Sensorimotor Adaptation Paradigms Research Articles

Increased vowel contrast and intelligibility in connected speech induced by sensorimotor adaptation.

Alterations to sensory feedback can drive robust adaptive changes to the production of consonants and vowels, but these changes often have no behavioral relevance or benefit to communication (e.g., making "head" more like "had"). This work aims to align the outcomes of adaptation with changes known to increase speech intelligibility - specifically, adaptations that increase the acoustic contrast between vowels in running speech. To this end, we implemented a vowel centralization feedback perturbation paradigm that pushes all vowels towards the center of vowel space, making them sound less distinct from one another. Speakers across the adult lifespan adapted to the centralization perturbation during sentence production, increasing the global acoustic contrast among vowels and the articulatory excursions for individual vowels. These changes persisted after the perturbation was removed, including after a silent delay, and showed robust transfer to words that were not present in the sentences. Control analyses demonstrated that these effects were unlikely to be due to explicit pronunciation strategies and occurred in the face of increasingly more rapid and less distinct production of familiar sentences. Finally, sentence transcription by crowd-sourced listeners showed that speakers' vowel contrast predicted their baseline intelligibility and that experimentally-induced increases in contrast predicted intelligibility gains. These findings establish the validity of a sensorimotor adaptation paradigm to implicitly increase vowel contrast and intelligibility in connected speech, an outcome that has the potential to enhance rehabilitation in individuals who present with a reduced vowel space due to motor speech disorders, such as the hypokinetic dysarthria associated with Parkinson's disease.

Immediate cross-language transfer of novel articulatory plans in bilingual speech.

Current models of second language (L2) acquisition focus on interactions with a first language (L1) at the level of speech sound targets. In multilinguals, the degree of interaction between the articulatory plans that guide speech in each language remains unclear. Here, we directly address this question in bilingual speakers. We use a sensorimotor adaptation paradigm to drive the acquisition of novel articulatory plans for speech in one language and then measure the extent to which these new motor plans influence articulatory plans in the speaker's other language. Twenty L1-French, L2-English bilinguals adapted their speech production to a real-time alteration of vowel sounds. In one session, the adaptation was acquired during French sentence production; in a second session, the adaptation was acquired during English sentence production. In each session, cross-language transfer of these novel articulatory plans for speech was assessed using a transfer task that involved the production of French and English words with heavily noise-masked auditory feedback. Sensorimotor adaptation that countered the vowel sound alteration was observed in both French and English. Regardless of the linguistic context in which the adaptation was acquired, the adaptation transferred to the production of words in both languages. The amount of transfer did not depend on whether the adaptation was acquired in the participant's L1 or L2. In a second experiment, the result was replicated with 20 L1-English, L2-French speakers. The experiments support the idea that, in bilinguals, the interaction between L1 and L2 articulatory motor plans is rapid and bidirectional. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Prism adaptation during balance standing enhances the transfer after-effect on standing postural displacement

Prism adaptation (PA) is a sensorimotor adaptation paradigm that induces after-effects of adapted tasks and transfer after-effects of non-adapted tasks. Previous studies showed inconsistent results of transfer after-effects of adaptation to a leftward prismatic shift on the center-of-pressure (COP) displacement during eyes-closed standing. Challenging balance during PA increases the generalization of the internal model to untrained movements, resulting in increased transfer after-effects. The present study aimed to investigate the transfer after-effects of PA with challenging balance on standing postural displacement. Thirty healthy young adults were grouped into floor standing and balance-disc standing groups during leftward PA and pointed to targets while adapting to a leftward visual shift (30 diopters) for 20 min. After leftward PA, both groups had a significant rightward displacement of straight-ahead pointing with eyes closed. However, the COP position during eyes-closed standing with feet-closed was significantly displaced rightward only in the balance-disc standing group after leftward PA. These results show that challenging balance might increase the somatosensory and proprioceptive information for standing postural control, resulting in increased transfer after-effects of leftward PA on rightward standing postural displacement.

Transcranial Direct-Current Stimulation Does Not Affect Implicit Sensorimotor Adaptation: A Randomized Sham-Controlled Trial.

