Mirror-drawing Task Research Articles

Effects of color cues on eye-hand coordination training with a mirror drawing task in virtual environment.

Mirror drawing is a motor learning task that is used to evaluate and improve eye-hand coordination of users and can be implemented in immersive Virtual Reality (VR) Head-Mounted Displays (HMDs) for training purposes. In this paper, we investigated the effect of color cues on user motor performance in a mirror-drawing task between Virtual Environment (VE) and Real World (RW), with three different colors. We conducted a 5-day user study with twelve participants. The results showed that the participants made fewer errors in RW compared to VR, except for pre-training, which indicated that hardware and software limitations have detrimental effects on the motor learning of the participants across different realities. Furthermore, participants made fewer errors with the colors close to green, which is usually associated with serenity, contentment, and relaxation. According to our findings, VR headsets can be used to evaluate participants' eye-hand coordination in mirror drawing tasks to evaluate the motor-learning of participants. VE and RW training applications could benefit from our findings in order to enhance their effectiveness.

Gender Difference in Hand-eye Coordination in Young Adults-A Cross-sectional Study

Introduction: The ability of the visual system to coordinate the information acquired from the eyes to control, and guide the hands in completing a task is known as hand-eye coordination. The typical hand-eye coordination involves the synergistic function of numerous sensorimotor systems, including the visual system, vestibular system, and proprioception, as well as the head, eye, and arm control systems. Aim: To investigate which gender is superior and efficient in learning hand-eye coordination using the mirror drawing task. Materials and Methods: A cross-sectional study was conducted at a tertiary care hospital, Mangalore, Karnataka, India from April 2020 to April 2021 involving a total of 90 young adults divided into two groups of 45 males (group A) and 45 females (group B). A mirror drawing task was given to each student with four trials and two minutes rest in between the trials. Subjects were expected to trace a shape, most typically a polygon while only seeing the upturned reflection of their hand in a mirror and staying within the confines of a double boundary using a mirror drawing test. The number of errors, time taken to complete the task, and efficiency index of each student was calculated manually using the efficiency index formula and compared between the two groups. Results: Total 90 participants were included with a mean age of 21.2 and 21.8 years for group A and group B, respectively. Group A (males) showed a greater efficiency index (5.52±2.29) when compared to group B (females) (4.61±1.77) (p-value0.039). The Spearman’s ratio of mean error and mean time was 0.575 in males and 0.483 in females. Conclusion: The males outperformed in efficiency index when compared to females in hand-eye coordination with repeated practice. The study concluded that males were having greater efficiency index and less number of errors and less time taken compared to females.

The Differences Between Winners and Losers in Competition: the Relation of Cognitive and Emotional Aspects During a Competition to Hemodynamic Responses

Sympathetic nervous activity plays an important role in behavior related to competition. However, the hemodynamic response patterns of winners and losers during competition remain largely unknown. This study examined the differences between winners’ and losers’ hemodynamic and psychological responses (their evaluation of perceived demands and resources and their positive and negative emotions) to competition. The participants included 30 university students, who completed a competitive mirror-drawing task (three times) in pairs as their cardiac output (CO) and total peripheral resistance (TPR) were measured. Additionally, they were required to answer a question regarding their subjective psychological state before and during the competition. The participants were assigned to a Winner or a Loser group based on outcomes. The Winner group presented greater CO changes than the Loser group, while the Loser group displayed greater TPR changes than the Winner group. Moreover, the Winner group scored significantly higher on resource/demand evaluation than the Loser group. Although we observed no significant differences in terms of negative emotion, only the Winner group showed increased positive emotions from precompetition to competition. This evidence suggests that winners and losers display different patterns of enhanced sympathetic-cardiovascular responses to competition; winners are characterized by a myocardial response pattern, while losers are characterized by a vascular response pattern. The psychological responses that depend on one’s position during a competition provide information on the quality of hemodynamic responses to competition.

