Name: the "motor" in implicit motor sequence learning: a foot-stepping serial reaction time task
Uploaded: 2018-05-03T12:30:00
Description: Watch this Scientific Journal Video about The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task at JoVE.com

Støtte til denne forskning blev leveret fra University of Maryland Kinesiologi Graduate Research initiativ Fund til Yue Du.

Protokollen blev udført i overensstemmelse med de retningslinjer, der er godkendt af den institutionelle Review Board på University of Maryland, College Park.
1. eksperimentel Set-up
<ol><li>Oprette en motion capture system, som vist i figur 1a. Placere otte kameraer i en cirkel med en radius på 4 m. Bemærk: Antallet og placeringen af kameraer kan varieres, forudsat alle kameraer placeres korrekt for at opnå en klar vision for alle reflekterende markøre...

<ol>
	<li>Nissen, M. J., Bullemer, P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Attentional+requirements+of+learning:+Evidence+from+performance+measures.">Attentional requirements of learning: Evidence from performance measures.</a> Cognit Psychol. 19 (1), 1-32 (1987).</li><li>Willingham, D. B., Nissen, M. J., Bullemer, P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=On+the+development+of+procedural+knowledge.">On the development of procedural knowledge.</a> J Exp Psychol Learn Mem Cogn. 15 (6), 1047-1060 (1989).</li><li>Du, Y., Valentini, N. C., Kim, M. J., Whitall, J., Clark, J. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Children+and+adults+both+learn+motor+sequences+quickly,+but+do+so+differently.">Children and adults both learn motor sequences quickly, but do so differently.</a> Front Psychol. 8 (158), (2017).</li><li>Du, Y. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Learning processes underlying implicit motor sequence acquisition in children and adults. , (2016).</li><li>Du, Y., Clark, J. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=New+insights+into+statistical+learning+and+chunk+learning+in+implicit+sequence+acquisition.">New insights into statistical learning and chunk learning in implicit sequence acquisition.</a> Psychon Bull Rev. , 1-9 (2016).</li><li>Gheysen, F., Van Waelvelde, H., Fias, W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Impaired+visuo-motor+sequence+learning+in+Developmental+Coordination+Disorder.">Impaired visuo-motor sequence learning in Developmental Coordination Disorder.</a> Res Dev Disabil. 32 (2), 749-756 (2011).</li><li>Wilson, P. H., Maruff, P., Lum, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Procedural+learning+in+children+with+developmental+coordination+disorder.">Procedural learning in children with developmental coordination disorder.</a> Hum Movement Sci. 22 (4-5), 515 (2003).</li><li>Cermak, S. A., Larkin, D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Developmental coordination disorder. , (2002).</li><li>Taylor, J. A., Ivry, R. B. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Implicit+and+explicit+processes+in+motor+learning.">Implicit and explicit processes in motor learning.</a> Action science. , 63-87 (2013).</li><li>Moisello, C., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+serial+reaction+time+task+revisited:+a+study+on+motor+sequence+learning+with+an+arm-reaching+task.">The serial reaction time task revisited: a study on motor sequence learning with an arm-reaching task.</a> Exp Brain Res. 194 (1), 143-155 (2009).</li><li>Song, J. H., Nakayama, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Hidden+cognitive+states+revealed+in+choice+reaching+tasks.">Hidden cognitive states revealed in choice reaching tasks.</a> Trends Cogn Sci. 13 (8), 360-366 (2009).</li><li>Marcus, D. J., Karatekin, C., Markiewicz, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Oculomotor+evidence+of+sequence+learning+on+the+serial+reaction+time+task.">Oculomotor evidence of sequence learning on the serial reaction time task.</a> Mem Cognition. 34 (2), 420-432 (2006).</li><li>Shanks, D. 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D., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Preparation+of+anticipatory+postural+adjustments+prior+to+stepping.">Preparation of anticipatory postural adjustments prior to stepping.</a> J Neurophysiol. 97 (6), 4368-4379 (2007).</li><li>Cordo, P. J., Nashner, L. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Properties+of+postural+adjustments+associated+with+rapid+arm+movements.">Properties of postural adjustments associated with rapid arm movements.</a> J Neurophysiol. 47 (2), 287-382 (1982).</li><li>Vicon Motion System Nexus Documentation. Available from: <a target="_blank" href="https://docs.vicon.com/display/Nexus25/Nexus+Documentation">https://docs.vicon.com/display/Nexus25/Nexus+Documentation</a> (2017)</li><li>Oldfield, R. C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+assessment+and+analysis+of+handness:+The+edinburgh+inventory.">The assessment and analysis of handness: The edinburgh inventory.