Humans constantly calibrate their sensorimotor system to accommodate environmental changes, and this perception-action integration is extensively studied using sensorimotor adaptation paradigms. The cerebellum is one of the key brain regions for sensorimotor adaptation, but previous attempts to modulate sensorimotor adaptation with cerebellar transcranial direct current stimulation (ctDCS) produced inconsistent findings. Since both conscious/explicit learning and procedural/implicit learning are involved in adaptation, researchers have proposed that ctDCS only affects sensorimotor adaptation when implicit learning dominates the overall adaptation. However, previous research had both types of learning co-exist in their experiments without controlling their potential interaction under the influence of ctDCS. Here, we used error clamp perturbation and gradual perturbation, two effective techniques to elicit implicit learning only, to test the ctDCS effect on sensorimotor adaptation. We administrated ctDCS to independent groups of participants while they implicitly adapted to visual errors. In Experiment 1, we found that cerebellar anodal tDCS had no effect on implicit adaptation induced by error clamp. In Experiment 2, we applied both anodal and cathodal stimulation and used a smaller error clamp to prevent a potential ceiling effect, and replicated the null effect. In Experiment 3, we used gradually imposed visual errors to elicit implicit adaptation but still found no effect of anodal tDCS. With a total of 174 participants, we conclude that the previous inconsistent tDCS effect on sensorimotor adaptation cannot be explained by the relative contribution of implicit learning. Given that the cerebellum is simultaneously involved in explicit and implicit learning, our results suggest that the complex interplay between the two learning processes and large individual differences associated with this interplay might contribute to the inconsistent findings from previous studies on ctDCS and sensorimotor adaptation.

Auditory-vocal integration impairment: New challenges and opportunities for voice assessment and therapy

This reflection paper addresses the importance of the interaction between voice perception and voice production, emphasizing the processes of auditory-vocal integration that are not yet widely reported in the context of voice clinicians. Given the above, this article seeks to 1) highlight the important link between voice production and voice perception and 2) consider whether this relationship might be exploited clinically for diagnostic purposes and therapeutic benefit. Existing theories on speech production and its interaction with auditory perception provide context for discussing why the evaluation of auditory-vocal processes could help identify associated origins of dysphonia and inform the clinician around appropriate management strategies. Incorporating auditory-vocal integration assessment through sensorimotor adaptation paradigm testing could prove to be an important addition to voice assessment protocols at the clinical level. Further, if future studies can specify the means to manipulate and enhance a person’s auditory-vocal integration, the efficiency of voice therapy could be increased, leading to improved quality of life for people with voice disorders.

Implicit Visuomotor Adaptation Remains Limited after Several Days of Training.

Learning in sensorimotor adaptation tasks has been viewed as an implicit learning phenomenon. The implicit process affords recalibration of existing motor skills so that the system can adjust to changes in the body or environment without relearning from scratch. However, recent findings suggest that the implicit process is heavily constrained, calling into question its utility in motor learning and the theoretical framework of sensorimotor adaptation paradigms. These inferences have been based mainly on results from single bouts of training, where explicit compensation strategies, such as explicitly re-aiming the intended movement direction, contribute a significant proportion of adaptive learning. It is possible, however, that the implicit process supersedes explicit compensation strategies over repeated practice sessions. We tested this by dissociating the contributions of explicit re-aiming strategies and the implicit process in human participants over five consecutive days of training. Despite a substantially longer duration of training, the implicit process still plateaued at a value far short of complete learning and, as has been observed in previous studies, was inappropriate for a mirror-reversal task. Notably, we find significant between subject differences that call into question traditional interpretation of these group-level results.

Altering attention to split-belt walking increases the generalization of motor memories across walking contexts.

Little is known about the impact of attention during motor adaptation tasks on how movements adapted in one context generalize to another. We investigated this by manipulating subjects' attention to their movements while exposing them to split-belt walking (i.e., legs moving at different speeds), which is known to induce locomotor adaptation. We hypothesized that reducing subjects' attention to their movements by distracting them as they adapted their walking pattern would facilitate the generalization of recalibrated movements beyond the training environment. We reasoned that awareness of the novel split-belt condition could be used to consciously contextualize movements to that particular situation. To test this hypothesis, young adults adapted their gait on a split-belt treadmill while they observed visual information that either distracted them or made them aware of the belt's speed difference. We assessed adaptation and aftereffects of spatial and temporal gait features known to adapt and generalize differently in different environments. We found that all groups adapted similarly by reaching the same steady-state values for all gait parameters at the end of the adaptation period. In contrast, both groups with altered attention to the split-belts environment (distraction and awareness groups) generalized their movements from the treadmill to overground more than controls, who walked without altered attention. This was specifically observed in the generalization of step time (temporal gait feature), which might be less susceptible to online corrections during walking overground. These results suggest that altering attention to one's movements during sensorimotor adaptation facilitates the generalization of movement recalibration.NEW & NOTEWORTHY Little is known about how attention affects the generalization of motor recalibration induced by sensorimotor adaptation paradigms. We showed that altering attention to movements on a split-belt treadmill led to greater adaptation effects in subjects walking overground. Thus our results suggest that altering patients' attention to their actions during sensorimotor adaptation protocols could lead to greater generalization of corrected movements when moving without the training device.

Motorized Shoes Induce Robust Sensorimotor Adaptation in Walking.

