Intermanual transfer of training: blood flow correlates in the human brain

The Neural Bases of Drawing. A Meta-analysis and a Systematic Literature Review of Neurofunctional Studies in Healthy Individuals

Drawing is a multi-component process requiring a wide range of cognitive abilities. Several studies on patients with focal brain lesions and functional neuroimaging studies on healthy individuals demonstrated that drawing is associated with a wide brain network. However, the neural structures specifically related to drawing remain to be better comprehended. We conducted a systematic review complemented by a meta-analytic approach to identify the core neural underpinnings related to drawing in healthy individuals. In analysing the selected studies, we took into account the type of the control task employed (i.e. motor or non-motor) and the type of drawn stimulus (i.e. geometric, figurative, or nonsense). The results showed that a fronto-parietal network, particularly on the left side of the brain, was involved in drawing when compared with other motor activities. Drawing figurative images additionally activated the inferior frontal gyrus and the inferior temporal cortex, brain areas involved in selection of semantic features of objects and in visual semantic processing. Moreover, copying more than drawing from memory was associated with the activation of extrastriate cortex (BA 18, 19). The activation likelihood estimation coordinate-based meta-analysis revealed a core neural network specifically associated with drawing which included the premotor area (BA 6) and the inferior parietal lobe (BA 40) bilaterally, and the left precuneus (BA 7).

These results showed that a fronto-parietal network is specifically involved in drawing and suggested that a crucial role is played by the (left) inferior parietal lobe, consistent with classical literature on constructional apraxia.

Neurofunctional correlates of eye to hand motor transfer

This work investigates the transfer of motor learning from the eye to the hand and its neural correlates by using functional magnetic resonance imaging (fMRI) and a sensorimotor task consisting of the continuous tracking of a virtual target. In pretraining evaluation, all the participants (experimental and control group) performed the tracking task inside an MRI scanner using their right hand and a joystick. After which, the experimental group practiced an eye-controlled version of the task for 5 days using an eye tracking system outside the MRI environment. Post-training evaluation was done 1 week after the first scanning session, where all the participants were scanned again while repeating the manual pretraining task. Behavioral results show that the training in the eye-controlled task produced a better performance not only in the eye-controlled modality (motor learning) but also in the hand-controlled modality (motor transfer). Neural results indicate that eye to hand motor transfer is supported by the motor cortex, the basal ganglia and the cerebellum, which is consistent with previous research focused on other effectors. These results may be of interest in neurorehabilitation to activate the motor systems and help in the recovery of motor functions in stroke or movement disorder patients.

Neuroplastic and motor behavioral changes after intermanual transfer training of non-dominant hand: A prospective fMRI study

BACKGROUND

Intermanual transfer of learning is an important movement basis for a keyboard and instrument playing movement. However, the issue of where neural plastic mechanism occurs in the brain after intermanual transfer training remains both controversial and unresolved.

OBJECTIVE

The aim of present study is to investigate the neuroplastic mechanism associated with the interlimb transfer learning from non-dominant hand to dominant hand.

METHODS

Twenty healthy right-handed adults were classified into either the control group (no-training) or the experimental group (training serial button-press motor task, SPMT), 5 days a week for two consecutive weeks. SPMT involved pressing the numbers 1, 2, 3, and 4 in a random sequence, which was presented in the monitor screen. Outcome measures included movement accuracy (MA), movement time (MT), and the fMRI data using a 3T MRI scanner. Repeated measures of analysis of variance (ANOVA) and non-parametric tests were used at p <0.05.

RESULTS

Motor performances in the MA and MT were significantly more improved in the experimental group than in the control group (p <0.05). Neuroimaging data revealed a distributed subcortical and cortical motor network including the SMA-thalamus (VL/VL)-basal ganglia-cerebellum loop, suggesting a differential and time-dependent neural network utilized during intermanual transfer learning.

CONCLUSION

Pre-training intermanual transfer learning involved a form of declarative (or explicit) motor learning, which was primarily mediated by the cortical motor network, whereas post-training involved a form of procedural knowledge, which activated subcortical and cortical motor network regions, including the SMA-thalamus (VL/VL)-basal ganglia-cerebellum loop.