Resting-state connectivity after visuo-motor skill learning is inversely associated with offline consolidation in Parkinson's disease and healthy controls

Procedural memory refers to skills acquired through practice and depends on cortico-striatal and cortico-cerebellar circuits. These circuits are typically affected in Parkinson's disease (PD), leading to impaired skill learning, including defective offline consolidation, early in the course of the disease. Evidence points to a role of slow oscillations (<4 Hz) during sleep for offline consolidation. However recent studies showed consolidation over the course of the day, suggesting that consolidation may arise during wakefulness, too. Here we investigate whether functional connectivity (FC) at rest after visuo-motor skill learning is associated with the extent of offline improvements in healthy controls and PD patients. Nineteen participants (9 PD, 10 healthy controls) performed a mirror-drawing task. High-density 156-channel resting state EEG was recorded before and immediately after training. Performance on the task was measured again 24 h later to test for offline consolidation. Delta-band (1–3.5 Hz) FC centered on the left parietal cortex after training predicted offline consolidation. Weak FC was observed in most healthy controls and associated with marked overnight improvement, while strong FC was observed in most PD patients and associated with weak offline consolidation or loss of the skill. These findings indicate that offline consolidation starts immediately after visuo-motor skill learning in brain regions and frequencies typically involved in sleep-related consolidation.

Resting-state connectivity predicts visuo-motor skill learning

Spontaneous brain activity at rest is highly organized even when the brain is not explicitly engaged in a task. Functional connectivity (FC) in the alpha frequency band (α, 8–12 Hz) during rest is associated with improved performance on various cognitive and motor tasks. In this study we explored how FC is associated with visuo-motor skill learning and offline consolidation. We tested two hypotheses by which resting-state FC might achieve its impact on behavior: preparing the brain for an upcoming task or consolidating training gains. Twenty-four healthy participants were assigned to one of two groups: The experimental group (n = 12) performed a computerized mirror-drawing task. The control group (n = 12) performed a similar task but with concordant cursor direction. High-density 156-channel resting-state EEG was recorded before and after learning. Subjects were tested for offline consolidation 24h later. The Experimental group improved during training and showed offline consolidation. Increased α-FC between the left superior parietal cortex and the rest of the brain before training and decreased α-FC in the same region after training predicted learning. Resting-state FC following training did not predict offline consolidation and none of these effects were present in controls. These findings indicate that resting-state alpha-band FC is primarily implicated in providing optimal neural resources for upcoming tasks.

Procedural Motor Learning in Children With Specific Language Impairment.

Specific language impairment (SLI) is a developmental disorder that affects language and motor development in the absence of a clear cause. An explanation for these impairments is offered by the procedural deficit hypothesis (PDH), which argues that motor difficulties in SLI are due to deficits in procedural memory. The aim of this study was to test the PDH by examining the procedural motor learning abilities of children with and without SLI. Thirteen children with SLI and 14 age-matched typically developing children completed the following procedural measures: (a) a knot-tying task as a measure of motor sequencing and (2) a mirror-drawing task as a measure of visual-motor adaptation. Although children with SLI produced significantly more errors on certain knot-tying tasks, they performed comparably on others. Also, children with SLI performed comparably with typically developing children on the mirror-drawing task. The PDH requires reframing. The sequence learning deficits in SLI are modest and specific to more difficult tasks. Visual-motor adaptation, on the other hand, appears to be unaffected in SLI.

Cerebellar, but not Motor or Parietal, High-Density Anodal Transcranial Direct Current Stimulation Facilitates Motor Adaptation.

Although motor adaptation is a highly relevant process for both everyday life as well as rehabilitation many details of this process are still unresolved. To evaluate the contribution of primary motor (M1), parietal and cerebellar areas to motor adaptation processes transcranial direct current stimulation (tDCS) has been applied. We hypothesized that anodal stimulation of the cerebellum and the M1 improves the learning process in mirror drawing, a task involving fine grained and spatially well-organized hand movements. High definition tDCS (HD-tDCS) allows a focal stimulation to modulate brain processes. In a single-session double-blind study, we compared the effects of different anodal stimulation procedures. The groups received stimulation either at the cerebellum (CER), at right parietal (PAR), or at left M1, and a SHAM group was included. Participants (n=83) had to complete several mirror drawing tasks before, during, and after stimulation. They were instructed to re-trace a line in the shape of a pentagonal star as fast and accurate as possible. Tracing time (seconds) and accuracy (deviation in mm) have been evaluated. The results indicated that cerebellar HD-tDCS can facilitate motor adaptation in a single session. The stimulation at M1 showed only a tendency to increase motor adaptation and these effects were visible only during the first part of the stimulation. Stimulating the right parietal area, relevant for visuospatial processing did not lead to increased performance. Our results suggest that motor adaptation relies to a great extent on cerebellar functions and HD-tDCS can speed up this process. (JINS, 2016, 22, 928-936).