The motor system has the flexibility to update motor plans according to systematic changes in the environment or the body. This capacity is studied in the laboratory through sensorimotor adaptation paradigms imposing sustained and predictable motor demands specific to the task at hand. However, these studies are tied to the laboratory setting. Thus, we asked if a portable device could be used to elicit locomotor adaptation outside the laboratory. To this end, we tested the extent to which a pair of motorized shoes could induce similar locomotor adaptation to split-belt walking, which is a well-established sensorimotor adaptation paradigm in locomotion. We specifically compared the adaptation effects (i.e. after-effects) between two groups of young, healthy participants walking with the legs moving at different speeds by either a split-belt treadmill or a pair of motorized shoes. The speeds at which the legs moved in the split-belt group was set by the belt speed under each foot, whereas in the motorized shoes group were set by the combined effect of the actuated shoes and the belts’ moving at the same speed. We found that the adaptation of joint motions and measures of spatial and temporal asymmetry, which are commonly used to quantify sensorimotor adaptation in locomotion, were indistinguishable between groups. We only found small differences in the joint angle kinematics during baseline walking between the groups – potentially due to the weight and height of the motorized shoes. Our results indicate that robust sensorimotor adaptation in walking can be induced with a paired of motorized shoes, opening the exciting possibility to study sensorimotor adaptation during more realistic situations outside the laboratory.

Locomotor Adaptation Is Associated with Microstructural Properties of the Inferior Cerebellar Peduncle.

In sensorimotor adaptation paradigms, participants learn to adjust their behavior in response to an external perturbation. Locomotor adaptation and reaching adaptation depend on the cerebellum and are accompanied by changes in functional connectivity in cortico-cerebellar circuits. In order to gain a better understanding of the particular cerebellar projections involved in locomotor adaptation, we assessed the contribution of specific white matter pathways to the magnitude of locomotor adaptation and to long-term motor adaptation effects (recall and relearning). Diffusion magnetic resonance imaging with deterministic tractography was used to delineate the inferior and superior cerebellar peduncles (ICP, SCP) and the corticospinal tract (CST). Correlations were calculated to assess the association between the diffusivity values along the tracts and behavioral measures of locomotor adaptation. The results point to a significant correlation between the magnitude of adaptation and diffusivity values in the left ICP. Specifically, a higher magnitude of adaptation was associated with higher mean diffusivity and with lower anisotropy values in the left ICP, but not in other pathways. Post hoc analysis revealed that the effect stems from radial, not axial, diffusivity. The magnitude of adaptation was further associated with the degree of ICP lateralization, such that greater adaptation magnitude was correlated with increased rightward asymmetry of the ICP. Our findings suggest that the magnitude of locomotor adaptation depends on afferent signals to the cerebellum, transmitted via the ICP, and point to the contribution of error detection to locomotor adaptation rate.

Stuttering adults' lack of pre-speech auditory modulation normalizes when speaking with delayed auditory feedback

Auditory modulation during speech movement planning is limited in adults who stutter (AWS), but the functional relevance of the phenomenon itself remains unknown. We investigated for AWS and adults who do not stutter (AWNS) (a) a potential relationship between pre-speech auditory modulation and auditory feedback contributions to speech motor learning and (b) the effect on pre-speech auditory modulation of real-time versus delayed auditory feedback. Experiment I used a sensorimotor adaptation paradigm to estimate auditory-motor speech learning. Using acoustic speech recordings, we quantified subjects' formant frequency adjustments across trials when continually exposed to formant-shifted auditory feedback. In Experiment II, we used electroencephalography to determine the same subjects' extent of pre-speech auditory modulation (reductions in auditory evoked potential N1 amplitude) when probe tones were delivered prior to speaking versus not speaking. To manipulate subjects' ability to monitor real-time feedback, we included speaking conditions with non-altered auditory feedback (NAF) and delayed auditory feedback (DAF). Experiment I showed that auditory-motor learning was limited for AWS versus AWNS, and the extent of learning was negatively correlated with stuttering frequency. Experiment II yielded several key findings: (a) our prior finding of limited pre-speech auditory modulation in AWS was replicated; (b) DAF caused a decrease in auditory modulation for most AWNS but an increase for most AWS; and (c) for AWS, the amount of auditory modulation when speaking with DAF was positively correlated with stuttering frequency. Lastly, AWNS showed no correlation between pre-speech auditory modulation (Experiment II) and extent of auditory-motor learning (Experiment I) whereas AWS showed a negative correlation between these measures. Thus, findings suggest that AWS show deficits in both pre-speech auditory modulation and auditory-motor learning; however, limited pre-speech modulation is not directly related to limited auditory-motor adaptation; and in AWS, DAF paradoxically tends to normalize their otherwise limited pre-speech auditory modulation.

The cerebellum does more than sensory prediction error-based learning in sensorimotor adaptation tasks.

