On knowing how to do things: a theory of motor imagery

The cerebellum and the Mirror Neuron System: A matter of inhibition? From neurophysiological evidence to neuromodulatory implications. A narrative review

Mirror neurons show activity during both the execution (AE) and observation of actions (AO). The Mirror Neuron System (MNS) could be involved during motor imagery (MI) as well. Extensive research suggests that the cerebellum is interconnected with the MNS and may be critically involved in its activities. We gathered evidence on the cerebellum's role in MNS functions, both theoretically and experimentally. Evidence shows that the cerebellum plays a major role during AO and MI and that its lesions impair MNS functions likely because, by modulating the activity of cortical inhibitory interneurons with mirror properties, the cerebellum may contribute to visuomotor matching, which is fundamental for shaping mirror properties. Indeed, the cerebellum may strengthen sensory-motor patterns that minimise the discrepancy between predicted and actual outcome, both during AE and AO. Furthermore, through its connections with the hippocampus, the cerebellum might be involved in internal simulations of motor programs during MI. Finally, as cerebellar neuromodulation might improve its impact on MNS activity, we explored its potential neurophysiological and neurorehabilitation implications.

The multisensory nature of human action imagery

Imagination can appeal to all our senses and may, therefore, manifest in very different qualities (e.g., visual, tactile, proprioceptive, or kinesthetic). One line of research addresses action imagery that refers to a process by which people imagine the execution of an action without actual body movements. In action imagery, visual and kinesthetic aspects of the imagined action are particularly important. However, other sensory modalities may also play a role. The purpose of the paper will be to address issues that include: (i) the creation of an action image, (ii) how the brain generates images of movements and actions, (iii) the richness and vividness of action images. We will further address possible causes that determine the sensory impression of an action image, like task specificity, instruction and experience. In the end, we will outline open questions and future directions.

Learning motor actions via imagery-perceptual or motor learning?

It is well accepted that repeatedly imagining oneself acting without any overt behavior can lead to learning. The prominent theory accounting for why imagery practice is effective, motor simulation theory, posits that imagined action and overt action are functionally equivalent, the exception being activation of the end effector. If, as motor simulation theory states, one can compile the goal, plan, motor program and outcome of an action during imagined action similar to overt action, then learning of novel skills via imagery should proceed in a manner equivalent to that of overt action. While the evidence on motor simulation theory is both plentiful and diverse, it does not explicitly account for differences in neural and behavioural findings between imagined and overt action. In this position paper, we briefly review theoretical accounts to date and present a perceptual-cognitive theory that accounts for often observed outcomes of imagery practice. We suggest that learning by way of imagery reflects perceptual-cognitive scaffolding, and that this 'perceptual' learning transfers into 'motor' learning (or not) depending on various factors. Based on this theory, we characterize consistently reported learning effects that occur with imagery practice, against the background of well-known physical practice effects and show that perceptual-cognitive scaffolding is well-suited to explain what is being learnt during imagery practice.

A theoretical perspective on action consequences in action imagery: internal prediction as an essential mechanism to detect errors

Acting in the environment results in both intended and unintended consequences. Action consequences provide feedback about the adequacy of actions while they are in progress and when they are completed and therefore contribute to monitoring actions, facilitate error detection, and are crucial for motor learning. In action imagery, no actual action takes place, and consequently, no actual action consequences are produced. However, imagined action consequences may replace actual action consequences, serving a similar function and facilitating performance improvements akin to that occurring with actual actions. In this paper, we conceptualize action imagery as a simulation based on internal models. During that simulation, forward models predict action consequences. A comparison of predicted and intended action consequences sometimes indicates the occurrence of action errors (or deviations from optimal performance) in action imagery. We review research indicating that action errors are indeed sometimes imagined in action imagery. These results are compatible with the view that action imagery is based on motor simulation but incompatible with the view that action imagery is solely based on abstract knowledge. The outlined framework seems suitable to cover a wide range of action imagery phenomena and can explain action imagery practice effects.

Structural and functional features characterizing the brains of individuals with higher controllability of motor imagery

Motor imagery is a higher-order cognitive brain function that mentally simulates movements without performing the actual physical one. Although motor imagery has attracted the interest of many researchers, and mental practice utilizing motor imagery has been widely used in sports training and post-stroke rehabilitation, neural bases that determine individual differences in motor imagery ability are not well understood. In this study, using controllability of motor imagery (CMI) test that can objectively evaluate individual ability to manipulate one's imaginary postures, we examined structural and functional features characterizing the brains of individuals with higher controllability of motor imagery, by analyzing T1-weighted structural MRI data obtained from 89 participants and functional MRI data obtained from 28 of 89 participants. The higher CMI test scorers had larger volume in the bilateral superior frontoparietal white matter regions. The CMI test activated the bilateral dorsal premotor cortex (PMD) and superior parietal lobule (SPL); specifically, the left PMD and/or the right SPL enhanced functional coupling with the visual body, somatosensory, and motor/kinesthetic areas in the higher scorers. Hence, controllability of motor imagery is higher for those who well-develop superior frontoparietal network, and for those whose this network accesses these sensory areas to predict the expected multisensory experiences during motor imagery. This study elucidated for the first time the structural and functional features characterizing the brains of individuals with higher controllability of motor imagery, and advanced understanding of individual differences in motor imagery ability.

