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Maaravi-Hesseg R, Cohen S, Karni A. Sequence-specific delayed gains in motor fluency evolve after movement observation training in the absence of early sleep. Sci Rep 2024; 14:4024. [PMID: 38369529 PMCID: PMC10874966 DOI: 10.1038/s41598-024-53004-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Accepted: 01/25/2024] [Indexed: 02/20/2024] Open
Abstract
Following physical practice, delayed, consolidation-phase, gains in the performance of the trained finger-to-thumb opposition sequence (FOS) can be expressed, in young adults, only after a sleep interval is afforded. These delayed gains are order-of-movements specific. However, in several perceptual learning tasks, time post-learning, rather than an interval of sleep, may suffice for the expression of delayed performance gains. Here we tested whether the affordance of a sleep interval is necessary for the expression of delayed performance gains after FOS training by repeated observation. Participants were trained by observing videos displaying a left hand repeatedly performing a 5-element FOS. To assess post-session observation-related learning and delayed gains participants were tested in performing the observed (trained) and an unobserved (new, the 5-elements mirror-reversed) FOS sequences. Repeated observation of a FOS conferred no advantage to its performance, compared to the unobserved FOS, immediately after practice. However, a clear advantage for the observed FOS emerged by 12 h post-training, irrespective of whether this interval included sleep or not; the largest gains appeared by 24 h post-training. These results indicate that time-dependent, offline consolidation processes take place after observation training even in the absence of sleep; akin to perceptual learning rather than physical FOS practice.
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Affiliation(s)
- Rinatia Maaravi-Hesseg
- Sagol Department of Neurobiology, University of Haifa, 3498838, Haifa, IL, Israel.
- E. J. Safra Brain Research Centre for the Study of Learning Disabilities, University of Haifa, 3498838, Haifa, IL, Israel.
| | - Sigal Cohen
- Sagol Department of Neurobiology, University of Haifa, 3498838, Haifa, IL, Israel
| | - Avi Karni
- Sagol Department of Neurobiology, University of Haifa, 3498838, Haifa, IL, Israel
- E. J. Safra Brain Research Centre for the Study of Learning Disabilities, University of Haifa, 3498838, Haifa, IL, Israel
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2
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Apinis-Deshaies A, Tremblay J, Trempe M. Temporal and Spatial Accuracy of Reaching Movements do not Improve Off-line. J Mot Behav 2023; 56:241-252. [PMID: 38008910 DOI: 10.1080/00222895.2023.2284786] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2022] [Accepted: 10/25/2023] [Indexed: 11/28/2023]
Abstract
Consolidation has been associated with performance gains without additional practice (i.e., off-line learning). However, the movement characteristics improving off-line remain poorly understood. To investigate this question, participants were trained to produce a sequence of planar reaching movements toward four different visual targets. The training session with feedback required them to learn the relative time of the movements, the total movement time and aim accurately at each target. The retention test was performed either 10-min or 24-h after. Results revealed that a 24-h consolidation interval did not result in better temporal or spatial accuracy. This finding suggests that off-line learning may be restricted to sequence production tasks in which the different segments must be regrouped ("chunked") together to accelerate their execution.
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Affiliation(s)
- Amélie Apinis-Deshaies
- School of Kinesiology and Exercise Science, Faculty of Medecine, Université de Montréal, Canada
| | - Jonathan Tremblay
- School of Kinesiology and Exercise Science, Faculty of Medecine, Université de Montréal, Canada
| | - Maxime Trempe
- Sport Studies Department, Bishop's University, Sherbrooke, Canada
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3
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Ben-Zion D, Gabitov E, Bitan T, Prior A. Impaired extraction and consolidation of morphological regularities in developmental dyslexia: A domain general deficit? Neuropsychologia 2023; 188:108652. [PMID: 37527734 DOI: 10.1016/j.neuropsychologia.2023.108652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2022] [Revised: 06/11/2023] [Accepted: 07/24/2023] [Indexed: 08/03/2023]
Abstract
The current study examined whether adults with Developmental Dyslexia are impaired in learning linguistic regularities in a novel language, and whether this may be explained by a domain general deficit in the effect of sleep on consolidation. We compared online learning and offline consolidation of morphological regularities in individuals with Developmental Dyslexia (N = 40) and typical readers (N = 38). Participants learned to apply plural inflections to novel words based on morpho-phonological rules embedded in the input and learned to execute a finger motor sequence task. To test the effects of time and sleep on consolidation, participants were assigned into one of two sleep-schedule groups, trained in the evening or in the morning and tested 12 and 24 h later. Unlike typical readers, Dyslexic readers did not extract the morpho-phonological regularities during training and as a group they did not show offline gains in inflecting trained items 24 h after training, suggesting that the deficit in extraction of regularities during training may be related to the deficit in consolidation. The offline gains in dyslexic readers, were correlated with their prior phonological abilities, and were less affected by sleep than those of typical readers. Although no deficit was found in the consolidation of the motor task, dyslexic readers were again less successful in generating an abstract representation of the motor sequence, reflected in a difficulty to generalize the motor sequence knowledge acquired using one hand to the untrained hand. The results suggest that individuals with Developmental Dyslexia have a domain general deficit in extracting statistical regularities from an input. Within the language domain this deficit is reflected in reduced benefits of consolidation, particularly during sleep, perhaps due to reduced prior phonological abilities, which may impede the individual's ability to extract the linguistic regularities during and after training and thus constrain the consolidation process.
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Affiliation(s)
- Dafna Ben-Zion
- Department of Learning Disabilities, University of Haifa, Haifa, Israel; Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel; Institute of Information Processing and Decision Making, University of Haifa, Haifa, Israel; The Integrated Brain and Behavior Research Center (IBBRC), University of Haifa, Haifa, Israel.
| | - Ella Gabitov
- McConnell Brain Imaging Center, Montreal Neurological Institute, McGill University, Montreal, Quebec, H3A 2B4, Canada.
| | - Tali Bitan
- Institute of Information Processing and Decision Making, University of Haifa, Haifa, Israel; The Integrated Brain and Behavior Research Center (IBBRC), University of Haifa, Haifa, Israel; Department of Psychology, University of Haifa, Haifa, Israel; Department of Speech Language Pathology, University of Toronto, Toronto, ON, Canada.
| | - Anat Prior
- Department of Learning Disabilities, University of Haifa, Haifa, Israel; Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.
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Truong C, Ruffino C, Gaveau J, White O, Hilt PM, Papaxanthis C. Time of day and sleep effects on motor acquisition and consolidation. NPJ Sci Learn 2023; 8:30. [PMID: 37658041 PMCID: PMC10474136 DOI: 10.1038/s41539-023-00176-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Accepted: 07/17/2023] [Indexed: 09/03/2023]
Abstract
We investigated the influence of the time-of-day and sleep on skill acquisition (i.e., skill improvement immediately after a training-session) and consolidation (i.e., skill retention after a time interval including sleep). Three groups were trained at 10 a.m. (G10am), 3 p.m. (G3pm), or 8 p.m. (G8pm) on a finger-tapping task. We recorded the skill (i.e., the ratio between movement duration and accuracy) before and immediately after the training to evaluate acquisition, and after 24 h to measure consolidation. We did not observe any difference in acquisition according to the time of the day. Interestingly, we found a performance improvement 24 h after the evening training (G8pm), while the morning (G10am) and the afternoon (G3pm) groups deteriorated and stabilized their performance, respectively. Furthermore, two control experiments (G8awake and G8sleep) supported the idea that a night of sleep contributes to the skill consolidation of the evening group. These results show a consolidation when the training is carried out in the evening, close to sleep, and forgetting when the training is carried out in the morning, away from sleep. This finding may have an important impact on the planning of training programs in sports, clinical, or experimental domains.
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Affiliation(s)
- Charlène Truong
- INSERM UMR1093-CAPS, Université Bourgogne Franche-Comté, UFR des Sciences du Sport, F-21000, Dijon, France.
| | - Célia Ruffino
- INSERM UMR1093-CAPS, Université Bourgogne Franche-Comté, UFR des Sciences du Sport, F-21000, Dijon, France
- EA4660, C3S Laboratory, C3S Culture Sport Health Society, Université de Bourgogne Franche-Comté, UPFR Sports, 25000, Besançon, France
| | - Jérémie Gaveau
- INSERM UMR1093-CAPS, Université Bourgogne Franche-Comté, UFR des Sciences du Sport, F-21000, Dijon, France
| | - Olivier White
- INSERM UMR1093-CAPS, Université Bourgogne Franche-Comté, UFR des Sciences du Sport, F-21000, Dijon, France
| | - Pauline M Hilt
- INSERM UMR1093-CAPS, Université Bourgogne Franche-Comté, UFR des Sciences du Sport, F-21000, Dijon, France
| | - Charalambos Papaxanthis
- INSERM UMR1093-CAPS, Université Bourgogne Franche-Comté, UFR des Sciences du Sport, F-21000, Dijon, France
- Pôle Recherche et Santé Publique, CHU Dijon Bourgogne, F-21000, Dijon, France
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Lv X, Funahashi S, Li C, Wu J. Variational relevance evaluation of individual fMRI data enables deconstruction of task-dependent neural dynamics. Commun Biol 2023; 6:491. [PMID: 37147471 PMCID: PMC10163018 DOI: 10.1038/s42003-023-04804-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2023] [Accepted: 04/04/2023] [Indexed: 05/07/2023] Open
Abstract
In neuroimaging research, univariate analysis has always been used to localize "representations" at the microscale, whereas network approaches have been applied to characterize transregional "operations". How are representations and operations linked through dynamic interactions? We developed the variational relevance evaluation (VRE) method to analyze individual task fMRI data, which selects informative voxels during model training to localize the "representation", and quantifies the dynamic contributions of single voxels across the whole-brain to different cognitive functions to characterize the "operation". Using 15 individual fMRI data files for higher visual area localizers, we evaluated the characterization of selected voxel positions of VRE and revealed different object-selective regions functioning in similar dynamics. Using another 15 individual fMRI data files for memory retrieval after offline learning, we found similar task-related regions working in different neural dynamics for tasks with diverse familiarities. VRE demonstrates a promising horizon in individual fMRI research.
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Affiliation(s)
- Xiaoyu Lv
- School of Mechatronical Engineering, Beijing Institute of Technology, Beijing, China
| | - Shintaro Funahashi
- Advanced Research Institute of Multidisciplinary Science, Beijing Institute of Technology, Beijing, China
| | - Chunlin Li
- School of Biomedical Engineering, Capital Medical University, Beijing, China.
- Beijing Key Laboratory of Fundamental Research on Biomechanics in Clinical Application, Capital Medical University, Beijing, China.
| | - Jinglong Wu
- School of Medical Technology, Beijing Institute of Technology, Beijing, China.
- Researh Center for Medical Artificial Intelligence, Shenzhen Institute of Advanced Technology, Chinese Academy of Science, Shenzhen, Guangdong, China.
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Höbler F, Bitan T, Tremblay L, De Nil L. Explicit benefits: Motor sequence acquisition and short-term retention in adults who do and do not stutter. J Fluency Disord 2023; 75:105959. [PMID: 36736073 DOI: 10.1016/j.jfludis.2023.105959] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Revised: 01/13/2023] [Accepted: 01/17/2023] [Indexed: 06/18/2023]
Abstract
Motor sequencing skills have been found to distinguish individuals who experience developmental stuttering from those who do not stutter, with these differences extending to non-verbal sequencing behaviour. Previous research has focused on measures of reaction time and practice under externally cued conditions to decipher the motor learning abilities of persons who stutter. Without the confounds of extraneous demands and sensorimotor processing, we investigated motor sequence learning under conditions of explicit awareness and focused practice among adults with persistent development stuttering. Across two consecutive practice sessions, 18 adults who stutter (AWS) and 18 adults who do not stutter (ANS) performed the finger-to-thumb opposition sequencing (FOS) task. Both groups demonstrated significant within-session performance improvements, as evidenced by fast on-line learning of finger sequences on day one. Additionally, neither participant group showed deterioration of their learning gains the following day, indicating a relative stabilization of finger sequencing performance during the off-line period. These findings suggest that under explicit and focused conditions, early motor learning gains and their short-term retention do not differ between AWS and ANS. Additional factors influencing motor sequencing performance, such as task complexity and saturation of learning, are also considered. Further research into explicit motor learning and its generalization following extended practice and follow-up in persons who stutter is warranted. The potential benefits of motor practice generalizability among individuals who stutter and its relevance to supporting treatment outcomes are suggested as future areas of investigation.
