Extended Visual Sequence Learning Leaves a Local Trace in the Spontaneous EEG

A Visuo-Haptic System for Nodule Detection Training: Insights From EEG and Behavioral Analysis

Medical palpation is a key skill for clinicians. It is typically trained using animal and synthetic models, which however raise ethical concerns and produce high volumes of consumables. An alternative could be visuo-haptic simulations, despite their training efficacy has not been proved yet. The assessment of palpatory skills requires objective methods, that can be achieved by combining performance metrics with electroencephalography (EEG). The goals of this study were to: (i) develop a visuo-haptic system to train nodule detection, combining a Geomagic Touch haptic device with a visuo-haptic simulation of a skin patch and a nodule, implemented using SOFA framework; (ii) assess whether this system could be used for training and evaluation. To do so, we collected performance and EEG data of 19 subjects performing multiple repetitions of a nodule detection task. Results revealed that participants could be divided in low and high performers; the former applied a greater pressure when looking for the nodule and showed a higher EEG alpha (8.5 - 13 ) peak at rest; The latter explored the skin remaining on its surface and were characterized by low alpha power. Furthermore, alpha power positively correlated with error and negatively with palpation depth. Altogether, these results suggest that alpha power might be an indicator of performance, denoting an increase in vigilance, attention, information processing, cognitive processes, and engagement, ultimately affecting strategy and performance. Also, the combination of EEG with performance data can provide an objective measure of the user's palpation ability.

Resting-State EEG Alterations of Practice-Related Spectral Activity and Connectivity Patterns in Depression

BACKGROUND

Depression presents with altered energy regulation and neural plasticity. Previous electroencephalography (EEG) studies showed that practice in learning tasks increases power in beta range (13-30 Hz) in healthy subjects but not in those with impaired plasticity. Here, we ascertain whether depression presents with alterations of spectral activity and connectivity before and after a learning task.

METHODS

We used publicly available resting-state EEG recordings (64 electrodes) from 122 subjects. Based on Beck Depression Inventory (BDI) scores, they were assigned to either a high BDI (hBDI, BDI > 13, N = 46) or a control (CTL, BDI < 7, N = 75) group. We analyzed spectral activity, theta-beta, and theta-gamma phase-amplitude coupling (PAC) of EEG recorded at rest before and after a learning task.

RESULTS

At baseline, compared to CTL, hBDI exhibited greater power in beta over fronto-parietal regions and in gamma over the right parieto-occipital area. At post task, power increased in all frequency ranges only in CTL. Theta-beta and theta-gamma PAC were greater in hBDI at baseline but not after the task.

CONCLUSIONS

The lack of substantial post-task growth of beta power in depressed subjects likely represents power saturation due to greater baseline values. We speculate that inhibitory/excitatory imbalance, altered plasticity mechanisms, and energy dysregulation present in depression may contribute to this phenomenon.

Learning Multiple Movements in Parallel-Accurately and in Random Order, or Each with Added Noise?

Traditionally, studies on learning have mainly focused on the acquisition and stabilization of only single movement tasks. In everyday life and in sports, however, several new skills often must be learned in parallel. The extent to which the similarity of the movements or the order in which they are learned influences success has only recently begun to attract increased interest. This study aimed to compare the effects of CI in random practice order (high CI) with differential learning (DL) in learning three volleyball skills in parallel. Thirty-two advanced beginners in volleyball (mean age = 24, SD = 2.7) voluntarily participated in the study. Within a pre-, post-, retention test design, an intervention of six weeks and one week retention phase, the effects of three practice protocols of a CI, DL, and control (CO) group were compared. Three different volleyball skills (underhand pass, overhand pass, and overhand serve) were trained with emphasis on accuracy. Results showed statistically significant higher rates of improvement in the acquisition and learning phases for the DL group compared to the CI and CO groups. The differences were associated with moderate to high effect sizes in all individual skills and in the combined skills. The findings show more agreement with DL than with CI theory.

Always Pay Attention to Which Model of Motor Learning You Are Using

This critical review considers the epistemological and historical background of the theoretical construct of motor learning for a more differentiated understanding. More than simply reflecting critically on the models that are used to solve problems-whether they are applied in therapy, physical education, or training practice-this review seeks to respond constructively to the recent discussion caused by the replication crisis in life sciences. To this end, an in-depth review of contemporary motor learning approaches is provided, with a pragmatism-oriented clarification of the researcher's intentions on fundamentals (what?), subjects (for whom?), time intervals (when?), and purpose (for what?). The complexity in which the processes of movement acquisition, learning, and refinement take place removes their predictable and linear character and therefore, from an applied point of view, invites a great deal of caution when trying to make generalization claims. Particularly when we attempt to understand and study these phenomena in unpredictable and dynamic contexts, it is recommended that scientists and practitioners seek to better understand the central role that the individual and their situatedness plays in the system. In this way, we will be closer to making a meaningful and authentic contribution to the advancement of knowledge, and not merely for the sake of renaming inventions.