An expertise reversal effect of imagination in learning from basketball tactics

The imagination effect occurs when participants learn better from imagining procedures or concepts rather than from studying them. The aim of the present study was to examine the effects of imagination and level of expertise on memorization of a tactical basketball system. Thirty-six expert and thirty-six novice learners were asked to imagine the functioning of a tactical scene in basketball (imagination condition) or simply study the scene (study condition). Results showed that novice learners benefited more from the study condition as they achieved better recall and recognition performances, invested less cognitive load (i.e., mental effort and perceived difficulty) and had higher levels of motivational aspects (i.e., self-efficacy and perceived competence). However, this effect was totally reversed for expert learners who, benefited more from the imagination condition, indicating therefore an expertise reversal effect. The results suggest that the effectiveness of the imagination technique depends on level of expertise of the learners.

Neural correlates of visual and tactile path integration and their task related modulation

Self-motion induces sensory signals that allow to determine travel distance (path integration). For veridical path integration, one must distinguish self-generated from externally induced sensory signals. Predictive coding has been suggested to attenuate self-induced sensory responses, while task relevance can reverse the attenuating effect of prediction. But how is self-motion processing affected by prediction and task demands, and do effects generalize across senses? In this fMRI study, we investigated visual and tactile self-motion processing and its modulation by task demands. Visual stimuli simulated forward self-motion across a ground plane. Tactile self-motion stimuli were delivered by airflow across the subjects' forehead. In one task, subjects replicated a previously observed distance (Reproduction/Active; high behavioral demand) of passive self-displacement (Reproduction/Passive). In a second task, subjects travelled a self-chosen distance (Self/Active; low behavioral demand) which was recorded and played back to them (Self/Passive). For both tasks and sensory modalities, Active as compared to Passive trials showed enhancement in early visual areas and suppression in higher order areas of the inferior parietal lobule (IPL). Contrasting high and low demanding active trials yielded supramodal enhancement in the anterior insula. Suppression in the IPL suggests this area to be a comparator of sensory self-motion signals and predictions thereof.

The effect of the combined self-talk and mental imagery program on the badminton motor skills and self-confidence of youth beginner student-athletes

BACKGROUND

The psychological strategies of self-talk (S.T.) and mental imagery (MI) have an essential role in training and sports performance, but their implementation, particularly in combination, is still limited. This study aimed to examine badminton motor skills (BMS) and self-confidence (S.C.) mastery after a psychological strategy intervention of S.T. and MI, which were integrated into the BMS training process in both independent and interactive functions. The S.T. strategy consisted of instructional (I-S.T.) and motivational (M-S.T.) functions, while the MI consisted of cognitive (C-MI) and motivational (M-MI) aspects.

METHODS

Eighty youth beginner badminton student-athletes aged 10-12 years (male = 40, female = 40) were divided through a disproportional stratified sampling into four experimental groups (EG: 2-function S.T. × 2-function MI) and one control group (CG). The intervention program lasted eight weeks (three meetings a week for a total of 24 meetings). The participants completed a fidelity check at each session. At the end of the intervention, they took a BMS test and completed a self-confidence scale.

RESULTS

The S.T. and MI strategies had a significant effect on BMS and S.C. mastery (independent and interaction functions) in multivariate and univariate ways; however, independently, they had no significant effect on S.C. The effect of I-S.T. > M-S.T. and the effect of C-MI > M-MI on BMS, but there was no difference in S.C. In the I-S.T. condition, the C-MI and M-MI strategies did not have a different interaction effect on BMS mastery, but the effect of M-MI > C-MI on S.C. In the M-S.T. condition, the effect of C-MI > M-MI on the BMS and S.C. mastery. In the C-MI condition, the I-S.T. and M-S.T. strategies did not have a different interaction effect on BMS mastery, but the effect of M-S.T. > I-ST on S.C. In the M-MI condition, the effect of I-S.T. > M-S.T. on the BMS and S.C. mastery.

CONCLUSION

The results of this study contribute to the existing evidence on the effectiveness of S.T. and MI strategies in the motor skill mastery and psychological skill development of beginner student-athletes. Thus, S.T. and MI strategies can be adapted as psychological strategies that coaches and physical educators can use to improve beginner student-athlete learning, sports performance, and psychological skills.

Measures of explicit and implicit in motor learning: what we know and what we don't

Adaptation tasks are a key tool in characterizing the contribution of explicit and implicit processes to sensorimotor learning. However, different assumptions and ideas underlie methods used to measure these processes, leading to inconsistencies between studies. For instance, it is still unclear explicit and implicit combine additively. Cognitive studies of explicit and implicit processes show how non-additivity and bias in measurement can distort results. We argue that to understand explicit and implicit processes in visuomotor adaptation, we need a stronger characterization of the phenomenology and a richer set of models to test it on.

Neurological and behavioral features of locomotor imagery in the blind

In people with normal sight, mental simulation (motor imagery) of an experienced action involves a multisensory (especially kinesthetic and visual) emulation process associated with the action. Here, we examined how long-term blindness influences sensory experience during motor imagery and its neuronal correlates by comparing data obtained from blind and sighted people. We scanned brain activity with functional magnetic resonance imaging (fMRI) while 16 sighted and 14 blind male volunteers imagined either walking or jogging around a circle of 2 m radius. In the training before fMRI, they performed these actions with their eyes closed. During scanning, we explicitly instructed the blindfolded participants to generate kinesthetic motor imagery. After the experimental run, they rated the degree to which their motor imagery became kinesthetic or spatio-visual. The imagery of blind people was more kinesthetic as per instructions, while that of the sighted group became more spatio-visual. The imagery of both groups commonly activated bilateral frontoparietal cortices including supplementary motor areas (SMA). Despite the lack of group differences in degree of brain activation, we observed stronger functional connectivity between the SMA and cerebellum in the blind group compared to that in the sighted group. To conclude, long-term blindness likely changes sensory emulation during motor imagery to a more kinesthetic mode, which may be associated with stronger functional coupling in kinesthetic brain networks compared with that in sighted people. This study adds valuable knowledge on motor cognition and mental imagery processes in the blind.