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Affiliation(s)
- Fiona Höbler
- Rehabilitation Sciences Institute, Temerty Faculty of Medicine, University of Toronto, Rehabilitation Sciences Building, 500 University Avenue, Suite 160, Toronto, ON M5G 1V7, Canada; Department of Speech-Language Pathology, Temerty Faculty of Medicine, University of Toronto, Rehabilitation Sciences Building, 500 University Avenue, Suite 160, Toronto, ON M5G 1V7, Canada.
| | - Tali Bitan
- Department of Speech-Language Pathology, Temerty Faculty of Medicine, University of Toronto, Rehabilitation Sciences Building, 500 University Avenue, Suite 160, Toronto, ON M5G 1V7, Canada; Department of Psychology and IIPDM, University of Haifa, Haifa 3498838, Israel
| | - Luc Tremblay
- Faculty of Kinesiology and Physical Education, University of Toronto, Clara Benson Building, 320 Huron St., Room 231, Toronto, ON M5S 3J7, Canada; KITE Research Institute, Toronto Rehabilitation Institute - University Health Network, 550 University Avenue, Toronto, ON M5G 2A2, Canada
| | - Luc De Nil
- Rehabilitation Sciences Institute, Temerty Faculty of Medicine, University of Toronto, Rehabilitation Sciences Building, 500 University Avenue, Suite 160, Toronto, ON M5G 1V7, Canada; Department of Speech-Language Pathology, Temerty Faculty of Medicine, University of Toronto, Rehabilitation Sciences Building, 500 University Avenue, Suite 160, Toronto, ON M5G 1V7, Canada
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7
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Stetter L, Sattler JB, Marquardt C, Hermsdörfer J. Handwriting kinematics during learning to write with the dominant left hand in converted left-handers. Sci Rep 2023; 13:2171. [PMID: 36750597 PMCID: PMC9905490 DOI: 10.1038/s41598-023-28911-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 01/27/2023] [Indexed: 02/09/2023] Open
Abstract
Converting left-handers to their non-dominant right hand was previously widespread, particularly for handwriting. The present study aimed to explore the extent to which adult, converted left-handers can learn writing with their dominant left hand during a 2-year training program. Eleven converted left-handers participated in the training. Handwriting kinematics were assessed at regular intervals (seven sessions) and compared to those of 11 innate left-handed controls matched for age, gender, and overall handedness score for basic (Finger, Wrist, Circle) and complex (Sentence, Copy) handwriting tasks. Regarding basic tasks in the training group, we found rapid increases in left and right-hand frequency and no significant differences between both hands at any time point, indicating successful hand transfer. After 24 months, training participants significantly surpassed controls for writing frequency in basic tasks with their left hand. For complex tasks, we identified significant increases in the training groups' left-hand writing frequency and duration between the first and last session. While training participants' left-hand writing remained significantly slower than their right-hand writing, statistics confirmed final differences between hands only for the duration of the Sentence task. Importantly, left-hand writing in the training group was characterized by lower frequency, lower automaticity, and prolonged duration after 24 months compared to innate left-handers. With training participants' left-hand writing skills significantly increasing for complex tasks and no final statistically significant differences between hands for frequency and automaticity, the program was considered effective. Nevertheless, within 2 years, training participants did not reach innate left-handers handwriting proficiency for complex tasks. Underlying reasons may be various, such as a non-optimal training program, a sensitive period for learning to write, irreversible neural changes during conversion in childhood, age-related decline of motor learning capacity, or retrograde interference between right- and left-hand writing.
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Affiliation(s)
- Laura Stetter
- Chair of Human Movement Science, Department of Sport and Health Sciences, Technical University of Munich, Georg-Brauchle-Ring 60/62, 80992, Munich, Germany
| | - Johanna Barbara Sattler
- First German Consulting and Information Center for Left-Handers and Converted Left-Handers, Sendlinger Straße 17, 80331, Munich, Germany
| | | | - Joachim Hermsdörfer
- Chair of Human Movement Science, Department of Sport and Health Sciences, Technical University of Munich, Georg-Brauchle-Ring 60/62, 80992, Munich, Germany.
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8
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Leizerowitz GM, Gabai R, Plotnik M, Keren O, Karni A. Improving old tricks as new: Young adults learn from repeating everyday activities. PLoS One 2023; 18:e0285469. [PMID: 37167235 PMCID: PMC10174589 DOI: 10.1371/journal.pone.0285469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Accepted: 04/24/2023] [Indexed: 05/13/2023] Open
Abstract
The notion that young healthy adults can substantially improve in activities that are part of their daily routine is often overlooked because it is assumed that such activities have come to be fully mastered. We followed, in young healthy adults, the effects of repeated executions of the Timed-Up-and-Go (TUG) task, a clinical test that assesses the ability to execute motor activities relevant to daily function-rising from a seated position, walking, turning and returning to a seated position. The participants (N = 15) performed 18 consecutive trials of the TUG in one session, and were retested on the following day and a week later. The participants were video recorded and wore inertial measurement units. Task execution times improved robustly; performance was well fitted by a power function, with large gains at the beginning of the session and nearing plateau in later trials, as one would expect in the learning of a novel task. Moreover, these gains were well retained overnight and a week later, with further gains accruing in the subsequent test-sessions. Significant intra-session and inter-session changes occurred in step kinematics as well; some aspects underwent inter-sessions recalibrations, but other aspects showed delayed inter-session changes, suggesting post-practice memory consolidation processes. Even common everyday tasks can be improved upon by practice; a small number of consecutive task repetitions can trigger lasting gains in young healthy individuals performing highly practiced routine tasks. This new learning in highly familiar tasks proceeded in a time-course characteristic of the acquisition of novel 'how to' (procedural) knowledge.
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Affiliation(s)
- Gil Meir Leizerowitz
- Sagol Department of Neurobiology, University of Haifa, Haifa, Israel
- The Rehabilitation Hospital, C. Sheba Medical Center, Ramat Gan, Israel
| | - Ran Gabai
- Technion-Israel Institute of Technology, Haifa, Israel
| | - Meir Plotnik
- Center of Advanced Technologies in Rehabilitation, C. Sheba Medical Center, Ramat Gan, Israel
- Faculty of Medicine & Sagol School of Neuroscience, Department of Physiology and Pharmacology, Tel Aviv University, Tel Aviv, Israel
| | - Ofer Keren
- The Rehabilitation Hospital, C. Sheba Medical Center, Ramat Gan, Israel
- Galilee Rehabilitation Center, Karmiel, Israel
| | - Avi Karni
- Sagol Department of Neurobiology, University of Haifa, Haifa, Israel
- The E. J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
- Department of Diagnostic Imaging, C. Sheba Medical Center, Ramat Gan, Israel
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Ghanamah R, Eghbaria-ghanamah H, Adi-japha E, Karni A. Not for kids: 2nd grade school children require more practice than adults to attain long-term gains in a graphomotor task. Cognitive Development 2022; 64:101246. [DOI: 10.1016/j.cogdev.2022.101246] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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10
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Diamond-Ouellette G, Telonio A, Karakolis T, Leblond J, Bouyer L, PhD KB. Exploring the change in metabolic cost of walking before and after familiarization with a passive load-bearing exoskeleton: A case series. IISE Trans Occup Ergon Hum Factors 2022; 10:161-172. [DOI: 10.1080/24725838.2022.2124325] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
- G. Diamond-Ouellette
- Centre for Interdisciplinary Research in Rehabilitation and Social Integration (CIRRIS), Centre intégré universitaire de santé et de service sociaux de la Capitale-Nationale, Quebec City, Canada
| | | | - T. Karakolis
- Operational Health and Performance Section, Defence Research and Development Canada, Toronto, Canada
| | - J. Leblond
- Centre for Interdisciplinary Research in Rehabilitation and Social Integration (CIRRIS), Centre intégré universitaire de santé et de service sociaux de la Capitale-Nationale, Quebec City, Canada
| | - L.J. Bouyer
- Centre for Interdisciplinary Research in Rehabilitation and Social Integration (CIRRIS), Centre intégré universitaire de santé et de service sociaux de la Capitale-Nationale, Quebec City, Canada
- Department of Rehabilitation, Université Laval, Quebec City, QC, Canada
| | - K.L. Best PhD
- Centre for Interdisciplinary Research in Rehabilitation and Social Integration (CIRRIS), Centre intégré universitaire de santé et de service sociaux de la Capitale-Nationale, Quebec City, Canada
- Department of Rehabilitation, Université Laval, Quebec City, QC, Canada
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11
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Avraham E, Sacher Y, Maaravi-Hesseg R, Karni A, Doron R. Skill-learning by observation-training with patients after traumatic brain injury. Front Hum Neurosci 2022; 16:940075. [PMID: 36118978 PMCID: PMC9471376 DOI: 10.3389/fnhum.2022.940075] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Accepted: 07/20/2022] [Indexed: 11/17/2022] Open
Abstract
Traumatic brain injury (TBI) is a major cause of death and disability in Western society, and often results in functional and neuropsychological abnormalities. Memory impairment is one of the most significant cognitive implications after TBI. In the current study we investigated procedural memory acquisition by observational training in TBI patients. It was previously found that while practicing a new motor skill, patients engage in all three phases of skill learning–fast acquisition, between-session consolidation, and long-term retention, though their pattern of learning is atypical compared to healthy participants. A different set of studies showed that training by observing a motor task, generally prompted effective acquisition and consolidation of procedural knowledge in healthy participants. The aim of our study was to (i) evaluate the potential benefit of action observation in TBI patients. (ii) Examine the possibility of general improvement in performance between the first (24 h post-training) and second (2 weeks post-training) stage of the study. (iii) Investigate the link between patients’ ability to benefit from observational learning (via performance gains–speed and accuracy) and common measures of injury (such as severity of injury, functional and cognitive measures).
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Affiliation(s)
- Einat Avraham
- School of Behavioral Science, The Academic College, Tel Aviv-Yafo, Israel
- The Loewenstein Rehabilitation Medical Center, Ra’anana, Israel
- *Correspondence: Einat Avraham,
| | - Yaron Sacher
- The Loewenstein Rehabilitation Medical Center, Ra’anana, Israel
- Sackler Medical Faculty, Tel Aviv University, Tel Aviv-Yafo, Israel
- Yaron Sacher,
| | - Rinatia Maaravi-Hesseg
- Sagol Department of Neurobiology, Faculty of Natural Sciences, Brain–Behavior Research Center, University of Haifa, Haifa, Israel
- Rinatia Maaravi-Hesseg,
| | - Avi Karni
- Sagol Department of Neurobiology, Faculty of Natural Sciences, Brain–Behavior Research Center, University of Haifa, Haifa, Israel
- Sheba Medical Center, Ramat Gan, Israel
| | - Ravid Doron
- Department of Education and Psychology, The Open University, Ra’anana, Israel
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Friedman J, Amiaz A, Korman M. The online and offline effects of changing movement timing variability during training on a finger-opposition task. Sci Rep 2022; 12:13319. [PMID: 35922460 PMCID: PMC9349301 DOI: 10.1038/s41598-022-16335-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 07/08/2022] [Indexed: 11/09/2022] Open
Abstract
In motor learning tasks, there is mixed evidence for whether increased task-relevant variability in early learning stages leads to improved outcomes. One problem is that there may be a connection between skill level and motor variability, such that participants who initially have more variability may also perform worse on the task, so will have more room to improve. To avoid this confound, we experimentally manipulated the amount of movement timing variability (MTV) during training to test whether it improves performance. Based on previous studies showing that most of the improvement in finger-opposition tasks comes from optimizing the relative onset time of the finger movements, we used auditory cues (beeps) to guide the onset times of sequential movements during a training session, and then assessed motor performance after the intervention. Participants were assigned to three groups that either: (a) followed a prescribed random rhythm for their finger touches (Variable MTV), (b) followed a fixed rhythm (Fixed control MTV), or (c) produced the entire sequence following a single beep (Unsupervised control MTV). While the intervention was successful in increasing MTV during training for the Variable group, it did not lead to improved outcomes post-training compared to either control group, and the use of fixed timing led to significantly worse performance compared to the Unsupervised control group. These results suggest that manipulating MTV through auditory cues does not produce greater learning than unconstrained training in motor sequence tasks.
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Affiliation(s)
- Jason Friedman
- Department of Physical Therapy, School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel. .,Sagol School of Neuroscience, Tel Aviv University, Tel Aviv, Israel.
| | - Assaf Amiaz
- Sagol School of Neuroscience, Tel Aviv University, Tel Aviv, Israel
| | - Maria Korman
- Department of Occupational Therapy, Faculty of Health Sciences, Ariel University, Ariel, Israel
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Kim T, Kim S, Kang J, Kwon M, Lee SH. The Common Effects of Sleep Deprivation on Human Long-Term Memory and Cognitive Control Processes. Front Neurosci 2022; 16:883848. [PMID: 35720688 PMCID: PMC9201256 DOI: 10.3389/fnins.2022.883848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Accepted: 05/11/2022] [Indexed: 11/17/2022] Open
Abstract
Sleep deprivation is known to have adverse effects on various cognitive abilities. In particular, a lack of sleep has been reported to disrupt memory consolidation and cognitive control functions. Here, focusing on long-term memory and cognitive control processes, we review the consistency and reliability of the results of previous studies of sleep deprivation effects on behavioral performance with variations in the types of stimuli and tasks. Moreover, we examine neural response changes related to these behavioral changes induced by sleep deprivation based on human fMRI studies to determine the brain regions in which neural responses increase or decrease as a consequence of sleep deprivation. Additionally, we discuss about the possibility that light as an environmentally influential factor affects our sleep cycles and related cognitive processes.