Mirror-drawing skill in children with specific language impairment: Improving generalization by incorporating variability into the practice session

ABSTRACTThis study aimed to investigate the procedural deficit hypothesis (PDH) in children with specific language impairment (SLI) by using a mirror-drawing task, a sensorimotor adaptation paradigm that does not involve sequence learning and has never before been used in SLI. A total of 30 school-aged children with SLI matched to 30 typically developing (TD) control children had to trace several figures seen only in mirror-reversed view in two practice sessions separated by a one-week interval. Two practice conditions were compared: a constant condition in which children had to trace the same figure throughout the learning trials, and a variable one in which they had to trace different figures in each trial. The results revealed a similar learning pattern between SLI and TD children in both practice conditions, suggesting that initial learning for a non-sequential procedural task is preserved in SLI. However, the children with SLI generalized the mirror-drawing skill in the same way as the TD children only if there was variability in the way the material was trained (variable practice). No significant schedule effects were observed in the control group.

A Developmental Perspective in Learning the Mirror-Drawing Task.

Is there late maturation of skill learning? This notion has been raised to explain an adult advantage in learning a variety of tasks, such as auditory temporal-interval discrimination, locomotion adaptation, and drawing visually-distorted spatial patterns (mirror-drawing, MD). Here, we test this assertion by following the practice of the MD task in two 5 min daily sessions separated by a 10 min break, over the course of 2 days, in 5–6-year-old kindergarten children, 7–8-year-old second-graders, and young adults. In the MD task, participants were required to trace a square while looking at their hand only as a reflection in a mirror. Kindergarteners did not show learning of the visual-motor mapping, and on average, did not produce even one full side of a square correctly. Second-graders showed increased online movement control with longer strokes, and robust learning of the visual-motor mapping, resulting in a between-day increase in the number of correctly drawn sides with no loss in accuracy. Overall, kindergarteners and second-graders producing at least one correct polygon-side on Day 1 were more likely to improve their performance between days. Adults showed better performance with improvements in the number of correctly drawn sides between- and within-days, and in accuracy between days. It has been suggested that 5-year-olds cannot learn the task due to their inability to detect and encapsulate previously produced accurate movements. Our findings suggest, instead, that these children lacked initial, accurate performance that could be enhanced through training. Recently, it has been shown that in a simple grapho-motor task the three age-groups improved their speed of performance within a session and between-days, while maintaining accuracy scores. Taken together, these data suggest that children’s motor skill learning depends on the task’s characteristics and their adopting an efficient and mature performance strategy enabling initial success that can be improved through training.

Changes in executive mode during mirror-drawing task through Dohsa-method based relaxation

Changes in executive mode during mirror-drawing task through Dohsa-method based relaxation

Bilateral Transfer of Motor Skill as a Indicator of Anomalous Dominance Pattern of Lateralization among Mentally Challenged