</a> Neuropsychologia. 9, 97-113 (1971).</li><li>Armstrong, T., Bull, F. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Development+of+the+world+health+organization+global+physical+activity+questionnaire+(GPAQ).">Development of the world health organization global physical activity questionnaire (GPAQ).</a> J Public Health. 14 (2), 66-70 (2006).</li><li>Henderson, S. E., Sugden, D. A., Barnett, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Movement Assessment Battery for Children - Second edition (Movement ABC-2). , (2007).</li><li>Destrebecqz, A., Cleeremans, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Can+sequence+learning+be+implicit?+New+evidence+with+the+process+dissociation+procedure.">Can sequence learning be implicit? New evidence with the process dissociation procedure.</a> Psychon Bull Rev. 8 (2), 343-350 (2001).</li><li>De Leva, P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Adjustments+to+Zatsiorsky-Seluyanov's+segment+inertia+parameters.">Adjustments to Zatsiorsky-Seluyanov's segment inertia parameters.</a> J Biomech. 29 (9), 1223-1230 (1996).</li><li>Bair, W. -. N., Kiemel, T., Jeka, J. J., Clark, J. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Development+of+multisensory+reweighting+for+posture+control+in+children.">Development of multisensory reweighting for posture control in children.</a> Exp Brain Res. 183 (4), 435-446 (2007).</li><li>Curran, T., Keele, S. W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Attentional+and+nonattentional+forms+of+sequence+learning.">Attentional and nonattentional forms of sequence learning.</a> J Exp Psychol Learn Mem Cogn. 19 (1), 189-202 (1993).</li><li>Du, Y., Prashad, S., Schoenbrun, I., Clark, J. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Probabilistic+motor+sequence+yields+greater+offline+and+less+online+learning+than+fixed+sequence.">Probabilistic motor sequence yields greater offline and less online learning than fixed sequence.</a> Front Hum Neurosci. 10, (2016).</li><li>Destrebecqz, A., Cleeremans, A., Jim&#233;nez, L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Attention and implicit learning. , 181-213 (2003).</li><li>Jimenez, L., Vazquez, G. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Sequence+learning+under+dual-task+conditions:+alternatives+to+a+resource-based+account.">Sequence learning under dual-task conditions: alternatives to a resource-based account.</a> Psychol Res. 69 (5-6), 352-368 (2005).</li><li>Curran, T. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effects+of+aging+on+implicit+sequence+learning:+Accounting+for+sequence+structure+and+explicit+knowledge.">Effects of aging on implicit sequence learning: Accounting for sequence structure and explicit knowledge.</a> Psychol Res. 60 (1-2), 24-41 (1997).</li><li>Ramenzoni, V. C., Riley, M. A., Shockley, K., Chiu, C. Y. P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Postural+responses+to+specific+types+of+working+memory+tasks.">Postural responses to specific types of working memory tasks.</a> Gait Posture. 25 (3), 368-373 (2007).</li><li>Riley, M. A., Baker, A. A., Schmit, J. M., Weaver, E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effects+of+visual+and+auditory+short-term+memory+tasks+on+the+spatiotemporal+dynamics+and+variability+of+postural+sway.">Effects of visual and auditory short-term memory tasks on the spatiotemporal dynamics and variability of postural sway.</a> J Mot Behav. 37 (4), 311-324 (2005).</li><li>Stins, J. F., Michielsen, M. E., Roerdink, M., Beek, P. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Sway+regularity+reflects+attentional+involvement+in+postural+control:+Effects+of+expertise,+vision+and+cognition.">Sway regularity reflects attentional involvement in postural control: Effects of expertise, vision and cognition.</a> Gait Posture. 30 (1), 106-109 (2009).</li><li>Nougier, V., Vuillerme, N., Teasdale, N. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effects+of+a+reaction+time+task+on+postural+control+in+humans.">Effects of a reaction time task on postural control in humans.</a> Neurosci. Lett. 291 (2), 77-80 (2000).</li><li>Robertson, E. 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Denne protokol beskriver de eksperimentelle set-up og procedurer for en modificeret SRT opgave. Den modificerede SRT opgave deler sin tiltalende enkelhed med den klassiske SRT opgave, selvom den modificerede SRT opgave kræver brug af en motion capture-teknik. Ligesom den klassiske SRT opgave, mange parametre kunne manipuleres til specifikke forskningsspørgsmål i mund-stepping SRT opgaven, herunder men ikke begrænset til: varigheden af interval-stimulus interval eller svar-stimulus intervallet27</sup...