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Affiliation(s)
- Taehyun Kim
- Department of Bio and Brain Engineering, College of Engineering, Korea Advanced Institute of Science and Technology, Daejeon, South Korea
| | - Sejin Kim
- Department of Bio and Brain Engineering, College of Engineering, Korea Advanced Institute of Science and Technology, Daejeon, South Korea
| | - Joonyoung Kang
- Department of Bio and Brain Engineering, College of Engineering, Korea Advanced Institute of Science and Technology, Daejeon, South Korea
- Program of Brain and Cognitive Engineering, College of Engineering, Korea Advanced Institute of Science and Technology, Daejeon, South Korea
| | - Minjae Kwon
- Department of Bio and Brain Engineering, College of Engineering, Korea Advanced Institute of Science and Technology, Daejeon, South Korea
| | - Sue-Hyun Lee
- Department of Bio and Brain Engineering, College of Engineering, Korea Advanced Institute of Science and Technology, Daejeon, South Korea
- Program of Brain and Cognitive Engineering, College of Engineering, Korea Advanced Institute of Science and Technology, Daejeon, South Korea
- *Correspondence: Sue-Hyun Lee,
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14
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Vandevoorde K, Vollenkemper L, Schwan C, Kohlhase M, Schenck W. Using Artificial Intelligence for Assistance Systems to Bring Motor Learning Principles into Real World Motor Tasks. Sensors (Basel) 2022; 22:s22072481. [PMID: 35408094 PMCID: PMC9002555 DOI: 10.3390/s22072481] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/18/2022] [Revised: 03/18/2022] [Accepted: 03/20/2022] [Indexed: 11/03/2022]
Abstract
Humans learn movements naturally, but it takes a lot of time and training to achieve expert performance in motor skills. In this review, we show how modern technologies can support people in learning new motor skills. First, we introduce important concepts in motor control, motor learning and motor skill learning. We also give an overview about the rapid expansion of machine learning algorithms and sensor technologies for human motion analysis. The integration between motor learning principles, machine learning algorithms and recent sensor technologies has the potential to develop AI-guided assistance systems for motor skill training. We give our perspective on this integration of different fields to transition from motor learning research in laboratory settings to real world environments and real world motor tasks and propose a stepwise approach to facilitate this transition.
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15
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Wauthier ST, De Boom C, Çatal O, Verbelen T, Dhoedt B. Model Reduction Through Progressive Latent Space Pruning in Deep Active Inference. Front Neurorobot 2022; 16:795846. [PMID: 35360827 PMCID: PMC8961807 DOI: 10.3389/fnbot.2022.795846] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Accepted: 02/14/2022] [Indexed: 11/17/2022] Open
Abstract
Although still not fully understood, sleep is known to play an important role in learning and in pruning synaptic connections. From the active inference perspective, this can be cast as learning parameters of a generative model and Bayesian model reduction, respectively. In this article, we show how to reduce dimensionality of the latent space of such a generative model, and hence model complexity, in deep active inference during training through a similar process. While deep active inference uses deep neural networks for state space construction, an issue remains in that the dimensionality of the latent space must be specified beforehand. We investigate two methods that are able to prune the latent space of deep active inference models. The first approach functions similar to sleep and performs model reduction post hoc. The second approach is a novel method which is more similar to reflection, operates during training and displays “aha” moments when the model is able to reduce latent space dimensionality. We show for two well-known simulated environments that model performance is retained in the first approach and only diminishes slightly in the second approach. We also show that reconstructions from a real world example are indistinguishable before and after reduction. We conclude that the most important difference constitutes a trade-off between training time and model performance in terms of accuracy and the ability to generalize, via minimization of model complexity.
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16
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Ben-Zion D, Gabitov E, Prior A, Bitan T. Effects of Sleep on Language and Motor Consolidation: Evidence of Domain General and Specific Mechanisms. Neurobiol Lang (Camb) 2022; 3:180-213. [PMID: 37215556 PMCID: PMC10158628 DOI: 10.1162/nol_a_00060] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/15/2021] [Accepted: 10/21/2021] [Indexed: 05/24/2023]
Abstract
The current study explores the effects of time and sleep on the consolidation of a novel language learning task containing both item-specific knowledge and the extraction of grammatical regularities. We also compare consolidation effects in language and motor sequence learning tasks, to ask whether consolidation mechanisms are domain general. Young adults learned to apply plural inflections to novel words based on morphophonological rules embedded in the input, and learned to type a motor sequence using a keyboard. Participants were randomly assigned into one of two groups, practicing each task during either the morning or evening hours. Both groups were retested 12 and 24 hours post-training. Performance on frequent trained items in the language task stabilized only following sleep, consistent with a hippocampal mechanism for item-specific learning. However, regularity extraction, indicated by generalization to untrained items in the linguistic task, as well as performance on motor sequence learning, improved 24 hours post-training, irrespective of the timing of sleep. This consolidation process is consistent with a frontostriatal skill-learning mechanism, common across the language and motor domains. This conclusion is further reinforced by cross-domain correlations at the individual level between improvement across 24 hours in the motor task and in the low-frequency trained items in the linguistic task, which involve regularity extraction. Taken together, our results at the group and individual levels suggest that some aspects of consolidation are shared across the motor and language domains, and more specifically, between motor sequence learning and grammar learning.
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Affiliation(s)
- Dafna Ben-Zion
- Department of Learning Disabilities, University of Haifa, Haifa, Israel
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
- Institute of Information Processing and Decision Making, University of Haifa, Haifa, Israel
- The Integrated Brain and Behavior Research Center (IBBRC), University of Haifa, Haifa, Israel
| | - Ella Gabitov
- McConnell Brain Imaging Center, Montreal Neurological Institute, McGill University, Montreal, Quebec, Canada
| | - Anat Prior
- Department of Learning Disabilities, University of Haifa, Haifa, Israel
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Tali Bitan
- Institute of Information Processing and Decision Making, University of Haifa, Haifa, Israel
- The Integrated Brain and Behavior Research Center (IBBRC), University of Haifa, Haifa, Israel
- Department of Psychology, University of Haifa, Haifa, Israel
- Department of Speech Language Pathology, University of Toronto, Toronto, Ontario, Canada
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17
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Lahlou S, Gabitov E, Owen L, Shohamy D, Sharp M. Preserved motor memory in Parkinson's disease. Neuropsychologia 2022; 167:108161. [PMID: 35041839 DOI: 10.1016/j.neuropsychologia.2022.108161] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Revised: 01/02/2022] [Accepted: 01/13/2022] [Indexed: 11/28/2022]
Abstract
Patients with Parkinson's disease, who lose the dopaminergic projections to the striatum, are impaired in certain aspects of motor learning. Recent evidence suggests that, in addition to its role in motor performance, the striatum plays a key role in the memory of motor learning. Whether Parkinson's patients have impaired motor memory and whether motor memory is modulated by dopamine at the time of initial learning is unknown. To address these questions, we measured memory of a learned motor sequence in Parkinson's patients who were either On or Off their dopaminergic medications at the time of initial learning. We compared them to a group of older and younger controls. Contrary to our predictions, motor memory was not impaired in patients compared to older controls, and was not influenced by dopamine state at the time of initial learning. To probe post-learning consolidation processes, we also tested whether learning a new sequence shortly after learning the initial sequence would interfere with later memory. We found that, in contrast to younger adults, neither older adults nor patients were susceptible to this interference. These findings suggest that motor memory is preserved in Parkinson's patients and raise the possibility that motor memory in patients is supported by compensatory non-dopamine sensitive mechanisms. Furthermore, given the similar performance characteristics observed in the patients and older adults and the absence of an effect of dopamine, these results raise the possibility that aging and Parkinson's disease affect motor memory in similar ways.
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Affiliation(s)
- Soraya Lahlou
- Department of Neurology and Neurosurgery, Montreal Neurological Institute, McGill University, Canada
| | - Ella Gabitov
- Department of Neurology and Neurosurgery, Montreal Neurological Institute, McGill University, Canada
| | - Lucy Owen
- Department of Psychological and Brain Sciences, Dartmouth College, USA
| | - Daphna Shohamy
- Department of Psychology, Columbia University, USA; Zuckerman Mind Brain Behavior Institute and Kavli Institute for Brain Science, Columbia University, USA
| | - Madeleine Sharp
- Department of Neurology and Neurosurgery, Montreal Neurological Institute, McGill University, Canada.
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18
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Ho K, Cirillo J, Ren A, Byblow WD. Intracortical facilitation and inhibition in human primary motor cortex during motor skill acquisition. Exp Brain Res 2022; 240:3289-304. [PMID: 36308563 DOI: 10.1007/s00221-022-06496-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Accepted: 10/20/2022] [Indexed: 01/15/2023]
Abstract
The primary motor cortex (M1) is critical for movement execution, but its role in motor skill acquisition remains elusive. Here, we examine the role of M1 intracortical circuits during skill acquisition. Paired-pulse transcranial magnetic stimulation (TMS) paradigms of short-interval intracortical facilitation (SICF) and inhibition (SICI) were used to assess excitatory and inhibitory circuits, respectively. We hypothesised that intracortical facilitation and inhibition circuits in M1 would be modulated to support acquisition of a novel visuomotor skill. Twenty-two young, neurologically healthy adults trained with their nondominant hand on a skilled and non-skilled sequential visuomotor isometric finger abduction task. Electromyographic recordings were obtained from the nondominant first dorsal interosseous (FDI) muscle. Corticomotor excitability, SICF, and SICI were examined before, at the midway point, and after the 10-block motor training. SICI was assessed using adaptive threshold-hunting procedures. Task performance improved after the skilled, but not non-skilled, task training, which likely reflected the increase in movement speed during training. The amplitudes of late SICF peaks were modulated with skilled task training. There was no modulation of the early SICF peak, SICI, and corticomotor excitability with either task training. There was also no association between skill acquisition and SICF or SICI. The findings indicate that excitatory circuitries responsible for the generation of late SICF peaks, but not the early SICF peak, are modulated in motor skill acquisition for a sequential visuomotor isometric finger abduction task.
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19
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Ghanamah R, Eghbaria-Ghanamah H, Karni A, Adi-Japha E. Practice schedule and testing per se affect children's transfer abilities in a grapho-motor task. J Exp Child Psychol 2021; 215:105323. [PMID: 34864374 DOI: 10.1016/j.jecp.2021.105323] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2021] [Revised: 10/10/2021] [Accepted: 11/06/2021] [Indexed: 01/29/2023]
Abstract
Children's ability to transfer the gains of a motor experience, such as learning to write a letter, to novel conditions, such as cursive writing of the same letter, are affected by the way in which the learning experience is parsed. Parsing may have limitations because a short session may hamper the engagement of procedural memory consolidation processes. Here, we compared the effects of two practice schedules with the total amount of practice identical training provided in a single-session practice versus multi-session practice, wherein each session on its own was insufficient for generating long-term gains. A total of 40 7- and 8-year-old children practiced the production of a novel letter form by connecting dots, namely, the Invented Letter Task (ILT). Multiple ILT-related transfer tasks were assessed at 24 h post-training and again at 4-5 weeks post-training. Although by the end of training the single-session practice group outperformed the multi-session practice group in speed and accuracy, at 24 h post-training both groups showed comparable gains. However, after multi-session practice, children were as fast or faster and more accurate in the transfer tasks. By 4-5 weeks post-training, the multi-session practice group showed larger gains in the trained condition, a speed advantage in the transfer tasks, and a significant improvement on the transfer tasks. The results suggest that parsing training over several brief sessions may lead to long-term gains in children's grapho-motor skills. Moreover, multi-session practice protocols may contribute to the potential for transfer and to more effective learning from experiences such as transfer tasks.
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Affiliation(s)
- Rafat Ghanamah
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa 3498838, Israel; Oranim Academic College of Education, Kiryat Tevon 3600600, Israel.
| | - Hazar Eghbaria-Ghanamah
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa 3498838, Israel
| | - Avi Karni
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa 3498838, Israel; Sagol Department of Neurobiology, Brain-Behavior Research Center, University of Haifa, Haifa 3498838, Israel
| | - Esther Adi-Japha
- School of Education, Bar-Ilan University, Ramat Gan 5290002, Israel; Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan 5290002, Israel
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20
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Fang Z, Smith DM, Albouy G, King BR, Vien C, Benali H, Carrier J, Doyon J, Fogel S. Differential Effects of a Nap on Motor Sequence Learning-Related Functional Connectivity Between Young and Older Adults. Front Aging Neurosci 2021; 13:747358. [PMID: 34776932 PMCID: PMC8582327 DOI: 10.3389/fnagi.2021.747358] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Accepted: 10/06/2021] [Indexed: 11/13/2022] Open
Abstract
In older adults, motor sequence learning (MSL) is largely intact. However, consolidation of newly learned motor sequences is impaired compared to younger adults, and there is evidence that brain areas supporting enhanced consolidation via sleep degrade with age. It is known that brain activity in hippocampal-cortical-striatal areas is important for sleep-dependent, off-line consolidation of motor-sequences. Yet, the intricacies of how both age and sleep alter communication within this network of brain areas, which facilitate consolidation, are not known. In this study, 37 young (age 20-35) and 49 older individuals (age 55-75) underwent resting state functional magnetic resonance imaging (fMRI) before and after training on a MSL task as well as after either a nap or a period of awake rest. Young participants who napped showed strengthening of functional connectivity (FC) between motor, striatal, and hippocampal areas, compared to older subjects regardless of sleep condition. Follow-up analyses revealed this effect was driven by younger participants who showed an increase in FC between striatum and motor cortices, as well as older participants who showed decreased FC between the hippocampus, striatum, and precuneus. Therefore, different effects of sleep were observed in younger vs. older participants, where young participants primarily showed increased communication in the striatal-motor areas, while older participants showed decreases in key nodes of the default mode network and striatum. Performance gains correlated with FC changes in young adults, and this association was much greater in participants who napped compared to those who stayed awake. Performance gains also correlated with FC changes in older adults, but only in those who napped. This study reveals that, while there is no evidence of time-dependent forgetting/deterioration of performance, older adults exhibit a completely different pattern of FC changes during consolidation compared to younger adults, and lose the benefit that sleep affords to memory consolidation.