Individuals with damage to the cerebellum perform poorly in sensorimotor adaptation paradigms. This deficit has been attributed to impairment in sensory prediction error-based updating of an internal forward model, a form of implicit learning. These individuals can, however, successfully counter a perturbation when instructed with an explicit aiming strategy. This successful use of an instructed aiming strategy presents a paradox: In adaptation tasks, why do individuals with cerebellar damage not come up with an aiming solution on their own to compensate for their implicit learning deficit? To explore this question, we employed a variant of a visuomotor rotation task in which, before executing a movement on each trial, the participants verbally reported their intended aiming location. Compared with healthy control participants, participants with spinocerebellar ataxia displayed impairments in both implicit learning and aiming. This was observed when the visuomotor rotation was introduced abruptly (experiment 1) or gradually (experiment 2). This dual deficit does not appear to be related to the increased movement variance associated with ataxia: Healthy undergraduates showed little change in implicit learning or aiming when their movement feedback was artificially manipulated to produce similar levels of variability (experiment 3). Taken together the results indicate that a consequence of cerebellar dysfunction is not only impaired sensory prediction error-based learning but also a difficulty in developing and/or maintaining an aiming solution in response to a visuomotor perturbation. We suggest that this dual deficit can be explained by the cerebellum forming part of a network that learns and maintains action-outcome associations across trials.NEW & NOTEWORTHY Individuals with cerebellar pathology are impaired in sensorimotor adaptation. This deficit has been attributed to an impairment in error-based learning, specifically, from a deficit in using sensory prediction errors to update an internal model. Here we show that these individuals also have difficulty in discovering an aiming solution to overcome their adaptation deficit, suggesting a new role for the cerebellum in sensorimotor adaptation tasks.

Evidence for Auditory-Motor Impairment in Individuals With Hyperfunctional Voice Disorders.

The vocal auditory-motor control of individuals with hyperfunctional voice disorders was examined using a sensorimotor adaptation paradigm. Nine individuals with hyperfunctional voice disorders and 9 individuals with typical voices produced sustained vowels over 160 trials in 2 separate conditions: (a) while experiencing gradual upward perturbations in the fundamental frequency (fo) of their auditory feedback (shift-up) and (b) under no auditory perturbation (control). The shift-up condition consisted of 4 ordered (fixed) phases: baseline (no perturbation), ramp (gradual increases in heard fo), hold (a consistently higher heard fo), and after-effect (no perturbation). Adaptive responses were defined as the difference in produced fo during control and shift-up conditions. Adaptive responses were significantly different between groups. Individuals with typical voices generally showed compensatory adaptive responses, with decreased fo during the ramp and hold phases. Conversely, many individuals with hyperfunctional voice disorders instead displayed the opposite effect by following the direction of the perturbation. When fo was experimentally increased, speakers further increased their fo. Results indicate that some individuals diagnosed with hyperfunctional voice disorders have disrupted auditory-motor control, suggesting atypical neurological function. These findings may eventually allow for the development of new interventions for hyperfunctional voice disorders.

Sensorimotor adaptation of whole-body postural control

The aim of the present study was to examine the modification of postural symmetry during quiet standing using a sensorimotor adaptation paradigm. A group of neurologically typical adult participants performed a visually guided mediolateral (left–right) weight shifting task requiring precise adjustments in body orientation. During one phase of the task, the visual feedback of center of pressure (COP) was systematically biased toward the left or the right, requiring an adjustment in posture to compensate. COP during quiet standing without visual feedback was examined prior to and immediately following the sensorimotor adaptation procedure, in order to observe whether compensatory adjustments in postural control resulting from the visual-feedback manipulation would transfer to the control of whole-body COP during quiet standing. Results showed that the sensorimotor adaptation procedure induced a small but reliable compensatory change in the stance of participants, resulting in a change in postural symmetry and control that was found to persist even after normal visual feedback was restored.

Auditory-motor adaptation is reduced in adults who stutter but not in children who stutter.

Previous studies have shown that adults who stutter produce smaller corrective motor responses to compensate for unexpected auditory perturbations in comparison to adults who do not stutter, suggesting that stuttering may be associated with deficits in integration of auditory feedback for online speech monitoring. In this study, we examined whether stuttering is also associated with deficiencies in integrating and using discrepancies between expected and received auditory feedback to adaptively update motor programs for accurate speech production. Using a sensorimotor adaptation paradigm, we measured adaptive speech responses to auditory formant frequency perturbations in adults and children who stutter and their matched nonstuttering controls. We found that the magnitude of the speech adaptive response for children who stutter did not differ from that of fluent children. However, the adaptation magnitude of adults who stutter in response to auditory perturbation was significantly smaller than the adaptation magnitude of adults who do not stutter. Together these results indicate that stuttering is associated with deficits in integrating discrepancies between predicted and received auditory feedback to calibrate the speech production system in adults but not children. This auditory-motor integration deficit thus appears to be a compensatory effect that develops over years of stuttering.

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.