Implicitte motor sekvens læring, generelt kendt som lære en sekvens uden at kende sekvensen, er afgørende for vores daglige aktiviteter og er blevet godt undersøgt af en paradigmatiske opgave navngivet serie reaktionstid (SRT) opgave designet af Nissen og Bullemer 1. i denne klassiske SRT opgave, deltagerne Tryk på tasterne for at reagere hurtigt og præcist på visuelle stimuli. For at undersøge sekvens læring, er udseendet af visuelle stimuli manipuleret til at følge enten en pre struktureret eller tilfældige sekvens, som er ukendt for deltagerne. Læring fremgår af den hurtigere responstid på forhånd struktureret sekvensen (fx., uddannelse sekvens) end det at den tilfældige eller anden forhånd struktureret sekvens1,2. Mens den klassiske SRT opgave kræver typisk bi-manual finger trykke, involverer et stort flertal af implicitte motor sekvens læring i dagligdags aktiviteter, såsom danse, spille musikinstrumenter, eller dyrke sport, hele kroppen handlinger, der præsenterer postural og inertial udfordringer ikke findes i den klassiske SRT opgave. Dermed, vi har foreslået at sekvens læring opgaver skal være mere mangefacetteret. Derudover fokus for den tidligere forskning har været næsten udelukkende på den kognitive komponent i opgaven (fx., beslutning at gøre eller handling udvalg), ignorerer motorisk kontrolspørgsmål involveret i sekvens læring (fx., bevægelse udførelse). For yderligere at forstå implicitte motor sekvens læring, er det således vigtigt at studere sekvens læring i en hel-krops eller grov motor opgave, der bedre tilnærmer vores daglige motoriske aktiviteter.
I vores nyere undersøgelser udvidet vi klassiske SRT opgaven til en modificeret SRT opgave hvor finger trykker blev erstattet af foden træde for at indarbejde postural kontrol i sekvens læring3,4,5. Denne modificerede opgave præsenterer sine egne fordele for at supplere den klassiske SRT opgave. Først, gross motor sekvens læring opgaven bedre efterligner daglige sekventielle aktiviteter hvor hele kroppen bevægelse er involveret. Til dato, vores forståelse af motor sekvens læring typisk kommer fra den klassiske SRT opgave, men lidt er kendt om viden om motor sekvens læring fra den klassiske SRT opgave er stadig til at være sandt i læring sekventielle motoriske færdigheder i daglige aktiviteter. Således modificerede SRT opgaven giver os mulighed at undersøge om de systematisk rapporterede egenskaber (fx., alder-uafhængig implicitte sekvens læring mellem børn og voksne) i finger-presning SRT opgave forbliver når postural kontrol er involveret. Derudover i populationer med kropsholdning kontrol og gross motoriske færdigheder indlæringsvanskeligheder, såsom børn med developmental koordinering disorder6,7,8, forståelse kropsholdning hvordan kontrol interagerer med grov motoriske sekvens læring er kritisk til at forbedre interventionsstrategier, og dermed optimere effektiviteten af læring sekventielle motoriske færdigheder i dagligdagen.
For det andet, et fælles begreb om implicitte sekvens læring er at motor planlægning, og ikke bevægelse udførelse, spiller en vigtig rolle i at lære en sekvens i den klassiske SRT opgave9. Dette er fordi du trykker på taster ikke involverer flytning til nye placeringer i rummet, som fingrene er altid på tasterne svar. Men mange daglige sekventielle adfærd indebærer store rumlige bevægelser. Meget lidt er kendt om bevægelse udførelse er en nøglespiller i motor sekvens læring, hvor store rumlige bevægelser der kræves. I den klassiske SRT opgave tjener svartid, summation af reaktionstid (RT) og bevægelse tid (MT), som en indikator for sekvens læring. Mund-stepping SRT opgave, ligesom andre paradigmer, der involverer fysisk bevægelser10, giver mulighed for forskeren at udrede svartid i implicitte sekvens læring i RT, som afspejler kognitiv behandling, og MT, der præger bevægelighed selv.
Tredje, ud over MT, kombinationen af de mund-stepping SRT opgave og motion capture teknikker giver rig data på den løbende hele kroppen bevægelse (fx., bevægelighed for center for masse, eller COM). Måling den løbende ændring af bevægelse har fordel af afslørende dynamikken i de kognitive processer underliggende den diskrete reaktion måles ved RT eller MT11,12. Især er læring sekvenser i SRT opgave typisk forklaret som en blanding af eksplicitte og implicitte processer. Det vil sige, trods den almindelige brug af SRT opgave som en implicit læring opgave vise deltagerne ofte evne til verbalt husker den lærde rækkefølge efter opgaven SRT tyder på en eksplicit komponent involveret i implicitte sekvens læring. Selvom den eksplicitte komponent kan vurderes ved tilbagekaldelse tests udført efter SRT opgave13,14, mangler undersøgelserne efter opgave evnen til at undersøge den tidsmæssige udvikling af eksplicit viden under læring. Vi foreslår med eksplicitte rækkefølge viden, en person ville kender placeringen af den næste stimulus, og således producere foregribende postural justering15,16,17 i en feedforward måde at forberede for stepping foden til at flytte til de tilsvarende mål. Derfor åbner undersøger flytning af COM før stimulus udseende (dvs., forventning) et vindue til at studere den gradvise udvikling af eksplicitte hukommelse under implicitte sekvens læring.
Protokollen viser eksperimentelle set-up og proceduren for mund-stepping SRT opgave. Vi give repræsentative resultater af responstid, RT og MT. Derudover præsenterer vi resultaterne vedrørende forholdet mellem kropsholdning kontrol og de eksplicitte processer underliggende implicitte motor sekvens læring.