The effects of visual impairment on motor imagery in children and adolescents

BACKGROUND

While the development of motor imagery (MI) has been extensively studied in sighted children, it is not clear how children with different severities of visual impairment (VI) represent motor actions by using the motor representations constructed through the remaining intact senses, especially touch.

AIMS

Mental chronometry and generation/manipulation of MI were examined in children with and without VI.

METHODS AND PROCEDURES

Participants included 64 youth with and without VI (33 without visual impairments, 14 moderate-to-severe, and 17 blind). Mental chronometry was assessed with the imagined Timed-Up-and-Go-Test (iTUG), and generation/manipulation of MI with the Controllability-of-Motor-Imagery-Test (CMI). In addition, the effect of working memory performance (Letter-Number-Sequencing) and physical activity upon MI were evaluated.

RESULTS

Mental duration for the iTUG was significantly shorter than the active durations. Results also provided evidence of better haptic representation than motor representation in all participants; however, only for the CMI-regeneration condition controls outperformed children with visual impairments and blindness (CVIB). Exercise and working memory performance showed a significant contribution only on a few MI tests.

CONCLUSION AND IMPLICATIONS

Our results suggest a possible relationship between motor performance, body representation deficits and visual impairment which needs to be addressed in the evaluation and treatment of CVIB. The design of new rehabilitation interventions that focus on strengthening adequate body perception and representation should be proposed and tested to promote motor development in CVIB.

Comparison of modified Bass, Fones and normal tooth brushing technique for the efficacy of plaque control in young adults- A randomized clinical trial

Background

To compare the anti plaque efficacy of Modified Bass, Fones and Normal brushing techniques in young adults.

Material and Methods

An investigator blinded randomized controlled trial with parallel design was adopted to compare the anti plaque efficacy of three tooth brushing techniques. The study population consisted of 120 dental students aged between 18 and 30 years.

Results

At the baseline, the mean plaque scores were 0.74 ± 0.39, 0.77 ± 0.34 and 0.98 ± 0.36 respectively, for Modified Bass, Fones and Normal brushing technique. After 24 hours without any oral hygiene activity, the plaque scores increased to 1.04 ± 0.30, 1.11 ± 0.32 and 1.21 ± 0.40, respectively. After 1 week of using the intervention, the mean plaque scores were 0.78 ± 0.36, 0.94 ± 0.34 and 1.03 ± 0.43, respectively and increased to 1.13 ± 0.44, 1.14 ± 0.40 and 1.08 ± 0.34 after 28 days. The mean gingival scores were 0.23 ± 0.66, 0.02 ± 0.52 and 0.42 ± 0.74 for Modified Bass, Fones and Normal Brushing technique during baseline visit and after 28 days.

Conclusions

There was a significant reduction in the amount of plaque with the three brushing techniques. Although the short-term outcomes with the Modified Bass method were promising, a long-term effect was not evident. Further, there was no significant difference in plaque control between the three groups. Key words:Gingival scores, plaque scores, tooth brushing techniques, young adults.

Is imagery better than reality? Performance in imagined dart throwing

We investigated whether deviations from optimal performance are predicted in motor imagery. In Experiment 1, novices and experts imagined and executed dart throws. In imagination, they reported the final position of the dart. Experts performed better than novices in execution and imagination. Distance to the target and bias were smaller in imagination than in execution. In Experiment 2, we dissociated the roles of feedback from proximal and distal action elements for predictions. Three groups of novices estimated the dart’s final position in imagination, in execution without visual feedback, or in execution with delayed visual feedback. Estimates did not differ significantly between groups, indicating that (the lack of) feedback did not influence predictions. Deviations from optimal performance were lower in estimated than in actual performance. In conclusion, although predictive mechanisms may be similar in imagination and execution, the full extent of deviation from optimal performance is not predicted.

Unconscious Imagination and the Mental Imagery Debate

Traditionally, philosophers have appealed to the phenomenological similarity between visual experience and visual imagery to support the hypothesis that there is significant overlap between the perceptual and imaginative domains. The current evidence, however, is inconclusive: while evidence from transcranial brain stimulation seems to support this conclusion, neurophysiological evidence from brain lesion studies (e.g., from patients with brain lesions resulting in a loss of mental imagery but not a corresponding loss of perception and vice versa) indicates that there are functional and anatomical dissociations between mental imagery and perception. Assuming that the mental imagery and perception do not overlap, at least, to the extent traditionally assumed, then the question arises as to what exactly mental imagery is and whether it parallels perception by proceeding via several functionally distinct mechanisms. In this review, we argue that even though there may not be a shared mechanism underlying vision for perception and conscious imagery, there is an overlap between the mechanisms underlying vision for action and unconscious visual imagery. On the basis of these findings, we propose a modification of Kosslyn's model of imagery that accommodates unconscious imagination and explore possible explanations of the quasi-pictorial phenomenology of conscious visual imagery in light of the fact that its underlying neural substrates and mechanisms typically are distinct from those of visual experience.