This research paper is concerned with atypical laterality in the field of perceptual- motor skill among mentally challenged, reveals about the anomalous pattern of lateralisation and severity of cerebral dysfunction in this population. The number of children diagnosed with mental retardation and developmental disorder such as dyslexia, autism, speech and language impairment and attention deficit disorder are increasing as these disorders become better defined in terms of their behavioural and motor characteristics. The studies of brain morphometry were stimulated by the landmark study of Geschwind and Levitsky (1968), which provided evidence of asymmetry in brain structure that correlated with the well established functional asymmetry and found dominance of the left hemisphere for language and motor related activity. Implicit in the notion that mentally challenged persons are associated with anomalous lateralisation pattern or atypical lateralisation pattern. Atypical laterality (i.e. the lack of a clear pattern of lateralisation) has been found to be characteristics of individual with intellectual disability (ID). The evidence has been based on handedness studies which have contain little information about the ability of people with ID to carry out interhemispheric task reflecting bilateral transfer. The present study examined the atypical laterality among mentally challenged person by utilising bilateral transfer of motor skill by transfer paradigm. Right handed mentally challenged (No= 60) and controls matched (N=60) for age and sex were tested for bilateral transfer of motor skills in contralateral hands with a mirror drawing task. The finding indicated that mentally challenged people are significantly deficient relative to match controls in bilateral transfer of motor skills from their non-preferred (left) hand to their preferred (right) hand. Mentally challenged persons were found to perform better with their non- preferred hand than with their preferred hand. A within group comparison revealed that right handed performance was more affected and committed more errors than left hand in these subjects.

C957T polymorphism of the dopamine D2 receptor gene is associated with motor learning and heart rate

Genetic variants that are related to the dopaminergic system have been frequently found to be associated with various neurological and mental disorders. Here, we studied the relationships between some of these genetic variants and some cognitive and psychophysiological processes that are implicated in such disorders. Two single nucleotide polymorphisms were chosen: one in the dopamine D2 receptor gene (rs6277-C957T) and one in the catechol-O-methyltransferase gene (rs4680-Val158Met), which is involved in the metabolic degradation of dopamine. The performance of participants on two long-term memory tasks was assessed: free recall (declarative memory) and mirror drawing (procedural motor learning). Heart rate (HR) was also monitored during the initial trials of the mirror-drawing task, which is considered to be a laboratory middle-stress generator (moderate stress), and during a rest period (low stress). Data were collected from 213 healthy Caucasian university students. The C957T C homozygous participants showed more rapid learning than the T allele carriers in the procedural motor learning task and smaller differences in HR between the moderate- and the low-stress conditions. These results provide useful information regarding phenotypic variance in both healthy individuals and patients.

Involvement of the AATn polymorphism of the CNR1 gene in the efficiency of procedural learning in humans

Procedural learning refers to the acquisition of motor skills and the practice that refines their performance. The striatum participates in this learning through a function regulated by endocannabinoid signaling and other systems. This study relates the efficiency in learning a procedural task with the AATn polymorphism of the CNR1 gene, which encodes for the CB1 receptor. The mirror-drawing star task was solved by 99 healthy young subjects in three trials. The sample was divided into high- and low-performance groups based on performance efficiency. AAT12/14 carriers were more frequent in the former group, while there were more AAT12/13 carriers in the latter, which also made more errors/min. Therefore, we characterized two efficiency phenotypes: high- vs. low-performers associated with the two AATn genotypes, AAT12/14 vs. AAT12/13. The findings suggest that AATn polymorphism modifies CNR1 translation, indicating a different modulation of CB1.

Behavioral and Electrophysiological Evidence of Motor Cortex Activation Related to an Amputated Limb: A Multisensorial Approach

Phantom limb sensations may be linked to motor activities in the deafferented cortices of amputees, with artificial visual feedback of an amputated limb leading to enhanced phantom sensations. The present study was designed to verify if cortical motor activity related to an amputated limb can be triggered by visual input using an objective behavioral measure and with a neurophysiological correlate. Trauma amputees and normally limbed subjects showed superior performance in a mirror-drawing task when the mirror was placed sagittally (giving visual feedback of the amputated/inactive limb) compared with when it was placed frontally. Measurement of lateralized movement-related brain potentials showed that, under the lateral mirror condition, contralateral motor activity of the viewed hand was observed in both normal subjects and trauma amputees. In contrast, this activity was not observed in subjects with congenital limb absence. These findings suggest that, in traumatic amputees, motor enhancement due to visualization of the movements of the missing limb reflects the effectiveness of motor commands to the missing limb, strengthening the hypothesis of the functional survival of deafferented cortical motor areas.