Training transfer: scientific background and insights for practical application

Training transfer as an enduring, multilateral, and practically important problem encompasses a large body of research findings and experience, which characterize the process by which improving performance in certain exercises/tasks can affect the performance in alternative exercises or motor tasks. This problem is of paramount importance for the theory of training and for all aspects of its application in practice. Ultimately, training transfer determines how useful or useless each given exercise is for the targeted athletic performance. The methodological background of training transfer encompasses basic concepts related to transfer modality, i.e., positive, neutral, and negative; the generalization of training responses and their persistence over time; factors affecting training transfer such as personality, motivation, social environment, etc. Training transfer in sport is clearly differentiated with regard to the enhancement of motor skills and the development of motor abilities. The studies of bilateral skill transfer have shown cross-transfer effects following one-limb training associated with neural adaptations at cortical, subcortical, spinal, and segmental levels. Implementation of advanced sport technologies such as motor imagery, biofeedback, and exercising in artificial environments can facilitate and reinforce training transfer from appropriate motor tasks to targeted athletic performance. Training transfer of motor abilities has been studied with regard to contralateral effects following one limb training, cross-transfer induced by arm or leg training, the impact of strength/power training on the preparedness of endurance athletes, and the impact of endurance workloads on strength/power performance. The extensive research findings characterizing the interactions of these workloads have shown positive transfer, or its absence, depending on whether the combinations conform to sport-specific demands and physiological adaptations. Finally, cross-training as a form of concurrent exercising in different athletic disciplines has been examined in reference to the enhancement of general fitness, the preparation of recreational athletes, and the preparation of athletes for multi-sport activities such as triathlon, duathlon, etc.

Effects of intermanual transfer induced by repetitive precision grip on input–output properties of untrained contralateral limb muscles

Although there were many reports relating to intermanual transfer of behavioral motor tasks in humans, it is still not well-known whether the transfer phenomenon between the trained and untrained hand is accompanied by corresponding changes in motor system. In the present study we applied transcranial magnetic stimulation to investigate the practice effects of unilateral fingertip precision grip on corticospinal excitability, regarding both the trained and untrained hand muscles. The results showed that after practice fingertip grip force became steady and safety margin dramatically decreased not only in the trained hand, but also in the untrained hand. Regarding MEP and background EMG (B.EMG) activities, the regression slope of MEP/B.EMG ratio in the first dorsal interosseous (FDI) muscle became significantly steeper after practice in both hands, but in the thenar (TH) muscle there were no clear modulations. These results indicated that through practice qualitative or functional changes of corticospinal systems related to the reorganization for a fingertip precision grip prominently reflect only on FDI muscle which plays a dominant role in the task. More importantly, such effects were simultaneously seen in the untrained hand correspondent to the trained hand, i.e., changes of input-output property in M1 occur not only in the trained hand, but also in the untrained hand. Based on the present results, we suggest that training-induced neural adaptations of the central nervous system may include improvement of its predicting fingertip grip force for self-lifting of the object in the untrained hand.

Brain processes associated with target finding

The response execution stage of cognitive skill consists of several substages, including finding the proper response location among available alternatives and moving the effector to the target location. In order to unravel the brain dynamics associated with the finding process, the present experiments used two experimental conditions. In the number condition, which requires both finding and moving, subjects are presented on each trial with a digit, 0-9, are required to find that digit on a circular clock face, and then to move a cursor to that target's location. In the arrow condition, an arrow pointing to the location of the target on the clock face circumference appears simultaneously with the target digit; no target finding is required because subjects need only to move the cursor along the path marked by the arrow. A pilot and the main experiment revealed that response initiation times but not movement times were affected by these experimental manipulations. Analysis of magnetoencephalographic (MEG) activity revealed an early occipital activity which was not affected by experimental manipulations. Later activity with central-parietal and parieto-temporal loci presumably reflected changes in the dorsal and ventral pathways, respectively, and these were affected by experimental conditions. Finally, finding processes seem to be associated with a second late activation of the ventral pathway presumably reflecting ongoing recognition processes.