The Representation of Motor (Inter)action, States of Action, and Learning: Three Perspectives on Motor Learning by Way of Imagery and Execution

Learning in intelligent systems is a result of direct and indirect interaction with the environment. While humans can learn by way of different states of (inter)action such as the execution or the imagery of an action, their unique potential to induce brain- and mind-related changes in the motor action system is still being debated. The systematic repetition of different states of action (e.g., physical and/or mental practice) and their contribution to the learning of complex motor actions has traditionally been approached by way of performance improvements. More recently, approaches highlighting the role of action representation in the learning of complex motor actions have evolved and may provide additional insight into the learning process. In the present perspective paper, we build on brain-related findings and sketch recent research on learning by way of imagery and execution from a hierarchical, perceptual-cognitive approach to motor control and learning. These findings provide insights into the learning of intelligent systems from a perceptual-cognitive, representation-based perspective and as such add to our current understanding of action representation in memory and its changes with practice. Future research should build bridges between approaches in order to more thoroughly understand functional changes throughout the learning process and to facilitate motor learning, which may have particular importance for cognitive systems research in robotics, rehabilitation, and sports.

Rapid Plastic Changes of Human Primary Motor Cortex with Repetitive Motor Practice and Transcranial Magnetic Stimulation

Excitability changes of human primary motor cortex are assumed to be associated with motor learning processes. To examine motor behavioral and neural mechanisms in these processes, the adaptive motor learning processes of the index finger abduction were investigated using motor evoked potential (MEP) elicited from the first dorsal interosseous and extensor carpi radialis muscles. Practice effects were examined on changes of MEP amplitudes elicited from these muscles during motor imagery. Given general consensus that the MEP amplitude change during motor imagery is a useful parameter reflecting changes in excitability of the human primary motor cortex, the present results, that MEP amplitudes of both muscles increased with repeated practice by the index finger abduction and that magnitudes of MEP amplitudes of both muscles (motor learning curves) were clearly different, suggested that participation of the muscles performing the index finger abduction gradually changed with practice. Short-term plastic changes of human primary motor cortex occur with repetitive practice and such adaptive change in human primary motor cortex is expressed in human voluntary movement that becomes more automatic.

Neuroplasticity beyond Sounds: Neural Adaptations Following Long-Term Musical Aesthetic Experiences

Capitalizing from neuroscience knowledge on how individuals are affected by the sound environment, we propose to adopt a cybernetic and ecological point of view on the musical aesthetic experience, which includes subprocesses, such as feature extraction and integration, early affective reactions and motor actions, style mastering and conceptualization, emotion and proprioception, evaluation and preference. In this perspective, the role of the listener/composer/performer is seen as that of an active “agent” coping in highly individual ways with the sounds. The findings concerning the neural adaptations in musicians, following long-term exposure to music, are then reviewed by keeping in mind the distinct subprocesses of a musical aesthetic experience. We conclude that these neural adaptations can be conceived of as the immediate and lifelong interactions with multisensorial stimuli (having a predominant auditory component), which result in lasting changes of the internal state of the “agent”. In a continuous loop, these changes affect, in turn, the subprocesses involved in a musical aesthetic experience, towards the final goal of achieving better perceptual, motor and proprioceptive responses to the immediate demands of the sounding environment. The resulting neural adaptations in musicians closely depend on the duration of the interactions, the starting age, the involvement of attention, the amount of motor practice and the musical genre played.

Music as environment: an ecological and biosemiotic approach

This paper provides an attempt to conceive of music in terms of a sounding environment. Starting from a definition of music as a collection of vibrational events, it introduces the distinction between discrete-symbolic representations as against analog-continuous representations of the sounds. The former makes it possible to conceive of music in terms of a Humboldt system, the latter in terms of an experiential approach. Both approaches, further, are not opposed to each other, but are complementary to some extent. There is, however, a distinction to be drawn between the bottom-up approach to auditory processing of environmental sounds and music, which is continuous and proceeding in real time, as against the top-down approach, which is proceeding at a level of mental representation by applying discrete symbolic labels to vibrational events. The distinction is discussed against the background of phylogenetic and ontogenetic claims, with a major focus on the innate auditory capabilities of the fetus and neonate and the gradual evolution from mere sensory perception of sound to sense-making and musical meaning. The latter, finally, is elaborated on the basis of the operational concepts of affordance and functional tone, thus bringing together some older contributions from ecology and biosemiotics.

A novel calibration and task guidance framework for motor imagery BCI via a tendon vibration induced sensation with kinesthesia illusion

OBJECTIVE

Lack of efficient calibration and task guidance in motor imagery (MI) based brain-computer interface (BCI) would result in the failure of communication or control, especially in patients, such as a stroke with motor impairment and intact sensation, locked-in state amyotrophic lateral sclerosis, in which the sources of data for calibration may worsen the subsequent decoding. In addition, enhancing the proprioceptive experience in MI might improve the BCI performance.

APPROACH

In this work, we propose a new calibrating and task guidance methodology to further improve the MI BCI, exploiting the afferent nerve system through tendon vibration stimulation to induce a sensation with kinesthesia illusion. A total of 30 subjects' experiments were carried out, and randomly divided into a control group (control-group) and calibration and task guidance group (CTG-group).