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Affiliation(s)
- Zhuo Fang
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | - Dylan M Smith
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | - Genevieve Albouy
- Department of Movement Sciences, KU Leuven, Leuven, Belgium.,Department of Health and Kinesiology, College of Health, University of Utah, Salt Lake City, UT, United States
| | - Bradley R King
- Department of Health and Kinesiology, College of Health, University of Utah, Salt Lake City, UT, United States
| | - Catherine Vien
- Department of Psychology, University of Montreal, Montreal, QC, Canada
| | - Habib Benali
- Functional Neuroimaging Laboratory, INSERM, Paris, France
| | - Julie Carrier
- Department of Psychology, University of Montreal, Montreal, QC, Canada.,Centre for Advanced Research in Sleep Medicine, Hôpital du Sacré-Coeur de Montreal, Montreal, QC, Canada
| | - Julien Doyon
- McConnell Brain Imaging Centre, Montreal Neurological Institute, McGill University, Montreal, QC, Canada.,Department of Neurology and Neurosurgery, Montreal Neurological Institute, McGill University, Montreal, QC, Canada.,Functional Neuroimaging Unit, Centre de Recherche Institut Universitaire de Gériatrie de Montréal, Montreal, QC, Canada.,Department of Psychology, University of Montreal, Montreal, QC, Canada
| | - Stuart Fogel
- School of Psychology, University of Ottawa, Ottawa, ON, Canada.,Sleep Unit, University of Ottawa Institute of Mental Health Research at The Royal, Ottawa, ON, Canada.,University of Ottawa Brain and Mind Research Institute, University of Ottawa, Ottawa, ON, Canada
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21
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Abstract
BACKGROUND Evidence from motor and visual studies suggests that the ability to generalize learning gains to untrained conditions decreases as the training progresses. This decrease in generalization was suggested to reflect a shift from higher to lower levels of neuronal representations of the task following prolonged training. In the auditory modality, however, the few studies that tested the influence of prolonging training on generalization ability showed no decrease and sometimes even an increase in generalization. OBJECTIVE To test the impact of extending training in a basic psychoacoustic task on the ability to generalize the gains attained in training to untrained conditions. DESIGN Eighty-two young adults participated in two experiments that differed in the specific training regimen. In both experiments, training was conducted using a difference limen for frequency (DLF) task with an adaptive forced-choice procedure, for either a single- or nine-session training. Following training, generalization to the untrained ear and to an untrained frequency was assessed. RESULTS (a) Training induced significant learning (i.e., smaller DLF thresholds) following a single session of training, and more so following nine training sessions; (b) results from the combined data from both experiments showed that the ability to generalize the learning gains to the untrained ear and frequency was limited after the extended DLF training; (c) larger improvements under the trained condition resulted in smaller generalization to the untrained conditions. CONCLUSIONS The findings of increased specificity with training in the auditory modality support the notion that gradual changes, both quantitative and qualitative, occur in the neural representations of an auditory task during its acquisition. These findings suggest common underlying mechanisms in basic skill learning across different modalities.
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Affiliation(s)
- Yael Zaltz
- The Department of Communication Disorders, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Liat Kishon-Rabin
- The Department of Communication Disorders, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Avi Karni
- The Sagol Department of Neurobiology, Faculty of Natural Sciences and The E.J. Safra Brain Research Center for the Study of Learning and Learning Disabilities, Faculty of Education, University of Haifa, Israel
- Division of Diagnostic Radiology, The Chaim Sheba Medical Center, Tel Hashomer, Israel
| | - Daphne Ari-Even Roth
- The Department of Communication Disorders, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Israel
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22
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Quinlan C, Rattray B, Pryor D, Northey JM, Coxon J, Cherbuin N, Andrews SC. A Short-Term Intervention of High-Intensity Exercise and Anodal-tDCS on Motor Learning in Middle-Aged Adults: An RCT. Front Hum Neurosci 2021; 15:661079. [PMID: 34220470 PMCID: PMC8241928 DOI: 10.3389/fnhum.2021.661079] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Accepted: 05/21/2021] [Indexed: 11/23/2022] Open
Abstract
High-intensity exercise has enhanced motor learning in healthy young adults. Anodal-transcranial direct current stimulation (a-tDCS) may optimize these effects. This study aimed to determine the effects of a short-term high-intensity interval exercise intervention either with or without a-tDCS on the learning and retention of a novel motor task in middle-aged adults. Forty-two healthy middle-aged adults (age = 44.6 ± 6.3, female = 76%) were randomized into three groups: exercise and active a-tDCS, exercise and sham a-tDCS, and a non-exercise and sham a-tDCS control. Participants completed a baseline testing session, followed by three intervention sessions 48-h apart. The exercise groups completed 20-min of high-intensity exercise followed by a novel sequential visual isometric pinch task (SVIPT) while receiving 20-min of 1.5 mA a-tDCS, or sham tDCS. The control group completed 20-min of reading before receiving sham a-tDCS during the SVIPT. Learning was assessed by skill change within and between intervention sessions. Participants returned 5–7 days after the final intervention session and performed the SVIPT task to assess retention. All three groups showed evidence of learning on the SVIPT task. Neither group displayed enhanced overall learning or retention when compared to the control group. High-intensity exercise with or without a-tDCS did not improve learning or retention of a novel motor task in middle-aged adults. The methodological framework provides direction for future research to investigate the potential of differing exercise intensity effects on learning and retention.
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Affiliation(s)
- Clare Quinlan
- UC Research Institute for Sport and Exercise, University of Canberra, Canberra, ACT, Australia.,Discipline of Sport and Exercise Science, Faculty of Health, University of Canberra, Canberra, ACT, Australia
| | - Ben Rattray
- UC Research Institute for Sport and Exercise, University of Canberra, Canberra, ACT, Australia.,Discipline of Sport and Exercise Science, Faculty of Health, University of Canberra, Canberra, ACT, Australia.,Centre for Research on Ageing, Health and Wellbeing, Australian National University, Canberra, ACT, Australia
| | - Disa Pryor
- Discipline of Sport and Exercise Science, Faculty of Health, University of Canberra, Canberra, ACT, Australia
| | - Joseph M Northey
- UC Research Institute for Sport and Exercise, University of Canberra, Canberra, ACT, Australia.,Discipline of Sport and Exercise Science, Faculty of Health, University of Canberra, Canberra, ACT, Australia.,Centre for Research on Ageing, Health and Wellbeing, Australian National University, Canberra, ACT, Australia
| | - James Coxon
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton, VIC, Australia
| | - Nicolas Cherbuin
- Centre for Research on Ageing, Health and Wellbeing, Australian National University, Canberra, ACT, Australia
| | - Sophie C Andrews
- Centre for Research on Ageing, Health and Wellbeing, Australian National University, Canberra, ACT, Australia.,Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton, VIC, Australia.,Neuroscience Research Australia, Randwick, NSW, Australia.,School of Psychology, University of New South Wales, Sydney, NSW, Australia
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23
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Tremblay SA, Jäger AT, Huck J, Giacosa C, Beram S, Schneider U, Grahl S, Villringer A, Tardif CL, Bazin PL, Steele CJ, Gauthier CJ. White matter microstructural changes in short-term learning of a continuous visuomotor sequence. Brain Struct Funct 2021; 226:1677-1698. [PMID: 33885965 DOI: 10.1007/s00429-021-02267-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2020] [Accepted: 03/26/2021] [Indexed: 11/29/2022]
Abstract
Efficient neural transmission is crucial for optimal brain function, yet the plastic potential of white matter (WM) has long been overlooked. Growing evidence now shows that modifications to axons and myelin occur not only as a result of long-term learning, but also after short training periods. Motor sequence learning (MSL), a common paradigm used to study neuroplasticity, occurs in overlapping learning stages and different neural circuits are involved in each stage. However, most studies investigating short-term WM plasticity have used a pre-post design, in which the temporal dynamics of changes across learning stages cannot be assessed. In this study, we used multiple magnetic resonance imaging (MRI) scans at 7 T to investigate changes in WM in a group learning a complex visuomotor sequence (LRN) and in a control group (SMP) performing a simple sequence, for five consecutive days. Consistent with behavioral results, where most improvements occurred between the two first days, structural changes in WM were observed only in the early phase of learning (d1-d2), and in overall learning (d1-d5). In LRNs, WM microstructure was altered in the tracts underlying the primary motor and sensorimotor cortices. Moreover, our structural findings in WM were related to changes in functional connectivity, assessed with resting-state functional MRI data in the same cohort, through analyses in regions of interest (ROIs). Significant changes in WM microstructure were found in a ROI underlying the right supplementary motor area. Together, our findings provide evidence for highly dynamic WM plasticity in the sensorimotor network during short-term MSL.
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Affiliation(s)
- Stéfanie A Tremblay
- Department of Physics/PERFORM Center, Concordia University, Montreal, QC, Canada.,Montreal Heart Institute, Montreal, QC, Canada
| | - Anna-Thekla Jäger
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.,Charite Universitätsmedizin, Charite, Berlin, Germany
| | - Julia Huck
- Department of Physics/PERFORM Center, Concordia University, Montreal, QC, Canada
| | - Chiara Giacosa
- Department of Physics/PERFORM Center, Concordia University, Montreal, QC, Canada
| | - Stephanie Beram
- Department of Physics/PERFORM Center, Concordia University, Montreal, QC, Canada
| | - Uta Schneider
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
| | - Sophia Grahl
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
| | - Arno Villringer
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.,Clinic for Cognitive Neurology, Leipzig, Germany.,Leipzig University Medical Centre, IFB Adiposity Diseases, Leipzig, Germany.,Collaborative Research Centre 1052-A5, University of Leipzig, Leipzig, Germany
| | - Christine L Tardif
- Department of Biomedical Engineering, McGill University, Montreal, QC, Canada.,Montreal Neurological Institute, Montreal, QC, Canada
| | - Pierre-Louis Bazin
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.,Faculty of Social and Behavioral Sciences, University of Amsterdam, Amsterdam, Netherlands
| | - Christopher J Steele
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.,Department of Psychology, Concordia University, Montreal, QC, Canada
| | - Claudine J Gauthier
- Department of Physics/PERFORM Center, Concordia University, Montreal, QC, Canada. .,Montreal Heart Institute, Montreal, QC, Canada.
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24
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Korman M, Gal C, Gabitov E, Karni A. Better later: evening practice is advantageous for motor skill consolidation in the elderly. ACTA ACUST UNITED AC 2021; 28:72-75. [PMID: 33593924 PMCID: PMC7888234 DOI: 10.1101/lm.052522.120] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2020] [Accepted: 11/13/2020] [Indexed: 11/24/2022]
Abstract
How does the time of day of a practice session affect learning of a new motor sequence in the elderly? Participants practiced a given finger tapping sequence either during morning or evening hours. All participants robustly improved performance speed within the session concurrent with a reorganization of the tapping pattern of the sequence. However, evening-trained participants showed additional gains overnight and at 1 wk posttraining; moreover, evening training led to a further reorganization of the tapping pattern offline. A learning experience preceding nocturnal sleep can lead to a task-specific movement routine as an expression of novel “how to” knowledge in the elderly.
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Affiliation(s)
- Maria Korman
- Department of Occupational Therapy, Faculty of Health Sciences, Ariel University, Ariel 40700, Israel.,The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa 3498838, Israel
| | - Carmit Gal
- The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa 3498838, Israel.,Laboratory for Human Brain and Learning, Sagol Department of Neurobiology, University of Haifa, Haifa 3498838, Israel.,Education Department, Western Galilee College, Acre 2412101, Israel
| | - Ella Gabitov
- McConnell Brain Imaging Center, Montreal Neurological Institute, McGill University, Montreal, Quebec H3A 2B4, Canada
| | - Avi Karni
- The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa 3498838, Israel.,Laboratory for Human Brain and Learning, Sagol Department of Neurobiology, University of Haifa, Haifa 3498838, Israel
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Villa-Sánchez B, Emadi Andani M, Cesari P, Fiorio M. The effect of motor and cognitive placebos on the serial reaction time task. Eur J Neurosci 2021; 53:2655-2668. [PMID: 33587782 DOI: 10.1111/ejn.15148] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2020] [Revised: 02/03/2021] [Accepted: 02/05/2021] [Indexed: 11/26/2022]
Abstract
Motor learning is a key component of human motor functions. Repeated practice is essential to gain proficiency over time but may induce fatigue. The aim of this study was to determine whether motor performance and motor learning (as assessed with the serial reaction time task, SRTT) and perceived fatigability (as assessed with subjective scales) are improved after two types of placebo interventions (motor and cognitive). A total of 90 healthy volunteers performed the SRTT with the right hand in three sessions (baseline, training and final). Before the training and the final session, one group underwent a motor-related placebo intervention in which inert electrical stimulation (TENS) was applied over the hand and accompanied by verbal suggestion that it improves movement execution (placebo-TENS). The other group underwent a cognitive-related placebo intervention in which sham transcranial direct current stimulation (tDCS) was delivered to the supraorbital area and accompanied by verbal suggestion that it increases attention (placebo-tDCS). A control group performed the same task without receiving treatment. Overall better performance on the SRTT (not ascribed to sequence-specific learning) was noted for the placebo-TENS group, which also reported less perceived fatigability at the physical level. The same was observed in a subgroup tested 24 hr later. The placebo-tDCS group reported less perceived fatigability, both at the mental and physical level. These findings indicate that motor- and cognitive-related placebo effects differently shape motor performance and perceived fatigability on a repeated motor task.