Coordinate processing during the left-to-right hand transfer investigated by EEG

Information about visuomotor tasks is coded in extrinsic, object-centered and intrinsic, body-related coordinates. For the reproduction of a trained task in mirror orientation with the opposite untrained hand, acquired extrinsic coordinates must be transformed. In contrast, intrinsic coordinates have to be modified during the execution of the originally oriented task. As shown recently, processes of coordinate transformations during the right-to-left hand transfer are associated with movement preparation and occur preferentially in the left hemisphere. Here, movement-related potentials, EEG power, and EEG coherence were recorded during the repetition of a drawing task previously trained by the nondominant left hand (Learned-task) and its execution in original and mirror orientation by the right hand (Normal- and Mirror-task). To identify EEG correlates of coordinate processing during intermanual transfer rather than effects due to the use of the right versus left hand, only those EEG data were analyzed which differed between the Normal- and Mirror-tasks. Whereas the Normal-task did not differ from the Learned-task in any of these predefined EEG parameters, beta coherence increased in the Mirror-task in the period ranging from 1 to 2 s after movement onset. These increases were especially prominent between hemispheres but were also observed symmetrically in the parieto-frontal electrode pairs of both hemispheres. Behavioral data revealed that the performance in the Learned- and both transfer tasks improved after left-hand training. Results of the present study indicate that coordinate transformation during the left-to-right hand transfer occurs in the phase of movement execution and affects predominantly extrinsic coordinates. Intrinsic coordinates are presumably mainly used in their original form. The modification of extrinsic coordinates is accompanied by increased information flow between both hemispheres; thereby inter-hemispheric connections--as mediated via the corpus callosum--seem to play a central role.

Intermanual transfer effects in sequential tactuomotor learning: evidence for effector independent coding

Results from our earlier brain imaging studies regarding motor learning have shown different areas activated during naive and practiced performance. When right handed participants moved a pen either with the dominant or non-dominant hand continuously through a cut-out maze as quickly and accurately as possible, practice resulted in decreased brain activity in right premotor and parietal areas as well as left cerebellum, while increased activity was found in the supplementary motor area (SMA). These lateralized practiced-related changes in brain activation suggest effector-independent abstract coding of information. To test this hypothesis more extensively, intermanual transfer of learning was examined in 24 male and female participants (12 right- and 12 left-handed) using the same maze-learning task. It was hypothesized that if an abstract representation of the movement is learned and stored, intermanual transfer effects should be more pronounced when participants transferred to a same maze as opposed to a mirror image of the maze. Errors and velocity were measured during the following conditions: initial naive performance (Naive); after practice on the maze (Prac); during intermanual transfer to the same maze (Transfer Identical); and to the mirror maze (Transfer Mirror). Transfer direction was tested from the dominant to non-dominant hand and vice versa. No significant differences were found between right- and left-handed participants, males and females, and transfer directions. However, intermanual transfer of learning was significantly greater to the identical maze as opposed to the mirror maze. These results showed that learning was indeed taking place at an abstract effector independent level.

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) x Transfer type (speed, accuracy) x 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 x 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.

Possible mechanism for transfer of motor skill learning: implication of the cerebellum

Transfer of learning takes place whenever our previous knowledge and skills affect the way in which new knowledge and skills are learned. The magnitude of transfer may depend on how prior memory is retrieved so that it may be relevant and usable in the present in terms of internal representation. This review highlights the power of neuroimaging techniques such as positron emission tomography (PET) to identify the underlying neuronal system of intermanual transfer by showing the asymmetry in the system for the same motor skill between hands. The review focuses on cerebellar cross-activation, cerebellar activation contralateral to the active hand, which would contribute to intermanual transfer of monkey tool-use learning, together with the fronto-parietal cortical circuit. Finally, this article proposes the relationship between the cerebellum and the possible mechanism underlying non-specific transfer that allows thinking in a flexible and productive manner.

Intermanual transfer of a new writing occupation in young adults without disability

It has been shown that acquisition of a skill by one hand is facilitated by previous learning of the same skill with the other hand. This is called intermanual transfer of learning, or cross-education. The investigators examined intermanual transfer of occupation of writing in a group of 10 right-handed subjects with no known motor disabilities. Subjects learned to perform a novel occupation of writing a foreign alphabet letter with either their right or left hand. Later, subjects reproduced the skill with the practised and unpractised contralateral hand. Pen movements and surface electromyography of the first dorsal interosseus muscle were recorded to assess the transfer of learning. Analysis revealed an almost full transfer of the learned motor task between hands in either left-to-right or right-to-left direction when movement time and movement size were compared. This indicates that transfer did not depend on hand dominance. These findings suggest that a task already learned by one hand can positively influence the learning of the same task by the other hand. The results have important implications for occupational therapy--namely, that activities comprising tasks previously learned by one hand would be more effective in facilitating improved performance by the other hand than activities comprising previously unlearned tasks in the case of retraining skills in patients with amputation or hemiplegia. Because the participants in this study were a small number of college students, research should be carried out with larger participant pools and participants with disabilities to consolidate the findings.