MAIN RESULTS

Online experiments have shown that MI could be decoded by classifier calibrated solely using sensation data, with 8 of the 15 subjects in the CTG-Group above 80%, 3 above 95% and all above 65%. Offline chronological cross-validation analysis shows that it has reached a comparable performance with the traditional calibration method (F (1, 14) = 0.14, P = 0.7176). In addition, the discrimination accuracy of MI in the CTG-Group is significantly 12.17% higher on average than that in the control-group (unpaired-T test, P = 0.0086), and illusory sensation indicates no significant difference (unpaired-T test, p = 0.3412). The finding of the existed similarity of the discriminative brain patterns and grand averaged ERD/ERS between imagined movement (actively induced) and illusory movement (passively evoked) also validates the proposed calibration and task guidance framework.

SIGNIFICANCE

The cognitive complexity of the illusory sensation task is much lower and more objective than that of MI. In addition, subjects' kinesthetic experience mentally simulated during the MI task might be enhanced by accessing sensory experiences from the illusory stimulation. This sensory stimulation aided BCI design could help make MI BCI more applicable.

Verbal-motor attention-focusing instructions influence kinematics and performance on a golf-putting task

The authors examined how varying the content of verbal-motor instructions and requesting an internal versus external focus influenced the kinematics and outcome of a golf putting task. On Day 1, 30 novices performed 120 trials with the instruction to focus attention either on performing a pendulum-like movement (internal) or on the desired ball path (external). After 20 retention trials on Day 2, they performed 20 transfer trials with the opposite instruction. Group differences for retention and a group by block interaction showed that external instruction enhanced movement outcome. Kinematic data indicated that specific instruction content influenced outcomes by eliciting changes in movement execution. Switching from the external to the internal focus instruction resulted in a more pendulum-like movement.

Multiple roles of motor imagery during action observation

Over the last 20 years, the topics of action observation (AO) and motor imagery (MI) have been largely studied in isolation from each other, despite the early integrative account by Jeannerod (1994, 2001). Recent neuroimaging studies demonstrate enhanced cortical activity when AO and MI are performed concurrently ("AO+MI"), compared to either AO or MI performed in isolation. These results indicate the potentially beneficial effects of AO+MI, and they also demonstrate that the underlying neurocognitive processes are partly shared. We separately review the evidence for MI and AO as forms of motor simulation, and present two quantitative literature analyses that indeed indicate rather little overlap between the two bodies of research. We then propose a spectrum of concurrent AO+MI states, from congruent AO+MI where the contents of AO and MI widely overlap, over coordinative AO+MI, where observed and imagined action are different but can be coordinated with each other, to cases of conflicting AO+MI. We believe that an integrative account of AO and MI is theoretically attractive, that it should generate novel experimental approaches, and that it can also stimulate a wide range of applications in sport, occupational therapy, and neurorehabilitation.

The comparison between motor imagery and verbal rehearsal on the learning of sequential movements

Mental practice refers to the cognitive rehearsal of a physical activity. It is widely used by athletes to enhance their performance and its efficiency to help train motor function in people with physical disabilities is now recognized. Mental practice is generally based on motor imagery (MI), i.e., the conscious simulation of a movement without its actual execution. It may also be based on verbal rehearsal (VR), i.e., the silent rehearsal of the labels associated with an action. In this study, the effect of MI training or VR on the learning and retention of a foot-sequence task was investigated. Thirty right-footed subjects, aged between 22 and 37 years old (mean: 27.4 ± 4.1 years) and randomly assigned to one of three groups, practiced a serial reaction time task involving a sequence of three dorsiflexions and three plantar flexions with the left foot. One group (n = 10) mentally practiced the sequence with MI for 5 weeks, another group (n = 10) mentally practiced the sequence with VR of the foot positions for the same duration, and a control group (n = 10) did not practice the sequence mentally. The time to perform the practiced sequence as well as an unpracticed sequence was recorded before training, immediately after training and 6 months after training (retention). The main results showed that the speed improvement after training was significantly greater in the MI group compared to the control group and tended to be greater in the VR group compared to the control group. The improvement in performance did not differ in the MI and VR groups. At retention, however, no difference in response times was found among the three groups, indicating that the effect of mental practice did not last over a long period without training. Interestingly, this pattern of results was similar for the practiced and non-practiced sequence. Overall, these results suggest that both MI training and VR help to improve motor performance and that mental practice may induce non-specific effects.

A standardized motor imagery introduction program (MIIP) for neuro-rehabilitation: development and evaluation

Background: For patients with central nervous system (CNS) lesions and sensorimotor impairments a solid motor imagery (MI) introduction is crucial to understand and use MI to improve motor performance. The study's aim was to develop and evaluate a standardized MI group introduction program (MIIP) for patients after stroke, multiple sclerosis (MS), Parkinson's disease (PD), and traumatic brain injury (TBI).

Methods: Phase 1: Based on literature a MIIP was developed comprising MI theory (definition, type, mode, perspective, planning) and MI practice (performance, control). Phase 2: Development of a 27-item self-administered MIIP evaluation questionnaire, assessing MI knowledge self-evaluation of the ability to perform MI and patient satisfaction with the MIIP. Phase 3: Evaluation of MIIP and MI questionnaire by 2 independent MI experts based on predefined criteria and 2 patients using semi-structured interviews. Phase 4: Case series with a pre-post design to evaluate MIIP (3 × 30 min) using the MI questionnaire, Imaprax, Kinaesthetic and Visual Imagery Questionnaire, and Mental Chronometry. The paired t-test and the Wilcoxon signed-rank test were used to determine significant changes.