<table>
	<tbody>
		<tr>
			<td>Vicon motion capture system</td>
			<td>Vicon</td>
			<td>Vicon T-40, T-160, calibration wand</td>
			<td>Alternative systems may be used</td>
		</tr>
		<tr>
			<td>50 mm reflective markers</td>
			<td>Vicon</td>
			<td>N/A</td>
			<td>Numbers of markers may be varied</td>
		</tr>
		<tr>
			<td>Labview software</td>
			<td>National Instruments</td>
			<td>N/A</td>
			<td>Control visual stimuli. Use together with DAQ board. Alternative software may be used</td>
		</tr>
		<tr>
			<td>DAQ board</td>
			<td>National Instruments</td>
			<td>BNC-2111; DAQCard-6024E</td>
			<td></td>
		</tr>
		<tr>
			<td>MATLAB</td>
			<td>MathWorks</td>
			<td>N/A</td>
			<td>Alternative software may be used</td>
		</tr>
		<tr>
			<td>double sided hypo-allergenic adhesive tape</td>
			<td></td>
			<td>N/A</td>
			<td></td>
		</tr>
		<tr>
			<td>pre-wrapping tape</td>
			<td></td>
			<td>N/A</td>
			<td></td>
		</tr>
	</tbody>
</table>

the "motor" in implicit motor sequence learning: a foot-stepping serial reaction time task