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Affiliation(s)
- Bernardo Villa-Sánchez
- Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy
| | - Mehran Emadi Andani
- Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy
| | - Paola Cesari
- Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy
| | - Mirta Fiorio
- Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy
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Lima JCS, Rocha HAL, Mesquita FJC, Araújo DABS, Silveira RAD, Borges GC. Simulated training model of ureteropyelic anastomosis in laparoscopic pyeloplasty. Acta Cir Bras 2020; 35:e351108. [PMID: 33331458 PMCID: PMC7748080 DOI: 10.1590/acb351108] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2020] [Accepted: 10/14/2020] [Indexed: 11/29/2022] Open
Abstract
Purpose: To develop a model for simulated training of ureteropyelic anastomosis in laparoscopicpyeloplasty. Methods: Longitudinal and experimental study, with 16 participants. A synthetic instrument was produced to simulate the renal pelvis and the proximal portion of the ureter positioned on a platform within laparoscopic simulators, thereby resulting in the realistic simulation of the ureteropelvic anastomosis. A step-by-step guide was also developed for the accomplishment of the ureteropelvic anastomosis training model. Results: In the evaluation of all participants’ suture training, a decrease was found in the time needed to perform the anastomosis, with a median of 17.83 min in the 1st step and 14.21 min in the last one (p = 0.01). Regarding the knots, in the 1st step, 5% of them were considered firm, with an evolution to 30% in the last step (p = 0.011). Conclusion: We noticed improvement in the ability to perform the ureteropelvic anastomosis by participants with no experience with it. Therefore, even unexperienced participants can improve their skills with this training. Moreover, we observed the effectiveness of the model use, confirmed by the participants’ opinion and its validation by expert surgeons.
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Gabitov E, Lungu O, Albouy G, Doyon J. Movement errors during skilled motor performance engage distinct prediction error mechanisms. Commun Biol 2020; 3:763. [PMID: 33311566 PMCID: PMC7732826 DOI: 10.1038/s42003-020-01465-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2020] [Accepted: 11/06/2020] [Indexed: 12/23/2022] Open
Abstract
The brain detects deviations from intended behaviors by estimating the mismatch between predicted and actual outcomes. Axiomatic to these computations are salience and valence prediction error signals, which alert the brain to the occurrence and value of unexpected events. Despite the theoretical assertion of these prediction error signals, it is unknown whether and how brain mechanisms underlying their computations support error processing during skilled motor behavior. Here we demonstrate, with functional magnetic resonance imaging, that internal detection, i.e., without externally-provided feedback, of self-generated movement errors evokes instantaneous activity increases within the salience network and delayed lingering decreases within the nucleus accumbens - a key structure in the reward valuation pathway. A widespread suppression within the sensorimotor network was also observed. Our findings suggest that neural computations of salience and valence prediction errors during skilled motor behaviors operate on different time-scales and, therefore, may contribute differentially to immediate and longer-term adaptive processes.
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Affiliation(s)
- Ella Gabitov
- McConnell Brain Imaging Center, Montreal Neurological Institute, Montreal, QC, H3A 2B4, Canada. .,Department of Neurology and Neurosurgery, Montreal Neurological Institute, McGill University, Montreal, QC, H3A 2B4, Canada.
| | - Ovidiu Lungu
- McConnell Brain Imaging Center, Montreal Neurological Institute, Montreal, QC, H3A 2B4, Canada.,Department of Neurology and Neurosurgery, Montreal Neurological Institute, McGill University, Montreal, QC, H3A 2B4, Canada
| | - Geneviève Albouy
- Movement Control and Neuroplasticity Research Group, Department of Movement Sciences, KU Leuven, 3000, Leuven, Belgium
| | - Julien Doyon
- McConnell Brain Imaging Center, Montreal Neurological Institute, Montreal, QC, H3A 2B4, Canada. .,Department of Neurology and Neurosurgery, Montreal Neurological Institute, McGill University, Montreal, QC, H3A 2B4, Canada.
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Eghbaria-Ghanamah H, Ghanamah R, Shalhoub-Awwad Y, Karni A. Recitation as a structured intervention to enhance the long-term verbatim retention and gist recall of complex texts in kindergarteners. J Exp Child Psychol 2020; 203:105054. [PMID: 33302131 DOI: 10.1016/j.jecp.2020.105054] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2019] [Revised: 09/09/2020] [Accepted: 11/02/2020] [Indexed: 11/29/2022]
Abstract
Recitation is an effective way for children to become familiar with basic blocks of knowledge. It is not clear, however, whether repeated structured exposure to complex texts via listening or active reciting benefits the ability of kindergarteners to retain verbal material in long-term memory verbatim and as content. Here, we tested the effectiveness of teaching longer texts to kindergarteners by repeated exposure in terms of long-term retention (6 months). A set of 28 rhyming sentences (224 words) were introduced, 3 in each session, and the increasingly longer text was practiced by either voiced recitation or listening. The rhymes were in a literary language, and word meaning in each new rhyme was elaborated when first introduced. Both groups (recitation and listening) showed good long-term retention, but the recitation group outperformed the listening group when assessed at 24 h, 1 month, and 6 months postintervention in terms of the recall rate, error rate, number of prompts required, and sequence fidelity. In the later assessments, the reciting group was the more fluent group in producing the rhymes. Moreover, at 6 months postintervention, the gist (content) of the rhymes and the meaning of vocabulary items from the texts were robustly retained, with an advantage for the recitation group. Thus, practice in affording multiple repetitions, specifically active recitation, resulted in fluent, effortless, and accurate recall of statements and their content. We propose that these results support the notion that repetition-based practice may promote the mastery of complex verbal material by enabling better engagement of procedural memory, that is, by promoting "proceduralization" processes.
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Affiliation(s)
- Hazar Eghbaria-Ghanamah
- Department of Learning Disabilities and Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.
| | - Rafat Ghanamah
- Department of Learning Disabilities and Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Yasmin Shalhoub-Awwad
- Department of Learning Disabilities and Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Avi Karni
- Department of Learning Disabilities and Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel; Sagol Department of Neurobiology, Brain-Behavior Research Center, University of Haifa, Haifa, Israel; FMRI Unit, Diagnostic Imaging Division, Sheba Medical Center, Tel Hashomer, Israel
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29
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Kóbor A, Horváth K, Kardos Z, Nemeth D, Janacsek K. Perceiving structure in unstructured stimuli: Implicitly acquired prior knowledge impacts the processing of unpredictable transitional probabilities. Cognition 2020; 205:104413. [DOI: 10.1016/j.cognition.2020.104413] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Revised: 07/14/2020] [Accepted: 07/16/2020] [Indexed: 12/22/2022]
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Abstract
Originary neurogenic, non-syndromatic stuttering has been linked to a dysfunctional sensorimotor system. Studies have demonstrated that adults who stutter (AWS) perform poorly at speech and finger motor tasks and learning (e.g., Smits-Bandstra et al., 2006b; Namasivayam and van Lieshout, 2008). The high relapse rate after stuttering treatment could be a further hint for deficient motor learning and, in particular, for the limited generalization of the learned technique in daily communication. In this study, we tested generalization of finger sequence skills in AWS using an effector-dependent transfer task after a 24-h retention period. Additionally, we wanted to corroborate previous motor learning results in AWS for practice and retention: 16 AWS and 16 age-, sex-, and education-matched controls performed the task during four test sessions. Our results indicate that generalization performance in AWS was not inferior to that of fluent controls. In addition, we found, contrary to previous results, that AWS showed a steeper learning progress after practice and consolidation compared with controls. We suggest that with sufficient practice and a 24-h consolidation phase, AWS are able to retain the learned performance of tapping a five-item finger sequence as well as fluent controls in terms of speed and accuracy.
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Affiliation(s)
- Alexandra Korzeczek
- Department of Clinical Neurophysiology, University Medical Center Göttingen, Göttingen, Germany
| | - Joana Cholin
- Faculty of Linguistics and Literary Studies, Bielefeld University, Bielefeld, Germany
| | - Annett Jorschick
- Faculty of Linguistics and Literary Studies, Bielefeld University, Bielefeld, Germany
| | - Manuel Hewitt
- Department of Clinical Neurophysiology, University Medical Center Göttingen, Göttingen, Germany
| | - Martin Sommer
- Department of Clinical Neurophysiology, University Medical Center Göttingen, Göttingen, Germany
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31
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Zacks O, Friedman J. Analogies can speed up the motor learning process. Sci Rep 2020; 10:6932. [PMID: 32332826 DOI: 10.1038/s41598-020-63999-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2019] [Accepted: 04/09/2020] [Indexed: 11/17/2022] Open
Abstract
Analogies have been shown to improve motor learning in various tasks and settings. In this study we tested whether applying analogies can shorten the motor learning process and induce insight and skill improvement in tasks that usually demand many hours of practice. Kinematic measures were used to quantify participant’s skill and learning dynamics. For this purpose, we used a drawing task, in which subjects drew lines to connect dots, and a mirror game, in which subjects tracked a moving stimulus. After establishing a baseline, subjects were given an analogy, explicit instructions or no further instruction. We compared their improvement in skill (quantified by coarticulation or smoothness), accuracy and movement duration. Subjects in the analogy and explicit groups improved their coarticulation in the target task, while significant differences were found in the mirror game only at a slow movement frequency between analogy and controls. We conclude that a verbal analogy can be a useful tool for rapidly changing motor kinematics and movement strategy in some circumstances, although in the tasks selected it did not produce better performance in most measurements than explicit guidance. Furthermore, we observed that different movement facets may improve independently from others, and may be selectively affected by verbal instructions. These results suggest an important role for the type of instruction in motor learning.
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Abstract
Objectives: The current paper addresses the evidence for circadian clock characteristics associated with attention-deficit hyperactivity disorder (ADHD), and possible therapeutic approaches based on chronomodulation through bright light (BL) therapy.Methods: We review the data reported in ADHD on genetic risk factors for phase-delayed circadian rhythms and on the role of photic input in circadian re-alignment.Results: Single nucleotide polymorphisms in circadian genes were recently associated with core ADHD symptoms, increased evening-orientation and frequent sleep problems. Additionally, alterations in exposure and response to photic input may underlie circadian problems in ADHD. BL therapy was shown to be effective for re-alignment of circadian physiology toward morningness, reducing sleep disturbances and bringing overall improvement in ADHD symptoms. The susceptibility of the circadian system to phase shift by timed BL exposure may have broad cost-effective potential implications for the treatment of ADHD.Conclusions: We conclude that further research of circadian function in ADHD should focus on detection of genetic markers (e.g., using human skin fibroblasts) and development of BL-based therapeutic interventions.
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Affiliation(s)
- Maria Korman
- The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Denise Palm
- Department of Psychiatry and Psychotherapy, University Medical Center Rostock, Rostock, Germany
| | - Adriana Uzoni
- Department of Psychiatry and Psychotherapy, University Medical Center Rostock, Rostock, Germany
| | - Frank Faltraco
- Department of Psychiatry and Psychotherapy, University Medical Center Rostock, Rostock, Germany
| | - Oliver Tucha
- Department of Clinical and Developmental Neuropsychology, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, Netherlands
| | - Johannes Thome
- Department of Psychiatry and Psychotherapy, University Medical Center Rostock, Rostock, Germany
| | - Andrew N Coogan
- Department of Psychology, Maynooth University, National University of Ireland, Maynooth, Ireland
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Gong WK, Ni J, Yu LF, Wang L, Huang ZL. Temporal dynamics of Arc/Arg3.1 expression in the dorsal striatum during acquisition and consolidation of a motor skill in mice. Neurobiol Learn Mem 2020; 168:107156. [PMID: 31904548 DOI: 10.1016/j.nlm.2019.107156] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Revised: 12/15/2019] [Accepted: 12/31/2019] [Indexed: 12/20/2022]
Abstract
Region- and pathway-specific plasticity within striatal circuits is critically involved in the acquisition and long-term retention of a new motor skill as it becomes automatized. However, the molecular substrates contributing to this plasticity remain unclear. Here, we examined the expression of the activity-regulated cytoskeleton-associated protein (Arc) in the associative or dorsomedial striatum (DMS) and the sensorimotor or dorsolateral striatum (DLS), as well as in striatonigral and striatopallidal neurons, during different skill learning phases in the accelerating rotarod task. We found that Arc was mainly expressed in the DMS during early motor learning and progressively increased in the DLS during gradual motor skill consolidation. Moreover, Arc was preferentially expressed in striatopallidal neurons early in training and gradually increased in striatonigral neurons later in training. These data demonstrate that in the dorsal striatum, the expression of Arc exhibits a region- and cell-specific transfer during the learning of a motor skill, suggesting a link between striatal Arc expression and motor skill learning in mice.