Results: Data of eleven patients were analysed (5 females; age 62.3 ± 14.1 years). Declarative MI knowledge improved significantly from 5.4 ± 2.2 to 8.8 ± 2.9 (p = 0.010). Patients demonstrated good satisfaction with MIIP (mean satisfaction score: 83.2 ± 11.4%). MI ability remained on a high level but showed no significant change, except a significant decrease in the Kinaesthetic and Visual Imagery Questionnaire score.

Conclusion: The presented MIIP seems to be valid and feasible for patients with CNS lesions and sensorimotor impairments resulting in improved MI knowledge. MIIP sessions can be held in groups of four or less. MI ability and Mental Chronometry remained unchanged after 3 training sessions.

Brain activity during motor imagery of an action with an object: a functional magnetic resonance imaging study

We utilized functional magnetic resonance imaging to investigate the brain regions activated during motor imagery of an action with an object both with and without passively holding the object. Participants performed the following tasks: (1) 'Imagery with Ball' condition: subjects imagined squeezing a foam ball (7cm diameter) while holding the ball, (2) 'Imagery' condition: subjects imagined squeezing a ball without holding the ball, and (3) 'Ball' condition: subjects held the ball without motor imagery. Regions activated by the 'Imagery with Ball' condition were located in the left dorsolateral prefrontal cortex (DLPFC), supplemental motor areas (SMA), inferior parietal lobule (IPL), superior parietal lobule (SPL), insula, cerebellum and basal ganglia. A direct comparison revealed that the right DLPFC and the right IPL showed a higher level of activation during the 'Imagery with Ball' than during the 'Imagery'+'Ball' conditions. Our studies suggested that the right front-parietal networks were involved in the motor imagery of an action with an object.

Physical fidelity versus cognitive fidelity training in procedural skills acquisition

OBJECTIVE

The current study examined whether training simulators for the acquisition of procedural skills should emphasize physical fidelity or cognitive fidelity of the task.

BACKGROUND

Simulation-based training for acquiring and practicing procedural skills is becoming widely established. Generally speaking, these simulators offer technological sophistication but disregard theory-based design, leaving unanswered the question of what task features should be represented in the simulators.The authors compared real-world training and two alternative virtual trainers, one emphasizing physical fidelity and the other cognitive fidelity of the task.

METHOD

Participants were randomly assigned to one of four training groups in a LEGO assembly task: virtual-physical fidelity, cognitive fidelity, real world, and control. A posttraining test to assess the development of procedural skills was conducted.

RESULTS

Both the virtual-physical fidelity and cognitive fidelity training methods produced better performance time than no training at all, as did the real-world training. The cognitive fidelity training was inferior in terms of test time compared to the real-world training, whereas the virtual-physical fidelity training was not. In contrast, only the real-world and the cognitive fidelity groups, and not the virtual-physical fidelity group, required significantly less time than the control group for error correction.

CONCLUSION

The two training methods have complementary advantages.

APPLICATION

Combining physical fidelity and cognitive training methods can enhance procedural skills acquisition when real-world training is not practicable.

Perceptual integration of illusory and imagined kinesthetic images

It is generally agreed that motor imagery involves kinesthetic sensations especially as far as first-person imagery is concerned. It was proposed to determine the extent to which motor imagery and vibration-induced illusory sensations of movement are integrated perceptually. Imagined and illusory hand movements were evoked both separately and in various combinations in 12 volunteers. After each trial, the participants were asked to draw the movement trajectory perceived. In all the subjects, propriomimetic vibration patterns applied to various wrist muscles induced spatially oriented or more complex illusory hand movements such as writing or drawing. Depending on the instructions, the subjects were also able to produce imagined hand movements in various directions and at two different velocities. When straight illusory and imagined movements were evoked simultaneously, all the subjects perceived a single movement trajectory, in which the direction and the velocity of the two ongoing sensations were exactly integrated. This perceptual integration also occurred in the case of more complex movements, such as writing and drawing, giving rise to the perception of original trajectories also combining the features of both motor images. Because these two kinesthetic images, the one intentionally and centrally induced and the other peripherally evoked, activate almost the same neural network including cortical sensory and motor areas, parietal regions, and the cerebellum, these results suggest that common processes may be involved in such a perceptual fusion. The nature of these common processes is discussed, and some fields of research in which these findings could potentially be applied are suggested.

Quasi-movements: a novel motor-cognitive phenomenon

We introduce quasi-movements and define them as volitional movements which are minimized by the subject to such an extent that finally they become undetectable by objective measures. They are intended as overt movements, but the absence of the measurable motor responses and the subjective experience make quasi-movements similar to motor imagery. We used the amplitude dynamics of electroencephalographic alpha oscillations as a marker of the regional involvement of cortical areas in three experimental tasks: movement execution, kinesthetic motor imagery, and quasi-movements. All three conditions were associated with a significant suppression of alpha oscillations over the sensorimotor hand area of the contralateral hemisphere. This suppression was strongest for executed movements, and stronger for quasi-movements than for motor imagery. The topography of alpha suppression was similar in all three conditions. Proprioceptive sensations related to quasi-movements contribute to the assumption that the "sense of movement" can originate from central efferent processes. Quasi-movements are also congruent with the postulated continuity between motor imagery and movement preparation/execution. We also show that in healthy subjects quasi-movements can be effectively used in brain-computer interface research leading to a significantly smaller classification error ( approximately 47% of relative decrease) in comparison to the errors obtained with conventionally used motor imagery strategies.

