search. Results and Conclusions. Several techniques are used in performing different restorative procedures in dentistry, that is, root canal preparation, root planning, and minor oral surgery procedures. Mastering these techniques requires a good understanding of the underpinning cognitive, sensory, and neuromuscular processes. Factors including the amount and timing of instructions provided, cognitive abilities, and practice schedule of learning trials may have significant implications on the design of fine motor skill learning exercises.

Temporal and quantitative variability in muscle electrical activity decreases as dexterous hand motor skills are learned.

Muscle activity changes quantitatively and temporally during the motor learning process. However, the association between variability in muscle electrical activity and the learning and performance of dexterous hand movements is not well understood. Therefore, we undertook this study to investigate the relationships between temporal and quantitative variabilities in muscle activity and the learning of motor skills. Thirty-eight healthy participants performed 30 trials of a task that measured the time taken to rotate two cork balls 20 times using their non-dominant hand. The electromyographic (EMG) activities of the abductor pollicis brevis (APB), first dorsal interosseous, and extensor digitorum (ED) muscles were recorded. Temporal and quantitative variabilities in the EMG activity were evaluated by calculating the coefficient of variation of the duration and area of EMG activation. As motor learning proceeded, the task was completed more quickly and the EMG variability decreased. For all three muscles, significant correlations were observed between individual participants’ ball rotation time and EMG variability. Furthermore, significant positive correlations were observed between improvement in ball rotation time and reduction in EMG variability for the APB and ED muscles. These novel findings provide important insights regarding the relationships between temporal and quantitative variabilities in muscle activity and the learning of fine motor skills.

Increasing Muscle Speed Drives Changes in the Neuromuscular Transform of Motor Commands during Postnatal Development in Songbirds.

Progressive changes in vocal behavior over the course of vocal imitation leaning are often attributed exclusively to developing neural circuits, but the effects of postnatal body changes remain unknown. In songbirds, the syrinx transforms song system motor commands into sound and exhibits changes during song learning. Here we test the hypothesis that the transformation from motor commands to force trajectories by syringeal muscles functionally changes over vocal development in zebra finches. Our data collected in both sexes show that, only in males, muscle speed significantly increases and that supralinear summation occurs and increases with muscle contraction speed. Furthermore, we show that previously reported submillisecond spike timing in the avian cortex can be resolved by superfast syringeal muscles and that the sensitivity to spike timing increases with speed. Because motor neuron and muscle properties are tightly linked, we make predictions on the boundaries of the yet unknown motor code that correspond well with cortical activity. Together, we show that syringeal muscles undergo essential transformations during song learning that drastically change how neural commands are translated into force profiles and thereby acoustic features. We propose that the song system motor code must compensate for these changes to achieve its acoustic targets. Our data thus support the hypothesis that the neuromuscular transformation changes over vocal development and emphasizes the need for an embodied view of song motor learning.SIGNIFICANCE STATEMENT Fine motor skill learning typically occurs in a postnatal period when the brain is learning to control a body that is changing dramatically due to growth and development. How the developing body influences motor code formation and vice versa remains largely unknown. Here we show that vocal muscles in songbirds undergo critical transformations during song learning that drastically change how neural commands are translated into force profiles and thereby acoustic features. We propose that the motor code must compensate for these changes to achieve its acoustic targets. Our data thus support the hypothesis that the neuromuscular transformation changes over vocal development and emphasizes the need for an embodied view of song motor learning.

Conceptual Framework of Teachers’ Competence in Teaching and Learning of Fine Motor Skills to Students with Special Education Needs (Learning Disabilities)

Fine motor skill is the basic component of motor skills development. The skill will affect not only one’s capability in academics but also the ability in performing daily tasks, if early interventions are not done. It is imperative that teachers are aware of the importance of the fine motor skill. Awareness is should then be followed with formal knowledge development or the teachers’ initiatives in gaining knowledge and ensued by the teachers’ ingenuity and creativity in developing avtivities on par with students’ abilities and capabilities. The Iceberg Competency Model by Spencer & Spencer (1993) is used as the basis to develop the concepual framework in this study. The conceptual framework is focusing on two layers – the visible layer which consists of knowledge and skills, and the hidden layer layer which consists of awareness. By combining awareness, knowledge and skills, a conceptual framework is designed to develop and increase teachers’ professionalism in applying and practicing fine motor skill component in teaching and learning of students with special education needs (learning disabilities).