Denne protokol beskriver en modificeret seriel reaktionstid (SRT) opgave bruges til at studere implicitte motor sekvens læring. I modsætning til den klassiske SRT opgave, der involverer finger-presning bevægelser mens du sidder, kræver opgaven modificerede SRT deltagere trin med begge ben samtidig opretholde en stående kropsholdning. Denne intensivering opgave nødvendiggør hele kroppen handlinger, at pålægger postural udfordringer. Opgaven mund-styrke supplerer den klassiske SRT opgave på flere måder. Mund-stepping SRT opgaven er en bedre proxy for de daglige aktiviteter, der kræver løbende postural kontrol, og således kan hjælpe os med bedre at forstå sekvens læring i virkelige situationer. Derudover svartid fungerer som en indikator for sekvens lære i den klassiske SRT opgave, men det er uklart om responstid, reaktionstid (RT) der repræsenterer mental proces eller bevægelse tid (MT) afspejler bevægelsen i sig selv, er en central aktør i motor sekvens læring. Mund-stepping SRT opgave gør det muligt for forskere at udrede svartid i RT og MT, som kan præcisere, hvordan motor planlægning og bevægelse udførelse er involveret i sekvens læring. Endelig, postural kontrol og kognition er interaktivt relateret, men lidt er kendt om hvordan postural kontrol interagerer med læring motor sekvenser. Med en motion capture system, flytning af hele kroppen (fx., center of mass (COM)) kan registreres. Sådanne foranstaltninger gør det muligt at afsløre de dynamiske processer underliggende diskrete svar målt af RT og MT, og kan støtte i at belyse forholdet mellem postural kontrol og de eksplicitte og implicitte processer i sekvens læring. Detaljer af eksperimentelle set-up, procedure og databehandling er beskrevet. De repræsentative data er vedtaget fra en af vores tidligere undersøgelser. Resultater er relateret til responstid, RT, og MT samt forholdet mellem den foregribende postural svar og eksplicit processerne i implicitte motor sekvens læring.

Den ovennævnte paradigme er gennemført af Du og kolleger i en række undersøgelser3,4,5. Vi bruger en del af data fra en af disse undersøgelser4 til at repræsentere brugen af fod-stepping SRT opgave. I denne undersøgelse, der er 6 læring blokke og en RSI 700 MS bruges. Visuelle stimuli fulgt sekvens A (dvs., 1423564215; Figur 1a</strong...

Watch this Scientific Journal Video about The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task at JoVE.com

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

"Motor" i implicitte Motor sekvens læring: en mund-stepping seriel reaktion tid opgave

Vi indføre mund-stepping seriel reaktionstid (SRT) opgave. Dette ændrede SRT opgave, som supplement til de klassiske SRT opgave, der involverer kun finger-presning bevægelighed, bedre tilnærmer daglige sekventeret aktiviteter og gør det muligt for forskere at studere de dynamiske processer underliggende diskrete modforanstaltninger og udrede eksplicit processen opererer i implicitte sekvens læring.

This protocol describes a modified serial reaction time (SRT) task used to study implicit motor sequence learning. Unlike the classic SRT task that ...