Performance Types and Activation of the Prefrontal Cortex

We investigated the relationship between performance types in skill acquisition and the use of the prefrontal cortex (PFC). We used a modified mirror drawing task in which participants using a pen tablet repeated the tracing of a star displayed on a screen. Changes in cerebral blood flow were measured using near infrared spectroscopy (NIRS). Participants conducted two tasks, mirror drawing, i.e., tracing a mirror image of a star, and an usual drawing, i.e., tracing a star. Performance was scored based on the number of errors and drawn lengths. Results suggested that two types of participants - those whose number of errors decreased when they repeated the task and those whose number of errors did not decrease. We thus concluded that (1) changes in oxy-hemoglobin concentration (Oxy-Hb) are higher in the mirror drawing task than in the usual drawing task; (2) oxy-Hb decreased in the right PFC when participants whose number of errors decreased repeated the task 4 days later, but did not decrease in the left PFC; (3) oxy-Hb decreased in the left PFC when participants whose number of errors did not decrease repeated the task 4 days later, but did not decrease in the right PFC. Our findings indicate that activation of the PFC can be used to assess skill levels in on-going tasks and may provide information on how to time assistance.

Partial pressure of end-tidal carbon dioxide and respiration rate during mirror drawing task : Effect of task difficulty

Partial pressure of end-tidal carbon dioxide and respiration rate during mirror drawing task : Effect of task difficulty

Evidence for stronger visuo-motor than visuo-proprioceptive conflict during mirror drawing performed by a deafferented subject and control subjects

It has been proposed that mirror drawing is difficult because of the conflict between visual and proprioceptive signals from the arm. However, even without proprioception, there should be difficulties in planning movements to visual targets observed in a mirror, as the mirror-reversed spatial information must be translated into appropriate hand actions. Mirror drawing tasks suggest these planning conflicts are likely to be most obvious at corners, when encountering sharp changes in direction. We have therefore tested the speed of mirror drawing in a chronically deafferented man and in a control group of normal subjects, and hypothesized that increases in template complexity (number of corners) would result in reduced drawing speeds in all subjects. Indeed, all subjects, including the deafferented man, showed movement durations that increased linearly as the complexity of the drawings increased. However, the deafferented man was significantly faster than the control subjects at tracing curved templates. We suggest that the major difficulty in mirror tracking is in the visuo-motor planning of actions based on mirror-reversed visual information, and is not a conflict between visual and proprioceptive signals about arm motion.

Cognition, schizophrénie et effet des antipsychotiques : le point de vue d’un laboratoire de recherche clinique

Cognition, schizophrénie et effet des antipsychotiques : le point de vue d’un laboratoire de recherche clinique

Bilateral transfer of skill in left- and right-handers

Bilateral transfer of skill as a function of speed and accuracy was examined in self-classified left-handed (n = 20) and right-handed (n = 40) subjects. Two transfer conditions (non-preferred to preferred hand, preferred to non-preferred hand) were manipulated in a mirror-drawing task and data were treated with Groups (left, right hander) × Transfer type (speed, accuracy) × Side (non-preferred to preferred hand, preferred to non-preferred hand) mixed factorial ANOVA with repeated measure in Transfer and Side factors. Percentage of bilateral transfer (First 5 trials−Last 5 trials/First 5 trials × 100) was the dependent measure. Left and right-handers did not differ in the magnitude of bilateral transfer. Bilateral transfer was greater (a) from non-preferred to preferred side as compared to the reverse, and (b) was greater with respect to speed but not with accuracy.

Aging and Longitudinal Change in Perceptual-Motor Skill Acquisition in Healthy Adults

Knowledge about aging of perceptual-motor skills is based almost exclusively on cross-sectional studies. We examined age-related changes in the retention of mirror-tracing skills in healthy adults who practiced for 3 separate days at baseline and retrained 5 years later at follow-up. Overall, the speed and accuracy of an acquired skill were partially retained after a 5-year interim, although the same asymptote was reached. Analyses with individual learning curves indicated that the effects of age on mirror-tracing speed were greater at longitudinal follow-up than at baseline, with older adults requiring more training to reach asymptote. Thus, although the long-term retention of acquired skills declines with age, older adults still retain the ability to learn the skill. Moreover, those who maintained a processing speed comparable with that of the younger participants evidenced no age-related performance decrements on the mirror-drawing task.