Vocal Motor Performance in Birdsong Requires Brain–Body Interaction

Motor skill learning typically occurs in a period when the brain needs to navigate a body that is still growing and developing. How the changing body, neural circuit formation, and motor coding influence each other remains unknown. Songbirds provide excellent model systems to study motor skill learning. It has recently been shown that songbird vocal muscles double in speed during sensorimotor learning. Here we argue that these contractile as well as morphological changes stem predominantly from use and only secondarily from hormones or genetic programs. This implies that muscle training constrains skill-learning trajectories. As contractile muscle property changes must require altered motor codes for achieving the same acoustic targets, the final performance results from interactions between brain and body. Understanding how novel behaviors are learned remains a major challenge to modern neuroscience. Acquiring and mastering fine motor skills, from dexterity in piano playing to microsurgery or speech, can take weeks to months or even years and is strongly affected by injury, stroke, and developmental as well as neurodegenerative disorders. Most fine motor skill learning occurs postnatally from infancy to adolescence when the brain needs to navigate a body that is exhibiting large changes due to growth and development. Changes in neural coding and circuit development remain challenging to follow over meaningful timescales in single individuals and are thus typically studied during rather brief periods in adult subjects (Li et al., 2001; Xiao et al., 2006) or during recovery after injury (Nudo et al., 1996; Dancause et al., 2005). Songbirds however, provide a powerful and unique system to study motor skill learning over ethologically meaningful time scales (Brainard and Doupe, 2013). The brain does not function in isolation. All animal behaviors result from complex system-wide interactions between nervous system, body, …

The influence of activity-dependent stimulation on gait re-training in chronic stroke survivors: A pilot study

While walking is a major goal in stroke rehabilitation, many chronic stroke survivors have not achieved independent ambulation. Task-specific gait re-training shows promise in post-stroke therapy. Research on transcranial direct current stimulation (tDCS) has shown potential benefits for fine motor skill learning but lacks evidence for gross motor skill learning; specifically gait re-training. It is hypothesized that a combination of these therapies may yield benefits for stroke rehabilitation. Consequently, this study endeavoured to compare the efficacy of gait re-training during real and sham stimulation on gait kinematics in chronic stroke survivors. A randomized double-blinded case study was implemented, whereby 10 chronic stroke survivors (≥ 6 months) were divided into either an attention-matched control group (CON; n = 4), or an 8-week task-specific gait re-training program with concurrent tDCS (1 mA; 20 minutes; n = 2) or with sham stimulation (20 minutes; n = 3). Gait kinematics were measured pre- and post-intervention by using the two-minute walk test and the APDM mobility lab™. Double support (DS) time improved in real (Median = 0.46, IQR = 0.59), compared to sham stimulation (Median = 0.73, IQR = 1.93) and the CON attention-matched group (Median = -1.12, IQR = 1.36). Additionally, DS variability decreased in real (Median = −0.08, IQR = 0.18) and sham (Median = 0.05, IQ = 0.04) stimulation groups; compared to the CON group (Median = 0.25, IQR = 0.46). This study presents preliminary evidence for the benefits of tDCS combined with task-specific gait re-training on gait quality, specifically synchronization, in chronic stroke survivors. Additionally, task-specific gait re-training alone may also benefit gait steadiness.

History of Illicit Stimulant Use Is Not Associated with Long-Lasting Changes in Learning of Fine Motor Skills in Humans.