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Affiliation(s)
- Wan-Kun Gong
- State Key Laboratory of Medical Neurobiology and MOE Frontiers Center for Brain Science, Institutes of Brain Science, and Department of Pharmacology, School of Basic Medical Sciences, Fudan University, Shanghai 200032, China
| | - Jian Ni
- State Key Laboratory of Medical Neurobiology and MOE Frontiers Center for Brain Science, Institutes of Brain Science, and Department of Pharmacology, School of Basic Medical Sciences, Fudan University, Shanghai 200032, China
| | - Lan-Fang Yu
- State Key Laboratory of Medical Neurobiology and MOE Frontiers Center for Brain Science, Institutes of Brain Science, and Department of Pharmacology, School of Basic Medical Sciences, Fudan University, Shanghai 200032, China
| | - Lu Wang
- State Key Laboratory of Medical Neurobiology and MOE Frontiers Center for Brain Science, Institutes of Brain Science, and Department of Pharmacology, School of Basic Medical Sciences, Fudan University, Shanghai 200032, China.
| | - Zhi-Li Huang
- State Key Laboratory of Medical Neurobiology and MOE Frontiers Center for Brain Science, Institutes of Brain Science, and Department of Pharmacology, School of Basic Medical Sciences, Fudan University, Shanghai 200032, China.
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Gonda S, Shkedy Rabani A, Horesh N, Shmuelof L. Fast and specific: insights into the acquisition and generalization of motor acuity. J Neurophysiol 2019; 122:2354-2363. [PMID: 31618106 DOI: 10.1152/jn.00558.2018] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Motor acuity is considered to be the outcome of prolonged practice and to involve morphological changes in the motor cortex. We have previously designed a curved pointing task, the arc pointing task (APT), to study motor acuity acquisition, defined as a change in the speed-accuracy tradeoff function (SAF) of the task. Here, we studied the generalization of motor acuity between hands and between tasks (drawing the arc in the opposite direction and with the untrained hand) and the effect of training duration on motor acuity. We report that training-induced motor acuity improvement did not generalize across hands and across tasks performed with the same hand, suggesting a task-specific representation of motor acuity. To our surprise, the largest gains in motor acuity, measured both by changes in SAF and by improvement in multiple kinematic variables, were seen following a short exposure to the task. Our results suggest that motor acuity training-induced improvement is task specific and that motor acuity starts to improve following a very short practice.NEW & NOTEWORTHY We report that training induced motor acuity improvement does not generalize from one hand to another or between movements that are performed with the same effector. Furthermore, significant improvements in acuity were found following a very short exposure to the task (∼20 trials). Therefore, our results suggest that the nervous system has the capacity to rapidly improve motor acuity.
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Affiliation(s)
- Shahar Gonda
- Brain and Action Lab, Department of Brain and Cognitive Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel.,The Zlotowski Center for Neuroscience, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Anat Shkedy Rabani
- Brain and Action Lab, Department of Brain and Cognitive Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Naama Horesh
- Brain and Action Lab, Department of Brain and Cognitive Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Lior Shmuelof
- Brain and Action Lab, Department of Brain and Cognitive Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel.,Department of Physiology and Cell Biology, Ben-Gurion University of the Negev, Beer-Sheva, Israel.,The Zlotowski Center for Neuroscience, Ben-Gurion University of the Negev, Beer-Sheva, Israel
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Gabitov E, Lungu O, Albouy G, Doyon J. Weaker Inter-hemispheric and Local Functional Connectivity of the Somatomotor Cortex During a Motor Skill Acquisition Is Associated With Better Learning. Front Neurol 2019; 10:1242. [PMID: 31827459 PMCID: PMC6890719 DOI: 10.3389/fneur.2019.01242] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2019] [Accepted: 11/07/2019] [Indexed: 12/20/2022] Open
Abstract
Recently, an increasing interest in investigating interactions between brain regions using functional connectivity (FC) methods has shifted the initial focus of cognitive neuroimaging research from localizing functional circuits based on task activation to mapping brain networks based on intrinsic FC dynamics. Leveraging the advantages of the latter approach, it has been shown that despite primarily invariant intrinsic organization of the large-scale functional networks, interactions between and within these networks significantly differ between various behavioral and cognitive states. These differences presumably indicate transient reconfiguration of functional connections-an instantaneous process that flexibly mediates and calibrates human behavior according to momentary demands of the environment. Nevertheless, the specificity of these reconfigured FC patterns to the task at hand and their relevance to adaptive processes during learning remain elusive. To address this knowledge gap, we investigated (1) to what extent FC within the somatomotor network is reconfigured during motor skill practice, and (2) how these changes are related to learning. We applied a seed-driven FC approach to data collected during a continuous task-free condition, so-called resting state, and during a motor sequence learning task using functional magnetic resonance imaging. During the task, participants repeatedly performed a short five-element sequence with their non-dominant (left) hand. As predicted, such unimanual sequence production was associated with lateralized activation of the right somatomotor cortex (SMC). Using this "active" region as a seed, here we show that unimanual performance of the motor sequence relies on functional segregation between the two SMC and selective integration between the "active" SMC and supplementary motor area. Whereas, greater segregation between the two SMC was associated with gains in performance rate, greater segregation within the "active" SMC itself was associated with more consistent performance by the end of training. Nether the resting-state FC patterns within the somatomotor network nor their relative modulation by the task state predicted these behavioral benefits of learning. Our results suggest that task-induced FC changes reflect reconfiguration of the connectivity patterns within the somatomotor network rather than a simple amplification or silencing of its intrinsic dynamics. Such reconfiguration not only supports motor behavior but may also predict learning.
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Affiliation(s)
- Ella Gabitov
- McConnell Brain Imaging Center, Montreal Neurological Institute, Montreal, QC, Canada
| | - Ovidiu Lungu
- Functional Neuroimaging Unit, Centre de recherche de l'Institut universitaire de gériatrie de Montréal, Montreal, QC, Canada.,Département de Psychiatrie et d'Addictologie, Université de Montréal, Montreal, QC, Canada
| | - Geneviève Albouy
- Movement Control and Neuroplasticity Research Group, Department of Movement Sciences, KU Leuven, Leuven, Belgium
| | - Julien Doyon
- McConnell Brain Imaging Center, Montreal Neurological Institute, Montreal, QC, Canada
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Gal C, Gabitov E, Maaravi-Hesseg R, Karni A, Korman M. A Delayed Advantage: Multi-Session Training at Evening Hours Leads to Better Long-Term Retention of Motor Skill in the Elderly. Front Aging Neurosci 2019; 11:321. [PMID: 31824300 PMCID: PMC6882744 DOI: 10.3389/fnagi.2019.00321] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2019] [Accepted: 11/05/2019] [Indexed: 12/17/2022] Open
Abstract
The acquisition and retention of motor skills is necessary for everyday functioning in the elderly and may be critical in the context of motor rehabilitation. Recent studies indicate that motor training closely followed by sleep may result in better engagement of procedural (“how to”) memory consolidation processes in the elderly. Nevertheless, elderly individuals are mostly morning oriented and a common practice is to time rehabilitation programs to morning hours. Here, we tested whether the time-of-day wherein training is afforded (morning, 8–10:30 a.m., or evening, 6–9 p.m.) affects the long-term outcome of a multi-session motor practice program (10 sessions across 3–4 weeks) in healthy elderly participants. Twenty-nine (15 women) older adults (60–75 years) practiced an explicitly instructed five-element key-press sequence by repeatedly generating the sequence “as fast and accurately as possible.” The groups did not differ in terms of sleep habits and quality (1-week long actigraphy); all were morning-oriented individuals. All participants gained robustly from the intervention, shortening sequence tapping duration and retaining the gains (> 90%) at 1-month post-intervention, irrespective of the time-of-day of training. However, retesting at 7-months post-intervention showed that the attrition of the training induced gains was more pronounced in the morning trained group compared to the evening group (76 and 56.5% loss in sequence tapping time; 7/14 and 3/14 participants showed a > 5% decline in accuracy relative to end of training, respectively). Altogether, the results show that morning-oriented older adults effectively acquired skill in the performance of a sequence of finger movements, in both morning and evening practice sessions. However, evening training leads to a significant advantage, over morning training, in the long-term retention of the skill. Evening training should be considered an appropriate time window for motor skill learning in older adults, even in individuals with morning chronotype. The results are in line with the notion that motor training preceding a sleep interval may be better consolidated into long-term memory in the elderly, and thus result in lower forgetting rates.
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Affiliation(s)
- Carmit Gal
- The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.,Laboratory for Human Brain and Learning, Sagol Department of Neurobiology, Faculty of Natural Sciences, University of Haifa, Haifa, Israel
| | - Ella Gabitov
- McConnell Brain Imaging Center, Montreal Neurological Institute, McGill University, Montreal, QC, Canada
| | - Rinatia Maaravi-Hesseg
- The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.,Laboratory for Human Brain and Learning, Sagol Department of Neurobiology, Faculty of Natural Sciences, University of Haifa, Haifa, Israel
| | - Avi Karni
- The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.,Laboratory for Human Brain and Learning, Sagol Department of Neurobiology, Faculty of Natural Sciences, University of Haifa, Haifa, Israel
| | - Maria Korman
- The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
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Katz-Nave G, Adini Y, Hetzroni OE, Bonneh YS. Sequence Learning in Minimally Verbal Children With ASD and the Beneficial Effect of Vestibular Stimulation. Autism Res 2019; 13:320-337. [PMID: 31729171 DOI: 10.1002/aur.2237] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2019] [Revised: 09/12/2019] [Accepted: 10/14/2019] [Indexed: 11/10/2022]
Abstract
People with autism spectrum disorder (ASD) and especially the minimally verbal, often fail to learn basic perceptual and motor skills. This deficit has been demonstrated in several studies, but the findings could have been due to the nonoptimal adaptation of the paradigms. In the current study, we sought to characterize the skill learning deficit in young minimally verbal children with ASD and explore ways for improvement. For this purpose, we used vestibular stimulation (VS) whose beneficial effects have been demonstrated in the typical population, but the data regarding ASD are limited. We trained 36 children ages 6-13 years, ASD (N = 18, 15 of them minimally verbal) and typical development (TD, N = 18), on a touch version of the visual-motor Serial-Reaction-Time sequence-learning task, in 10 short (few minutes) weekly practice sessions. A subgroup of children received VS prior to each training block. All the participants but two ASD children showed gradual median reaction time improvement with significant speed gains across the training period. The ASD children were overall slower (by ~250 msec). Importantly, those who received VS (n = 10) showed speed gains comparable to TD, which were larger (by ~100%) than the ASD controls, and partially sequence-specific. VS had no effect on the TD group. These results suggest that VS has a positive effect on learning in minimally verbal ASD children, which may have important therapeutic implications. Furthermore, contrary to some previous findings, minimally verbal children with ASD can acquire, in optimal conditions, procedural skills with few short training sessions, spread over weeks, and with a similar time course as non-ASD controls. Autism Res 2020, 13: 320-337. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Minimally verbal children with ASD who received specially adjusted learning conditions showed significant learning of a visual-motor sequence across 10 practice days. This learning was considerably improved with vestibular stimulation before each short learning session. This may have important practical implications in the education and treatment of ASD children.
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Affiliation(s)
- Gili Katz-Nave
- Department of Special Education, Faculty of Education, University of Haifa, Haifa, Israel.,Learning-Competence - Center for Functional Advancement, Even Yehuda, Israel
| | - Yael Adini
- Independent scholar, Hameyasdim St., Beit-Oved, Israel
| | - Orit E Hetzroni
- Department of Special Education, Faculty of Education, University of Haifa, Haifa, Israel
| | - Yoram S Bonneh
- School of Optometry and Vision Science, Faculty of Life Sciences, Bar-Ilan University, Ramat Gan, Israel
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Abstract
Recent research has demonstrated that memory-consolidation processes can be accelerated if newly learned information is consistent with preexisting knowledge. Until now, investigations of this fast integration of new information into memory have focused on the declarative and perceptual systems. We employed a unique manipulation of a motor-sequence-learning paradigm to examine the effect of experimentally acquired memory on the learning of new motor information. Results demonstrate that new information is rapidly integrated into memory when practice occurs in a framework that is compatible with the previously acquired memory. This framework consists of the ordinal representation of the motor sequence. This enhanced integration cannot be explained by differences in the explicit awareness of the sequence and is observed only if the previously acquired motor memory was consolidated overnight. Results are consistent with the schema model of memory consolidation and offer insights into how previous motor experience can accelerate learning and consolidation processes.
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Affiliation(s)
- Bradley R King
- 1 Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven.,2 Leuven Brain Institute, KU Leuven
| | - Nina Dolfen
- 1 Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven.,2 Leuven Brain Institute, KU Leuven
| | - Mareike A Gann
- 1 Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven.,2 Leuven Brain Institute, KU Leuven
| | - Zenzi Renard
- 1 Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven.,2 Leuven Brain Institute, KU Leuven
| | - Stephan P Swinnen
- 1 Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven.,2 Leuven Brain Institute, KU Leuven
| | - Genevieve Albouy
- 1 Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven.,2 Leuven Brain Institute, KU Leuven
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Pinsard B, Boutin A, Gabitov E, Lungu O, Benali H, Doyon J. Consolidation alters motor sequence-specific distributed representations. eLife 2019; 8:e39324. [PMID: 30882348 PMCID: PMC6461441 DOI: 10.7554/elife.39324] [Citation(s) in RCA: 74] [Impact Index Per Article: 14.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2018] [Accepted: 03/16/2019] [Indexed: 12/11/2022] Open
Abstract
Functional magnetic resonance imaging (fMRI) studies investigating the acquisition of sequential motor skills in humans have revealed learning-related functional reorganizations of the cortico-striatal and cortico-cerebellar motor systems accompanied with an initial hippocampal contribution. Yet, the functional significance of these activity-level changes remains ambiguous as they convey the evolution of both sequence-specific knowledge and unspecific task ability. Moreover, these changes do not specifically assess the occurrence of learning-related plasticity. To address these issues, we investigated local circuits tuning to sequence-specific information using multivariate distances between patterns evoked by consolidated or newly acquired motor sequences production. The results reveal that representations in dorsolateral striatum, prefrontal and secondary motor cortices are greater when executing consolidated sequences than untrained ones. By contrast, sequence representations in the hippocampus and dorsomedial striatum becomes less engaged. Our findings show, for the first time in humans, that complementary sequence-specific motor representations evolve distinctively during critical phases of skill acquisition and consolidation.