Working memory and acquisition of implicit knowledge by imagery training, without actual task performance

This study investigated acquisition of a mirror-reading skill via imagery training, without the actual performance of a mirror-reading task. In experiment I, healthy volunteers simulated writing on an imaginary, transparent screen placed at eye level, which could be read by an experimenter facing the subject. Performance of this irrelevant motor task required the subject to imagine the letters inverted, as if seen in a mirror from their own point of view (imagery training). A second group performed the same imagery training interspersed with a complex, secondary spelling and counting task. A third, control, group simply wrote the words as they would normally appear from their own point of view. After training with 300 words, all subjects were tested in a mirror-reading task using 60 non-words, constructed according to acceptable letter combinations of the Portuguese language. Compared with control subjects, those exposed to imagery training, including those who switched between imagery and the complex task, exhibited shorter reading times in the mirror-reading task. Experiment II employed a 2 x 3 design, including two training conditions (imagery and actual mirror-reading) and three competing task conditions (a spelling and counting switching task, a visual working memory concurrent task, and no concurrent task). Training sessions were interspersed with mirror-reading testing sessions for non-words, allowing evaluation of the mirror-reading acquisition process during training. The subjects exposed to imagery training acquired the mirror-reading skill as quickly as those exposed to the actual mirror-reading task. Further, performance of concurrent tasks together with actual mirror-reading training severely disrupted mirror-reading skill acquisition; this interference effect was not seen in subjects exposed to imagery training and performance of the switching and the concurrent tasks. These results unequivocally show that acquisition of implicit skills by top-down imagery training is at least as efficient as bottom-up acquisition.

Differential modulation of corticospinal excitability during observation, mental imagery and imitation of hand actions

In this study, we attempted to better delineate the changes in corticospinal excitability that accompany perceptual to motor transformations when people are asked to observe, image or imitate actions. Motor evoked potentials (MEP) from transcranial magnetic stimulation were recorded in the first dorsal interosseous (FDI) muscle of the dominant hand (15 right, 4 left) in five different conditions: (1) passive observation; (2) observation to imitate; (3) imagery; (4) imitation; and (5) counting backwards mentally. MEPs were also recorded at rest at the beginning and at the end of the session to establish baseline (BL) values. For the observation conditions, participants (n=19, 18-38 years) watched video sequences (5s) of hand actions performed by a model with the right arm (passive observation: scissors; observation to imitate: OK sign). Active imitation produced the greatest MEP facilitation compared to baseline, followed by the two observation conditions and the imagery conditions, which all produced similar levels of facilitation (post hoc comparisons). Mental counting produced some facilitation, but this effect was inconsistent. Baseline MEPs remained stable at the end of the session. A further comparison between right-handers (n=15) and left-handers (n=4) revealed no difference in the pattern of modulation across conditions. The similarity found between observation and imagery of hand actions in terms of corticospinal facilitation is interpreted in the light of the motor-simulation theory of Jeannerod [Neuroimage 14 (2001)], which proposes that perceiving actions involves neural simulation of the same action by the observer, thereby explaining the parallel between actions observed and actions imaged at the representational level.

Internal simulation of expected sensory experiences before movements get started

The functions of the cortical and subcortical motor areas have been regarded as the execution and control of limb movements. We introduce recent neuroimaging evidence in humans that somatic sensation elicited by afferent inputs that signal limb movement also engage the motor areas. It is generally understood that somatic sensation can only be experienced once movement has been executed. Here we provide evidence that somatic sensation of limb movement can be internally simulated before the movement gets started by recruiting the motor areas. It is suggested that the sensory experiences that are expected when movements are actually executed can be internally simulated in the network of the motor areas during motor imagery.

Imagery of Voluntary Movement of Fingers, Toes, and Tongue Activates Corresponding Body-Part-Specific Motor Representations

We investigate whether imagery of voluntary movements of different body parts activates somatotopical sections of the human motor cortices. We used functional magnetic resonance imaging to detect the cortical activity when 7 healthy subjects imagine performing repetitive (0.5-Hz) flexion/extension movements of the right fingers or right toes, or horizontal movements of the tongue. We also collected functional images when the subjects actually executed these movements and used these data to define somatotopical representations in the motor areas. In this study, we relate the functional activation maps to cytoarchitectural population maps of areas 4a, 4p, and 6 in the same standard anatomical space. The important novel findings are 1) that imagery of hand movements specifically activates the hand sections of the contralateral primary motor cortex (area 4a) and the contralateral dorsal premotor cortex (area 6) and a hand representation located in the caudal cingulate motor area and the most ventral part of the supplementary motor area; 2) that when imagining making foot movements, the foot zones of the posterior part of the contralateral supplementary motor area (area 6) and the contralateral primary motor cortex (area 4a) are active; and 3) that imagery of tongue movements activates the tongue region of the primary motor cortex and the premotor cortex bilaterally (areas 4a, 4p, and 6). These results demonstrate that imagery of action engages the somatotopically organized sections of the primary motor cortex in a systematic manner as well as activating some body-part-specific representations in the nonprimary motor areas. Thus the content of the mental motor image, in this case the body part, is reflected in the pattern of motor cortical activation.