Little is known about the long-lasting effect of use of illicit stimulant drugs on learning of new motor skills. We hypothesised that abstinent individuals with a history of primarily methamphetamine and ecstasy use would exhibit normal learning of a visuomotor tracking task compared to controls. The study involved three groups: abstinent stimulant users (n = 21; 27 ± 6 yrs) and two gender-matched control groups comprising nondrug users (n = 16; 22 ± 4 yrs) and cannabis users (n = 16; 23 ± 5 yrs). Motor learning was assessed with a three-minute visuomotor tracking task. Subjects were instructed to follow a moving target on a computer screen with movement of the index finger. Metacarpophalangeal joint angle and first dorsal interosseous electromyographic activity were recorded. Pattern matching was assessed by cross-correlation of the joint angle and target traces. Distance from the target (tracking error) was also calculated. Motor learning was evident in the visuomotor task. Pattern matching improved over time (cross-correlation coefficient) and tracking error decreased. However, task performance did not differ between the groups. The results suggest that learning of a new fine visuomotor skill is unchanged in individuals with a history of illicit stimulant use.

Learning of fine motor skills is not impaired in individuals with a history of illicit stimulant use

Learning of fine motor skills is not impaired in individuals with a history of illicit stimulant use

From illustrations to an interactive art installation

Purpose– The purpose of this paper is to set an example of how people with severe learning difficulties could be more integrated into our society.Design/methodology/approach– The installation consists of puzzles in the form of a specially designed table with an integrated touch screen. As the visual templates for the puzzles serve pictures painted by a person with severe learning difficulties. The pieces of the puzzles are manipulated directly by the player on the touch screen presenting an intuitive and easily learned user interface.Findings– The framework for the work was a creation of an interactive art installation in the form of a game where users assemble puzzles on a touch monitor, housed in a specially designed table. Paintings by a person with severe learning difficulty served as visual templates for the puzzles. The pieces of the puzzles can be manipulated directly by the user on a touch screen presenting an intuitive and easily learned user interface, which stimulates the learning of fine motor skills and encourages practice, thus making it suitable for persons with severe learning difficulties in an art therapy setting.Practical implications– As the work has the format of an interactive art installation, this enables it to gain publicity through exhibitions in art galleries.Social implications– The installation demonstrates how people with severe learning difficulties can be integrated into the broader society. At the same time, these people are encouraged to use modern computer information technology, which is becoming a necessity also for this group of users. Ethical issues regarding how this group of people can get involved in such work are also discussed.Originality/value– Combining the habituation of people with severe learning difficulties with computer technology in the form of a game, and framing the whole process as a fine art undertaking, to win the public recognition, is a novelty in addressing the needs of these people.

Temporal bone dissection practice using a chicken egg.

Temporal bone drilling practice constitutes an essential stage in training for the surgical approach to this complex anatomic structure. To facilitate adaptation and surgical skills in otologic surgery, we recall the easy cost-effective practice of drilling a chicken egg. The resident in training must master the use of the surgical microscope, the burr, and fine drilling instruments used in dissection. Animal models, plastic temporal bones, prototyped temporal bones, and virtual reality temporal bones have all been used. This article describes a method of training residents' otologic skills by drilling a chicken egg. We used basic support materials found in a typical temporal bone dissection laboratory, with a surgical microscope, a desk, and a drilling system. Practice includes drilling and dissection of the eggshell, preserving the natural eggshell membrane. Learning temporal bone drilling on an egg, using basic materials, allows the surgeon to simulate surgery on a physical model using the same instrumentation that is used in surgery, obviating the need for laboratory conditions required for cadaveric dissection. Simulation is emerging as a mandatory component of surgical training. The egg is an excellent cost-effective model for drilling and dissection training and helps in improving surgical skills, enables learning of fine motor skills, and allows repeated practice. Although this method of training does help one control a drill and manual instrumentation, it does not help with temporal bone anatomy knowledge.