The overall goal of this experiment is to study how people learn a sequence of actions that mimic daily activities, and to elucidate the cognitive processes, specifically the explicit process operating an implicit motor sequence learning. This task provides a novel way to review the progress of development of the explicit wellness during implicit motor sequence learning. Using this task can help answer key questions in the motor learning and the developmental field, such as implicit motor sequence learning and its age-related development.The key advantage of this technique is that compared to the classic SRT task, the foot-stepping in task involves greater motor control complexity and it allows us to better understand the learning of sequential skills in daily life, such as dancing, playing musical instruments, or playing sports. The implications of this technique extend to helping us understand children with movement difficulties, particularly the learning of motor sequences by children with something called developmental coordination disorder or DCD. We had first got the idea for this method when we watched one of our children, who we were studying, who had DCD, as he practiced the Wii game, Dance Dance Revolution"He was able to learn the sequence, despite the problems he was having with his motor control and his postural challenges.Demonstrating the procedural will be Elizabeth Bell and Mia Caminita, graduate students from the neuromechanics laboratory. Begin by insuring proper function of the motion capture system to ensure accurate collection of 3D data from reflective markers. For dynamic calibration, wave the calibration wand supplied with the motion capture system through the space where all reflective markers would move when participants perform the SRT task.For static calibration, place the calibration wand on the floor with the position and orientation, which can be used as the origin of the coordination system of the motion capture system. Run the motion capture system to set the origin. In the motion capture system, assign each marker a name and create segments by connecting markers together.Link all segments to finalize the skeleton template. Upon arrival, ask participants to carefully read and sign the consent form. Hi Mia, thanks for volunteering to complete this study.This consent form will give you better detail on exactly what we're going to do today. If you will agree to participate, can you just initial each page and then sign the last? After this, there's just a few questionnaires that we will go through.Screen for study eligibility using such questionnaires as the hand dominance questionnaire, global physical activity level questionnaire, and neurological health questionnaire. Ask the participant to take off their shoes and socks. Okay, great, now we're ready for motion capture.If I could just have you take off your shoes and socks, we'll be good to go.Okay. Then use double-sided, hypoallergenic, adhesive tape and pre-wrapping tape to attach 38 spherical reflective markers, each 50 millimeters in diameter, to the skin at predetermined significant bony landmarks. This marker setup is the same as the customized skeleton template shown here.Clear all unwanted reflections other than those 38 markers from the participant's body. Run a calibration trial by instructing participants to stand quietly on the home position in a T-pose and run the motion capture system to capture all markers for two to ten seconds. Before each participant starts the task, set up the parameters, including but not limited to, participant ID, group ID, number of learning blocks, the time length of stimulus presentation, and the interstimulus interval or response stimulus interval, to control the time interval between the completion of movement and the onset of the next stimulus.Ask the participant to stand on the home position. Okay, if you could step into the dark blue rectangles, this will be your home position. And adjust the distance of the home position so that participants can comfortably step on to all six targets on the floor.Have the participant quickly step on to each target several times. And back behind your left foot, great. And mark the distance from the home position to each target at the most comfortable stepping length for each participant.Tell the participant that once a stimulus appears at one of six locations shown on the monitor, they need to step as quickly and accurately as possible to the corresponding target on the floor and then return to the home position. Once the stimulus appears at one of the six locations shown on the monitor, you will step as quickly and accurately as possible to the corresponding target on the floor and then return to the home position. Then, tell the participant to step with the right foot to the three targets located on the right side and the left foot to the other three targets.You will step with your right foot for the three targets on the right side of the screen and your left foot for the three targets on the left. Instruct the participants to keep their elbows by their side and bent at a 90 degree angle when they perform the task so that the cameras can see the markers placed on the hip. Please keep your hands by your side and your elbows bent at a 90 degree angle.Run a practice block that consist of 36 steps so that participants are familiar with the task. Stimuli on this block appear in random order. After the practice block, start the experimental blocks.In this protocol, there are six blocks, and each experimental block is comprised of 100 steps per stimulus. Set the specific order of visual stimuli as per experimental purposes. Stimuli follow either a specified or random sequence.The presentation of stimulus order is unknown to participants. Give participants a mandatory three minute break after each block. Before each experimental block, remind participants to respond to stimuli as quickly and accurately as they can.So we're going to repeat the same task. It's important to respond to stimuli as quickly and accurately as you can. Given a possible speed accuracy trade-off, instructing the subject to be as fast and accurate as possible, at the same time before each learning block is critical.Upon completion of all learning blocks, ask participants to complete a post-test that consists of widely used recall and recognition tests described in the literature. This figure illustrates 12 young adults'mean response times across six learning blocks. The response time to a novel sequence is significantly lower in block five compared with the learned sequence in block four, indicating learning of the sequence.Mean reaction time exhibits the same pattern as response time. In particular, reaction time in block five is slower than that in block four. Unlike response time and reaction time, movement time is comparable between blocks four and five.In addition to the time measurement focused in the classic SRT task, the whole body movement, especially the center of mass movement, can also be measured in the foot-stepping SRT task. This figure shows one participant's data of movement trajectories of the center of mass that occur 100 milliseconds before the stimuli appear. This figure shows the directions of the anticipatory center of mass movement.The anticipatory movement direction for each stimulus is very inconsistent at the beginning and became more consistent as learning progressed across blocks. This figure shows the significant changes in the movement direction variability across blocks at the group level. Specifically, the variability increased from block four to five, indicating that the center of mass movement direction would be an evident sign of motor sequence learning in the SRT task.More importantly, the anticipatory center of mass movement is likely to reflect the explicit process operating in implicit motor sequence learning. The increased variability from block four to five was demonstrated only in participants who required the explicit knowledge of the sequence, but not in participants who did not show explicit knowledge. Moreover, the change in variability from block four to five is significantly correlated to the amount of explicit knowledge acquired by participants.After watching this video, you should have a good understanding of the advantages of this foot-stepping task, that compliment the classic key-pressing SRT task. First, it better mimics impulse sequence learning in daily sequenced activities. Second, this modified SRT task offers a unique ability to examine the temporal evolution of explicit awareness that operates in implicit motor sequence learning.Last, using this tasks, other information, like continuous movement trajectories, can be recorded and examined. The measurement of temporal dynamics of movement could be used to review hidden cognitive process in future sequence learning studies.