Internally simulated movement sensations during motor imagery activate cortical motor areas and the cerebellum

It has been proposed that motor imagery contains an element of sensory experiences (kinesthetic sensations), which is a substitute for the sensory feedback that would normally arise from the overt action. No evidence has been provided about whether kinesthetic sensation is centrally simulated during motor imagery. We psychophysically tested whether motor imagery of palmar flexion or dorsiflexion of the right wrist would influence the sensation of illusory palmar flexion elicited by tendon vibration. We also tested whether motor imagery of wrist movement shared the same neural substrates involving the illusory sensation elicited by the peripheral stimuli. Regional cerebral blood flow was measured with H215O and positron emission tomography in 10 right-handed subjects. The right tendon of the wrist extensor was vibrated at 83 Hz ("illusion") or at 12.5 Hz with no illusion ("vibration"). Subjects imagined doing wrist movements of alternating palmar and dorsiflexion at the same speed with the experienced illusory movements ("imagery"). A "rest" condition with eyes closed was included. We identified common active fields between the contrasts of imagery versus rest and illusion versus vibration. Motor imagery of palmar flexion psychophysically enhanced the experienced illusory angles of plamar flexion, whereas dorsiflexion imagery reduced it in the absence of overt movement. Motor imagery and the illusory sensation commonly activated the contralateral cingulate motor areas, supplementary motor area, dorsal premotor cortex, and ipsilateral cerebellum. We conclude that kinesthetic sensation associated with imagined movement is internally simulated during motor imagery by recruiting multiple motor areas.

Teaching hand placement for chest compression--a simpler technique

BACKGROUND

Simplification of the techniques and teaching of resuscitation are advocated as ways of improving skill acquisition and retention. A simple method for teaching hand placement for chest compression has been described but not validated.

OBJECTIVE

The objective of this study was to determine if instructing trainees simply to place their hands in the centre of the chest results in better initial and retained accuracy of hand placement than the usual method of first identifying anatomical landmarks.

METHODS

Volunteers received instruction in basic CPR, being taught hand placement either by the standard method (33 subjects) or the simplified method (32 subjects). They were tested for accuracy of hand position before training, immediately afterwards and 6 weeks later.

RESULTS

After training both groups showed an improvement in accuracy of hand placement but there was no significant difference in the degree of improvement between the groups (P=0.345), nor in the level of accuracy achieved (P=0.178). Six weeks after training, the Standard Group demonstrated a statistically significant deterioration in accuracy (P=0.001), whereas the Simple Group did not (P=0.561). By this time, however, there was no longer any difference in accuracy of hand placement for either group compared with before training (Standard Group P=0.912; Simple Group P=0.140). On the positive side, the Simple Group took significantly less time (2.90 s) than the Standard Group (4.43 s) to change from ventilation to chest compression (P=0.000003).

CONCLUSIONS

Simplifying the teaching of correct hand placement for chest compression does not appear to lead to improvement in acquisition or retention of the skill. However, it does result in a significant reduction in the length of the pauses between ventilation and chest compression.

Functional anatomy of execution, mental simulation, observation, and verb generation of actions: a meta-analysis

There is a large body of psychological and neuroimaging experiments that have interpreted their findings in favor of a functional equivalence between action generation, action simulation, action verbalization, and perception of action. On the basis of these data, the concept of shared motor representations has been proposed. Indeed several authors have argued that our capacity to understand other people's behavior and to attribute intention or beliefs to others is rooted in a neural, most likely distributed, execution/observation mechanism. Recent neuroimaging studies have explored the neural network engaged during motor execution, simulation, verbalization, and observation. The focus of this metaanalysis is to evaluate in specific detail to what extent the activated foci elicited by these studies overlap.

Decreasing landing forces: effect of instruction

OBJECTIVE

To examine the effects of instructions related to joint kinematics, auditory stimuli, and imagery on lowering the vertical ground reaction forces associated with landing from a jump.

STUDY DESIGN

Randomised controlled trial.

SETTING

A laboratory in an educational institution.

SUBJECTS

Eighty asymptomatic subjects (27 men) with a mean age of 24 years.

INTERVENTION

Subjects were randomly assigned to the following groups: (1) instruction (limb position instructions); (2) auditory cue (listen to impact sounds); (3) imagery (metaphorical); (4) control. Subjects were required to jump from a box 300 mm in height and land on a force plate. Measures of the ground reaction force were recorded before and after the intervention.

MAIN OUTCOME MEASURE

The peak vertical ground reaction force recorded at footstrike.

RESULTS

The peak vertical ground reaction forces in the technical instruction and auditory groups were significantly less than those of the control group. There was no significant difference between the auditory and technical instruction groups. There was no significant difference between the imagery and control groups.

CONCLUSIONS

When an aim of a rehabilitation programme is to minimise forces on the lower limb during landing type activities, the findings support the use of instructions related to kinematics as well as instructions that draw the patient's attention to the sound at impact.

Learning and remembering strategies of novice and advanced jazz dancers for skill level appropriate dance routines

This study examined the influence of the challenge level of to-be-learned stimulus on learning strategies in novice and advanced dancers. In Study 1, skill-level appropriate dance routines were developed for novice and advanced jazz dancers. In Study 2, 8 novice and 9 advanced female jazz dancers attempted to learn and remember the two routines in mixed model factorial design, with one between-participants factor: skill level (novice or advanced) and two within-participants factors: routine (easy or difficult) and performance (immediate or delayed). Participants were interviewed regarding the strategies used to learn and remember the routines. Results indicated that advanced performers used atypical learning strategies for insufficiently challenging stimuli, which may reflect characteristics of the stimuli rather than the performer. The qualitative data indicate a clear preference of novice and advanced performers for spatial compatibility of stimuli and response.