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Affiliation(s)
- Basile Pinsard
- Laboratoire d’Imagerie BiomédicaleSorbonne Université, CNRS, INSERMParisFrance
- Functional Neuroimaging UnitCentre de Recherche de l'Institut Universitaire de Gériatrie de MontréalMontrealCanada
| | - Arnaud Boutin
- Functional Neuroimaging UnitCentre de Recherche de l'Institut Universitaire de Gériatrie de MontréalMontrealCanada
- McConnell Brain Imaging Centre, Montreal Neurological InstituteMcGill UniversityMontrealCanada
| | - Ella Gabitov
- Functional Neuroimaging UnitCentre de Recherche de l'Institut Universitaire de Gériatrie de MontréalMontrealCanada
- McConnell Brain Imaging Centre, Montreal Neurological InstituteMcGill UniversityMontrealCanada
| | - Ovidiu Lungu
- Functional Neuroimaging UnitCentre de Recherche de l'Institut Universitaire de Gériatrie de MontréalMontrealCanada
| | - Habib Benali
- Laboratoire d’Imagerie BiomédicaleSorbonne Université, CNRS, INSERMParisFrance
- PERFORM CentreConcordia UniversityMontrealCanada
| | - Julien Doyon
- Functional Neuroimaging UnitCentre de Recherche de l'Institut Universitaire de Gériatrie de MontréalMontrealCanada
- McConnell Brain Imaging Centre, Montreal Neurological InstituteMcGill UniversityMontrealCanada
- Department of Neurology and Neurosurgery, Montreal Neurological InstituteMcGill UniversityMontrealCanada
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Friedman J, Korman M. Observation of an expert model induces a skilled movement coordination pattern in a single session of intermittent practice. Sci Rep 2019; 9:4609. [PMID: 30872661 PMCID: PMC6418165 DOI: 10.1038/s41598-019-40924-9] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2018] [Accepted: 02/26/2019] [Indexed: 12/18/2022] Open
Abstract
We tested how observation of a skilled pattern of planar movements can assist in the learning of a new motor skill, which otherwise requires rigorous long-term practice to achieve fast and smooth performance. Sixty participants performed a sequence of planar hand movements on pre-test, acquisition, post-test and 24 h post-training blocks, under 1 of 4 conditions: an observation group (OG), a slowed observation group (SOG), a random motion control group (RMCG) and a double physical training control group (DPTCG). The OG and SOG observed an expert model's right hand performing the study task intermittently throughout acquisition, RMCG observed random dots movement instead of a model. Participants in the DPTCG received extra physical practice trials instead of the visually observed trials. Kinematic analysis revealed that only in conditions with observation of an expert model there was an instant robust improvement in motor planning of the task. This step-wise improvement was not only persistent in post-training retests but was also apparently implicit and subject to further incremental improvements in movement strategy over the period of 24 hours. The rapid change in motor strategy was accompanied by a transient within-session increase in spatial error for the observation groups, but this went away by 24 h post-training. We suggest that observation of hand movements of an expert model coaligned with self-produced movements during training can significantly condense the time-course of ecologically relevant drawing/writing skill mastery.
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Affiliation(s)
- Jason Friedman
- Department of Physical Therapy, Stanley Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel. .,Sagol School of Neuroscience, Tel Aviv University, Tel Aviv, Israel.
| | - Maria Korman
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
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Gabitov E, Boutin A, Pinsard B, Censor N, Fogel SM, Albouy G, King BR, Carrier J, Cohen LG, Karni A, Doyon J. Susceptibility of consolidated procedural memory to interference is independent of its active task-based retrieval. PLoS One 2019; 14:e0210876. [PMID: 30653576 PMCID: PMC6336251 DOI: 10.1371/journal.pone.0210876] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2018] [Accepted: 01/03/2019] [Indexed: 11/18/2022] Open
Abstract
Reconsolidation theory posits that upon retrieval, consolidated memories are destabilized and need to be restabilized in order to persist. It has been suggested that experience with a competitive task immediately after memory retrieval may interrupt these restabilization processes leading to memory loss. Indeed, using a motor sequence learning paradigm, we have recently shown that, in humans, interference training immediately after active task-based retrieval of the consolidated motor sequence knowledge may negatively affect its performance levels. Assessing changes in tapping pattern before and after interference training, we also demonstrated that this performance deficit more likely indicates a genuine memory loss rather than an initial failure of memory retrieval. Here, applying a similar approach, we tested the necessity of the hypothetical retrieval-induced destabilization of motor memory to allow its impairment. The impact of memory retrieval on performance of a new motor sequence knowledge acquired during the interference training was also evaluated. Similar to the immediate post-retrieval interference, interference training alone without the preceding active task-based memory retrieval was also associated with impairment of the pre-established motor sequence memory. Performance levels of the sequence trained during the interference training, on the other hand, were impaired only if this training was given immediately after memory retrieval. Noteworthy, an 8-hour interval between memory retrieval and interference allowed to express intact performance levels for both sequences. The current results suggest that susceptibility of the consolidated motor memory to behavioral interference is independent of its active task-based retrieval. Differential effects of memory retrieval on performance levels of the new motor sequence encoded during the interference training further suggests that memory retrieval may influence the way new information is stored by facilitating its integration within the retrieved memory trace. Thus, impairment of the pre-established motor memory may reflect interference from a competing memory trace rather than involve interruption of reconsolidation.
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Affiliation(s)
- Ella Gabitov
- Functional Neuroimaging Unit, C.R.I.U.G.M., Montreal, Quebec, Canada
- McConnell Brain Imaging Center, Montreal Neurological Institute, Montreal, Quebec, Canada
- * E-mail: (EG); (JD)
| | - Arnaud Boutin
- Functional Neuroimaging Unit, C.R.I.U.G.M., Montreal, Quebec, Canada
- McConnell Brain Imaging Center, Montreal Neurological Institute, Montreal, Quebec, Canada
| | - Basile Pinsard
- Functional Neuroimaging Unit, C.R.I.U.G.M., Montreal, Quebec, Canada
- McConnell Brain Imaging Center, Montreal Neurological Institute, Montreal, Quebec, Canada
- Sorbonne Université, CNRS, INSERM, Laboratoire d’Imagerie Biomédicale, LIB, Paris, France
| | - Nitzan Censor
- School of Psychological Sciences and Sagol School of Neuroscience, Tel Aviv University, Tel Aviv, Israel
| | - Stuart M. Fogel
- School of Psychology, University of Ottawa, Ottawa, Ontario, Canada
| | - Geneviève Albouy
- Movement Control and Neuroplasticity Research Group, Department of Movement Sciences, KU Leuven, Leuven, Belgium
| | - Bradley R. King
- Movement Control and Neuroplasticity Research Group, Department of Movement Sciences, KU Leuven, Leuven, Belgium
| | - Julie Carrier
- Functional Neuroimaging Unit, C.R.I.U.G.M., Montreal, Quebec, Canada
- Research Center of Sacré-Cœur Hospital of Montreal, Montreal, Quebec, Canada
| | - Leonardo G. Cohen
- Human Cortical Physiology and Neurorehabilitation Section, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, Maryland, United States of America
| | - Avi Karni
- Laboratory for Human Brain & Learning, Sagol Department of Neurobiology & the E.J. Safra Brain Research Center, University of Haifa, Haifa, Israel
| | - Julien Doyon
- McConnell Brain Imaging Center, Montreal Neurological Institute, Montreal, Quebec, Canada
- * E-mail: (EG); (JD)
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Long J, Feng Y, Liao H, Zhou Q, Urbin MA. Motor Sequence Learning Is Associated With Hippocampal Subfield Volume in Humans With Medial Temporal Lobe Epilepsy. Front Hum Neurosci 2018; 12:367. [PMID: 30319375 PMCID: PMC6168622 DOI: 10.3389/fnhum.2018.00367] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2018] [Accepted: 08/28/2018] [Indexed: 01/07/2023] Open
Abstract
Objectives: Medial temporal lobe epilepsy (mTLE) is characterized by decreased hippocampal volume, which results in motor memory consolidation impairments. However, the extent to which motor memory acquisition are affected in humans with mTLE remains poorly understood. We therefore examined the extent to which learning of a motor tapping sequence task is affected by mTLE. Methods: MRI volumetric analysis was performed using a T1-weighted three-dimensional gradient echo sequence in 15 patients with right mTLE and 15 control subjects. Subjects trained on a motor sequence tapping task with the left hand in right mTLE and non-dominant hand in neurologically-intact controls. Results: The number of correct sequences performed by the mTLE patient group increased after training, albeit to a lesser extent than the control group. Although hippocampal subfield volume was reduced in mTLE relative to controls, no differences were observed in the volumes of other brain areas including thalamus, caudate, putamen and amygdala. Correlations between hippocampal subfield volumes and the change in pre- to post-training performance indicated that the volume of hippocampal subfield CA2–3 was associated with motor sequence learning in patients with mTLE. Significance: These results provide evidence that individuals with mTLE exhibit learning on a motor sequence task. Learning is linked to the volume of hippocampal subfield CA2–3, supporting a role of the hippocampus in motor memory acquisition. HighlightsHumans with mTLE exhibit learning on a motor tapping sequence task but not to the same extent as neurologically-intact controls. Hippocampal subfield volumes are significantly reduced after mTLE. Surrounding brain area volumes do not show abnormalities. Hippocampal subfield CA2–3 volume is associated with motor sequence learning in humans with mTLE.
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Affiliation(s)
- Jinyi Long
- College of Information Science and Technology, Jinan University, Guangzhou, China
| | - Yanyun Feng
- Department of Radiology, The First People's Hospital of Foshan, Foshan, China
| | - HongPeng Liao
- School of Automation Science and Engineering, South China University of Technology, Guangzhou, China
| | - Quan Zhou
- Department of Neurology, The First People's Hospital of Foshan, Foshan, China
| | - M A Urbin
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh, Pittsburgh, PA, United States
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Gehringer JE, Arpin DJ, Heinrichs-Graham E, Wilson TW, Kurz MJ. Neurophysiological changes in the visuomotor network after practicing a motor task. J Neurophysiol 2018; 120:239-249. [PMID: 29589817 PMCID: PMC6093962 DOI: 10.1152/jn.00020.2018] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2018] [Revised: 03/09/2018] [Accepted: 03/23/2018] [Indexed: 01/25/2023] Open
Abstract
Although it is well appreciated that practicing a motor task updates the associated internal model, it is still unknown how the cortical oscillations linked with the motor action change with practice. The present study investigates the short-term changes (e.g., fast motor learning) in the α- and β-event-related desynchronizations (ERD) associated with the production of a motor action. To this end, we used magnetoencephalography to identify changes in the α- and β-ERD in healthy adults after participants practiced a novel isometric ankle plantarflexion target-matching task. After practicing, the participants matched the targets faster and had improved accuracy, faster force production, and a reduced amount of variability in the force output when trying to match the target. Parallel with the behavioral results, the strength of the β-ERD across the motor-planning and execution stages was reduced after practice in the sensorimotor and occipital cortexes. No pre/postpractice changes were found in the α-ERD during motor planning or execution. Together, these outcomes suggest that fast motor learning is associated with a decrease in β-ERD power. The decreased strength likely reflects a more refined motor plan, a reduction in neural resources needed to perform the task, and/or an enhancement of the processes that are involved in the visuomotor transformations that occur before the onset of the motor action. These results may augment the development of neurologically based practice strategies and/or lead to new practice strategies that increase motor learning. NEW & NOTEWORTHY We aimed to determine the effects of practice on the movement-related cortical oscillatory activity. Following practice, we found that the performance of the ankle plantarflexion target-matching task improved and the power of the β-oscillations decreased in the sensorimotor and occipital cortexes. These novel findings capture the β-oscillatory activity changes in the sensorimotor and occipital cortexes that are coupled with behavioral changes to demonstrate the effects of motor learning.