Dopamine control of pyramidal neuron activity in the primary motor cortex via D2 receptors

The primary motor cortex (M1) is involved in fine voluntary movements control. Previous studies have shown the existence of a dopamine (DA) innervation in M1 of rats and monkeys that could directly modulate M1 neuronal activity. However, none of these studies have described the precise distribution of DA terminals within M1 functional region nor have quantified the density of this innervation. Moreover, the precise role of DA on pyramidal neuron activity still remains unclear due to conflicting results from previous studies regarding D2 effects on M1 pyramidal neurons. In this study we assessed in mice the neuroanatomical characteristics of DA innervation in M1 using unbiased stereological quantification of DA transporter-immunostained fibers. We demonstrated for the first time in mice that DA innervates the deep layers of M1 targeting preferentially the forelimb representation area of M1. To address the functional role of the DA innervation on M1 neuronal activity, we performed electrophysiological recordings of single neurons activity in vivo and pharmacologically modulated D2 receptor activity. Local D2 receptor activation by quinpirole enhanced pyramidal neuron spike firing rate without changes in spike firing pattern. Altogether, these results indicate that DA innervation in M1 can increase neuronal activity through D2 receptor activation and suggest a potential contribution to the modulation of fine forelimb movement. Given the demonstrated role for DA in fine motor skill learning in M1, our results suggest that altered D2 modulation of M1 activity may be involved in the pathophysiology of movement disorders associated with disturbed DA homeostasis.

Examining the potential of web-based multimedia to support complex fine motor skill learning: An empirical study

Research on the utilization of the Web for complex fine motor skill learning that involves whole body movements is still scarce. The aim of this study was to evaluate the impact of the introduction of a multimedia web-based learning environment, which was targeted at a rhythmic gymnastics routine consisting of eight fine motor skills, into an undergraduate course in a physical education department, as a complementary tool to campus-based instruction. The impact was evaluated in terms of: acquisition of knowledge regarding the routine skills by students, improvement of students' ability to execute the routine, and students' responses to the environment. The study followed a pretest/posttest experimental design and involved 76 students randomly split into two groups: The Multimedia Web-based Learning Group (MWLG) students (N?=?38), who attended campus-based instruction on the routine and also used the environment in their own space and time, and the Traditional On-site Instruction Group (TOIG) students (N?=?38), who only attended campus-based instruction. The research data were gathered through student questionnaires and ratings of students' performances. It was found that the use of the environment as a supplement to campus-based instruction increased the effectiveness of this instruction as regards the cognitive component of motor skill learning (i.e. acquisition of knowledge regarding the routine skills) and was well-accepted by the students, although it did not have any significant contribution to the physical component of motor skill learning (i.e. performance of the routine skills). These findings partially support the future wider adoption of multimedia web-based learning environments within physical education and other academic disciplines that involve complex fine motor skill learning. Relevant implications are discussed.

Standardised lung function testing.

Progressive changes in vocal behavior over the course of vocal imitation leaning are often attributed exclusively to developing neural circuits, but the effects of postnatal body changes remain unknown. In songbirds, the syrinx transforms song system motor commands into sound and exhibits changes during song learning. Here we test the hypothesis that the transformation from motor commands to force trajectories by syringeal muscles functionally changes over vocal development in zebra finches. Our data collected in both sexes show that, only in males, muscle speed significantly increases and that supralinear summation occurs and increases with muscle contraction speed. Furthermore, we show that previously reported submillisecond spike timing in the avian cortex can be resolved by superfast syringeal muscles and that the sensitivity to spike timing increases with speed. Because motor neuron and muscle properties are tightly linked, we make predictions on the boundaries of the yet unknown motor code that correspond well with cortical activity. Together, we show that syringeal muscles undergo essential transformations during song learning that drastically change how neural commands are translated into force profiles and thereby acoustic features. We propose that the song system motor code must compensate for these changes to achieve its acoustic targets. Our data thus support the hypothesis that the neuromuscular transformation changes over vocal development and emphasizes the need for an embodied view of song motor learning. <b>SIGNIFICANCE STATEMENT</b> Fine motor skill learning typically occurs in a postnatal period when the brain is learning to control a body that is changing dramatically due to growth and development. How the developing body influences motor code formation and vice versa remains largely unknown. Here we show that vocal muscles in songbirds undergo critical transformations during song learning that drastically change how neural commands are translated into force profiles and thereby acoustic features. We propose that the motor code must compensate for these changes to achieve its acoustic targets. Our data thus support the hypothesis that the neuromuscular transformation changes over vocal development and emphasizes the need for an embodied view of song motor learning.