Research

JoVE Journal

Behavior

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice

Undersøgelse Motor Skill Læring ved Single-pellet Nå Opgaver i Mus

Reaching for and retrieving objects require precise and coordinated motor movements in the forelimb. When mice are repeatedly trained to grasp and ...

Methods to Explore the Influence of Top-down Visual Processes on Motor Behavior

Metoder til at udforske Indflydelse af Top-down Visual processer på motorisk adfærd

Kinesthetic awareness is important to successfully navigate the environment. When we interact with our daily surroundings, some aspects of movement are ...

The 5-Choice Serial Reaction Time Task: A Task of Attention and Impulse Control for Rodents

Det 5-valg Seriel Reaction Time Opgave: En opgave opmærksomhed og Impulse Control til Gnavere

This protocol describes the 5-choice serial reaction time task, which is an operant based task used to study attention and impulse control in rodents. ...

Compensatory Limb Use and Behavioral Assessment of Motor Skill Learning Following Sensorimotor Cortex Injury in a Mouse Model of Ischemic Stroke

Kompenserende Limb Brug og Behavioral Assessment of Motor Skill Læring Efter sensorimotorisk Cortex Injury i en musemodel for iskæmisk slagtilfælde

Mouse models have become increasingly popular in the field of behavioral neuroscience, and specifically in studies of experimental stroke. As models ...

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Kvantificering Læring i Unge Spædbørn: Tracking Leg Handlinger Under en Discovery-learning Opgave

Task-specific actions emerge from spontaneous movement during infancy. It has been proposed that task-specific actions emerge through a discovery-learning ...

Electrophysiological Motor Unit Number Estimation (MUNE) Measuring Compound Muscle Action Potential (CMAP) in Mouse Hindlimb Muscles

Electrophysiological Motor Unit Number Estimation MUNE Measuring Compound Muscle Action Potential CMAP in Mouse Hindlimb Muscles

Elektrofysiologisk Motor Unit Number Estimation (Mune) Måling Forbindelse muskel aktionspotentiale (CMAP) i mus bagben Muskler

Compound muscle action potential (CMAP) and motor unit number estimation (MUNE) are electrophysiological techniques that can be used to monitor the ...

Investigating Motor Skill Learning Processes with a Robotic Manipulandum

Undersøgelse Motor Skill læreprocesser med en robot Manipulandum

Skilled reaching tasks are commonly used in studies of motor skill learning and motor function under healthy and pathological conditions, but can be ...

Using a Split-belt Treadmill to Evaluate Generalization of Human Locomotor Adaptation

Ved hjælp af en Split-bælte løbebånd at evaluere generalisering af menneskelige bevægeapparatet tilpasning

Understanding the mechanisms underlying locomotor learning helps researchers and clinicians optimize gait retraining as part of motor rehabilitation. ...

Using the FishSim Animation Toolchain to Investigate Fish Behavior: A Case Study on Mate-Choice Copying In Sailfin Mollies

Using the FishSim Animation Toolchain to Investigate Fish Behavior: A Case Study on Mate-Choice Copying In Sailfin Mollies

Ved hjælp af FishSim Animation Toolchain at undersøge fisk adfærd: en Case Study om Mate-valg kopiering i Sailfin jensoehrberg

Over the last decade, employing computer animations for animal behavior research has increased due to its ability to non-invasively manipulate the ...

Using the Race Model Inequality to Quantify Behavioral Multisensory Integration Effects

Brug af race model ulighed for at kvantificere adfærdsmæssige multisensoriske integrations effekter

Multisensory integration research investigates how the brain processes simultaneous sensory information. Research on animals (mainly cats and primates) ...