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Affiliation(s)
- James E Gehringer
- Center for Magnetoencephalography, University of Nebraska Medical Center , Omaha, Nebraska
- Department of Physical Therapy, Munroe Meyer Institute, University of Nebraska Medical Center , Omaha, Nebraska
| | - David J Arpin
- Center for Magnetoencephalography, University of Nebraska Medical Center , Omaha, Nebraska
- Department of Physical Therapy, Munroe Meyer Institute, University of Nebraska Medical Center , Omaha, Nebraska
| | - Elizabeth Heinrichs-Graham
- Center for Magnetoencephalography, University of Nebraska Medical Center , Omaha, Nebraska
- Department of Neurological Sciences, University of Nebraska Medical Center , Omaha, Nebraska
| | - Tony W Wilson
- Center for Magnetoencephalography, University of Nebraska Medical Center , Omaha, Nebraska
- Department of Neurological Sciences, University of Nebraska Medical Center , Omaha, Nebraska
| | - Max J Kurz
- Center for Magnetoencephalography, University of Nebraska Medical Center , Omaha, Nebraska
- Department of Physical Therapy, Munroe Meyer Institute, University of Nebraska Medical Center , Omaha, Nebraska
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Verhoeven FM, Newell KM. Unifying practice schedules in the timescales of motor learning and performance. Hum Mov Sci 2018; 59:153-169. [DOI: 10.1016/j.humov.2018.04.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2017] [Revised: 04/02/2018] [Accepted: 04/10/2018] [Indexed: 10/17/2022]
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Casabona A, Valle MS, Cavallaro C, Castorina G, Cioni M. Selective improvements in balancing associated with offline periods of spaced training. Sci Rep 2018; 8:7836. [PMID: 29777133 DOI: 10.1038/s41598-018-26228-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2017] [Accepted: 05/09/2018] [Indexed: 11/15/2022] Open
Abstract
Benefits from post-training memory processing have been observed in learning many procedural skills. Here, we show that appropriate offline periods produce a performance gain during learning to stand on a multiaxial balance board. The tilt angle and the area of sway motion of the board were much more reduced in participants performing a training spaced by an interval of one day with respect to participants executing the same amount of practice over a concentrated period. In particular, offline memory encoding was specifically associated with the motion along the anterior-posterior direction, the spatio-temporal dynamics, and the frequency contents of the board sway. Overall, quantification of spaced learning in a whole-body postural task reveals that offline memory processes enhance the performance by encoding single movement components. From a practical perspective, we believe that the amount of practice and the length of inter-session interval, adopted in this study, may provide objective insights to develop appropriate programs of postural training.
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Pavol MA, Bassile CC, Lehman JR, Harmon E, Ferreira N, Shinn B, St James N, Callender J, Stein J. Modified Approach to Stroke Rehabilitation (MAStR): feasibility study of a method to apply procedural memory concepts to transfer training. Top Stroke Rehabil 2018; 25:351-358. [PMID: 29609504 DOI: 10.1080/10749357.2018.1458462] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
OBJECTIVE Training and implementation for a multidisciplinary stroke rehabilitation method emphasizing procedural memory. BACKGROUND Current practice in stroke rehabilitation relies on explicit memory, often compromised by stroke, failing to capitalize on better-preserved procedural memory skills. Recruitment of procedural memory requires consistency and practice, characteristics difficulty to promote on inpatient rehabilitation units. We designed a method Modified Approach to Stroke Rehabilitation (MAStR) to maximize consistency and practice for transfer training with stroke patients. DESIGN Phase I, single-group study. MAStR has two innovations: (1) simplification of instructions to only three words, other direction provided non-verbally; (2) having all rehabilitation staff apply the same approach for transfers. Staff training in MAStR included review of written material describing the rationale for MAStR and demonstration of a transfer using MAStR. Enrolled patients completed each transfer with MAStR in addition to standard rehabilitation therapy. RESULTS The MAStR method was taught to a large, multidisciplinary rehabilitation staff (n = 31). Training and certification required 15 min per staff member. Five stroke patients were enrolled. No transfers with MAStR resulted in injury, no negative feedback was received from staff or patients. Staff reported satisfaction with the brief MAStR training and reported transfers were easier to complete with the MAStR method. CONCLUSIONS Feasibility was demonstrated for an innovative application of procedural memory concepts to stroke rehabilitation. All rehabilitation disciplines were successfully trained. MAStR was well-tolerated and liked by rehabilitation staff and patients. These results support pursuit of a Phase II pilot study.
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Affiliation(s)
- Marykay A Pavol
- a Cerebral Localization Lab, Stroke Division, Department of Neurology, Neurological Institute, Columbia University Medical Center , Columbia University College of Physicians & Surgeons , New York , NY , USA
| | - Clare C Bassile
- b Department of Rehabilitation and Regenerative Medicine , Columbia University College of Physicians & Surgeons , New York , NY , USA
| | - Jennifer R Lehman
- c Department of Rehabilitation Medicine (Physical Therapy) , New York Presbyterian Hospital-Columbia University , New York , NY , USA
| | - Emma Harmon
- d Department of Rehabilitation Medicine (Occupational Therapy) , New York Presbyterian Hospital-Columbia University , New York , NY , USA
| | - Nancy Ferreira
- c Department of Rehabilitation Medicine (Physical Therapy) , New York Presbyterian Hospital-Columbia University , New York , NY , USA
| | - Brittany Shinn
- d Department of Rehabilitation Medicine (Occupational Therapy) , New York Presbyterian Hospital-Columbia University , New York , NY , USA
| | - Nancy St James
- e Department of Nursing (Inpatient Rehabilitation Unit) , New York Presbyterian Hospital-Columbia University , New York , NY , USA
| | - Jacqueline Callender
- f Department of Rehabilitation Medicine (Recreation Therapy) , New York Presbyterian Hospital-Columbia University , New York , NY , USA
| | - Joel Stein
- b Department of Rehabilitation and Regenerative Medicine , Columbia University College of Physicians & Surgeons , New York , NY , USA
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Foerster Á, Dutta A, Kuo M, Paulus W, Nitsche MA. Effects of anodal transcranial direct current stimulation over lower limb primary motor cortex on motor learning in healthy individuals. Eur J Neurosci 2018; 47:779-789. [DOI: 10.1111/ejn.13866] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2017] [Revised: 02/07/2018] [Accepted: 02/07/2018] [Indexed: 12/28/2022]
Affiliation(s)
- Águida Foerster
- Department of Clinical Neurophysiology Universitätsmedizin Göttingen Georg‐August Universität Göttingen Germany
- Deptartment Psychology and Neurosciences Leibniz Research Centre for Working Environment and Human Factors Leibniz‐Institut für Arbeitsforschung Ardeystr. 67 44139 Dortmund Germany
| | - Anirban Dutta
- Department of Biomedical Engineering University at Buffalo Buffalo NY USA
| | - Min‐Fang Kuo
- Deptartment Psychology and Neurosciences Leibniz Research Centre for Working Environment and Human Factors Leibniz‐Institut für Arbeitsforschung Ardeystr. 67 44139 Dortmund Germany
| | - Walter Paulus
- Department of Clinical Neurophysiology Universitätsmedizin Göttingen Georg‐August Universität Göttingen Germany
| | - Michael A. Nitsche
- Deptartment Psychology and Neurosciences Leibniz Research Centre for Working Environment and Human Factors Leibniz‐Institut für Arbeitsforschung Ardeystr. 67 44139 Dortmund Germany
- Department of Neurology University Medical Hospital Bergmannsheil Bochum Germany
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Korman M, Shaklai S, Cisamariu K, Gal C, Maaravi-Hesseg R, Levy I, Keren O, Karni A, Sacher Y. Atypical Within-Session Motor Procedural Learning after Traumatic Brain Injury but Well-Preserved Between-Session Procedural Memory Consolidation. Front Hum Neurosci 2018; 12:10. [PMID: 29441005 PMCID: PMC5797667 DOI: 10.3389/fnhum.2018.00010] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2017] [Accepted: 01/10/2018] [Indexed: 12/04/2022] Open
Abstract
Using the finger-to-thumb opposition sequence (FOS) learning task, we characterized motor skill learning in sub-acute patients hospitalized for rehabilitation following traumatic brain injury (TBI). Ten patients (Trained TBI) and 11 healthy participants (Trained Healthy) were trained using a multi-session protocol: a single session was afforded in the first week of the study, and four daily sessions were afforded during the second week. Intensity of practice was adapted to patients. Performance speed and accuracy were tested before and after each session. Retention was tested 1 month later. Ten patients (Control TBI) had no FOS training and were tested only at the beginning and the end of the 6 week period. Although baseline performance on the FOS was very slow, all three phases of skill learning found in healthy adults (acquisition, between-session consolidation gains, and long-term retention) could be identified in patients with TBI. However, their time-course of learning was atypical. The Trained TBI group improved in speed about double the spontaneous improvements observed in the Control TBI group, with no speed-accuracy tradeoff. Normalized to their initial performance on the FOS, the gains accrued by the Trained TBI group after a first training were comparable to those accrued by healthy adults. Only during the second week with daily training, the rate of improvement of the Trained TBI group lagged behind that of the Trained Healthy group, due to increasing within-sessions losses in performance speed; no such losses were found in healthy participants. The Functional Independence Measure scores at the start of the study correlated with the total gains attained at the end of the study; no correlations were found with severity of injury or explicit memory impairments. Despite within-sessions losses in performance, which we propose reflect cognitive fatigue, training resulted in robust overall learning and long-term retention in patients with moderate-severe TBI. Given that the gains in performance evolved mainly between sessions, as delayed, offline, gains, our results suggest that memory consolidation processes can be effectively engaged in patients with TBI. However, practice protocols and schedules may need to be optimized to better engage the potential for long-term plasticity in these patients.
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Affiliation(s)
- Maria Korman
- Edmond. J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Sharon Shaklai
- Loewenstein Rehabilitation Hospital, Ra'anana, Israel.,Sackler Medical Faculty, Tel-Aviv University, Tel Aviv, Israel
| | | | - Carmit Gal
- Edmond. J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.,Sagol Department of Neurobiology, Brain-Behavior Research Center, University of Haifa, Haifa, Israel
| | - Rinatia Maaravi-Hesseg
- Sagol Department of Neurobiology, Brain-Behavior Research Center, University of Haifa, Haifa, Israel
| | - Ishay Levy
- Edmond. J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.,Sagol Department of Neurobiology, Brain-Behavior Research Center, University of Haifa, Haifa, Israel
| | - Ofer Keren
- Sackler Medical Faculty, Tel-Aviv University, Tel Aviv, Israel.,Sheba Medical Center, Ramat Gan, Israel
| | - Avi Karni
- Edmond. J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.,Sagol Department of Neurobiology, Brain-Behavior Research Center, University of Haifa, Haifa, Israel.,Sheba Medical Center, Ramat Gan, Israel
| | - Yaron Sacher
- Loewenstein Rehabilitation Hospital, Ra'anana, Israel.,Sackler Medical Faculty, Tel-Aviv University, Tel Aviv, Israel
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Viczko J, Sergeeva V, Ray LB, Owen AM, Fogel SM. Does sleep facilitate the consolidation of allocentric or egocentric representations of implicitly learned visual-motor sequence learning? ACTA ACUST UNITED AC 2018; 25:67-77. [PMID: 29339558 PMCID: PMC5772393 DOI: 10.1101/lm.044719.116] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2016] [Accepted: 10/03/2017] [Indexed: 11/25/2022]
Abstract
Sleep facilitates the consolidation (i.e., enhancement) of simple, explicit (i.e., conscious) motor sequence learning (MSL). MSL can be dissociated into egocentric (i.e., motor) or allocentric (i.e., spatial) frames of reference. The consolidation of the allocentric memory representation is sleep-dependent, whereas the egocentric consolidation process is independent of sleep or wake for explicit MSL. However, it remains unclear the extent to which sleep contributes to the consolidation of implicit (i.e., unconscious) MSL, nor is it known what aspects of the memory representation (egocentric, allocentric) are consolidated by sleep. Here, we investigated the extent to which sleep is involved in consolidating implicit MSL, specifically, whether the egocentric or the allocentric cognitive representations of a learned sequence are enhanced by sleep, and whether these changes support the development of explicit sequence knowledge across sleep but not wake. Our results indicate that egocentric and allocentric representations can be behaviorally dissociated for implicit MSL. Neither representation was preferentially enhanced across sleep nor were developments of explicit awareness observed. However, after a 1-wk interval performance enhancement was observed in the egocentric representation. Taken together, these results suggest that like explicit MSL, implicit MSL has dissociable allocentric and egocentric representations, but unlike explicit sequence learning, implicit egocentric and allocentric memory consolidation is independent of sleep, and the time-course of consolidation differs significantly.
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Affiliation(s)
- Jeremy Viczko
- The Brain & Mind Institute, Western University, London, Ontario N6A 5B7, Canada.,Department of Psychology, Western University, London, Ontario N6A 5C2, Canada
| | - Valya Sergeeva
- The Brain & Mind Institute, Western University, London, Ontario N6A 5B7, Canada.,Department of Psychology, Western University, London, Ontario N6A 5C2, Canada
| | - Laura B Ray
- The Brain & Mind Institute, Western University, London, Ontario N6A 5B7, Canada
| | - Adrian M Owen
- The Brain & Mind Institute, Western University, London, Ontario N6A 5B7, Canada.,Department of Psychology, Western University, London, Ontario N6A 5C2, Canada
| | - Stuart M Fogel
- The Brain & Mind Institute, Western University, London, Ontario N6A 5B7, Canada.,Department of Psychology, Western University, London, Ontario N6A 5C2, Canada.,School of Psychology, University of Ottawa, Ottawa, Ontario K1N 6N5, Canada.,The Royal's Institute for Mental Health Research, Ottawa, Ontario K1Z 7K5, Canada.,University of Ottawa Brain and Mind Research Institute, Ottawa, Ontario K1H 8M5, Canada
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