Search

This study examined the attentional demands of movement sequence representations at different temporal points after single- or dual-task practice. The visual-spatial representation encodes the movement based on visual-spatial coordinates such as the target locations. The motor representation encodes the movement in motor coordinates including joint angles and muscle activation patterns. Participants were randomly assigned to a single-task or dual-task practice group. Following acquisition, participants performed two retention tests and inter-manual transfer tests, both under dual-task and single-task. The transfer tests consisted of a mirror and non-mirror test and examined motor and visual-spatial representation development. The main finding is that attentional demands of the sequence representations were not affected by the practice condition. However, movement initiation requires more attention than the end of the movement in both representations. [ABSTRACT FROM AUTHOR]

Two tasks (A and B) were designed which required participants to sequentially move through four target positions in a Lissajous display. Task A was designed so that participants could complete the task using either unimanual or bimanual control strategies. Task B was designed so that participants could complete the task using relatively simple or more complex bimanual control strategies. The purpose of this study was to determine which control strategy the participant utilises to complete the two tasks when Lissajous displays are provided and to determine the degree to which the size of the targets influences the control strategy chosen under these conditions. The movement amplitude between two adjacent targets and the target size resulted in an Index of Difficulty (ID) of 2 and 4 for each task. For both tasks, participants practised 15 trials (30 s per trial) for each ID and then was administered a test trial. The results for both Tasks A and B indicated that the ID2 condition resulted in a circular path, whereas the ID4 condition resulted in a straight-line path on the Lissajous plot. This suggests that at the low ID condition participants produced a continuous 1:1 with 90° phase offset bimanual coordination pattern. At the high ID condition, the participants consistently chose to switch to a more stable unimanual left and right movements in Task A and to transition between in-phase and anti-phase bimanual coordination patterns in Task B. In addition, both limbs' movements were more harmonic in the low ID condition than in the high ID condition. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the extent to which participants could effectively switch from on-line (OL) to pre-planned (PP) control (or vice versa) depending on previous practice conditions and whether concurrent visual feedback was available during transfer testing. The task was to reproduce a 2000 ms spatial–temporal pattern of a sequence of elbow flexions and extensions. Participants were randomly assigned to one of two practice conditions termed OL or PP. In the OL condition the criterion waveform and the cursor were provided during movement production while this information was withheld during movement production for the PP condition. A retention test and two effector transfer tests were administered to half of the participants in each acquisition conditions under OL conditions and the other half under PP conditions. The mirror effector transfer test required the same pattern of muscle activation and limb joint angles as required during acquisition. The non-mirror transfer test required movements to the same visual–spatial locations as experienced during acquisition. The results indicated that when visual information was available during the transfer tests performers could switch from PP to OL. When visual information was withdrawn, they shifted from the OL to the PP-control mode. This finding suggests that performers adopt a mode of control consistent with the feedback conditions provided during testing. [ABSTRACT FROM AUTHOR]

The objective of the experiment was to assess the change in attentional demands of a movement sequence guided by visual-spatial and motor representations across practice sessions in a dual-task probe paradigm. Participants were randomly assigned to either a 1-day or 2-day practice group. Following acquisition of the motor sequence task, participants first conducted a retention test and then four inter-manual transfer tests under single and dual-task conditions. The probe task was a simple reaction time. The inter-manual transfer tests, consisting of a mirror and non-mirror test, examined the development of the motor and visual-spatial representation, respectively. The results indicated that both representations guided the movement sequence and required attention. The attentional demands did not change with additional practice. [ABSTRACT FROM AUTHOR]

Abstract: Although a great deal of experimental attention has been directed at understanding Fitts'' law, only a limited number of experiments have attempted to determine if performance differs across effectors for a given movement difficulty. In three experiments reciprocal wrist and arm movements were compared at IDs of 1.5, 3, 4.5 and 6. When absolute movement requirements and visual display were constant, participants'' movement times and response characteristics for the arm and wrist were remarkably similar (Experiment 1). However, when amplitude for wrist movements was reduced to 8° and the gain (4×) for the visual display increased participants'' movement time, defined on the basis of kinematic markers (movement onset−movement termination), was increasingly shorter relative to arm movements as movement difficulty was increased (Experiment 2). Experiment 3 where the arm was tested at 32° and 8° with the 8° movements provided the same gain (4×) that was used for the 8° wrist movements in Experiment 2, no advantage was observed for the arm at the shorter amplitude. The results are interpreted in terms of the advantages afforded by the increased gain of the visual display, which permitted the wrist, but not the arm, to more effectively preplan and/or correct ongoing movements to achieve the required accuracy demands. It was also noted that while the wrist was more effective during the actual movement production this was accompanied by an offsetting increase in dwell time which presumably is utilized to dissipate the forces accrued during movement production and plan the subsequent movement segment. [Copyright &y& Elsevier]

Abstract: Results from recent experiments (e.g., Kovacs, Buchanan, & Shea, 2009a–b, 2010a,b) suggest that when salient visual information is presented using Lissajous plots bimanual coordination patterns typically thought to be very difficult to perform without extensive practice can be performed with remarkably low relative phase error and variability with 5min or less of practice. However, when this feedback is removed, performance deteriorates. The purpose of the present experiment was to determine if reducing the frequency of feedback presentation will decrease the participant''s reliance on the feedback and will facilitate the development of an internal representation capable of sustaining performance when the Lissajous feedback is withdrawn. The results demonstrated that reduced frequency Lissajous feedback results in very effective bimanual coordination performance on tests with Lissajous feedback available and when feedback is withdrawn. Taken together the present experiments add to the growing literature that supports the notion that salient perceptual information can override some aspects of the system''s intrinsic dynamics typically linked to motor output control. Additionally, the present results suggest that the learning of both externally and internally driven bimanual coordination is facilitated by providing reduced frequency Lissajous feedback. [Copyright &y& Elsevier]

The purpose of the experiment was to determine the influence of Lissajous feedback on 1:1 bimanual coordination patterns (0°, 90°, and 180° phase lags) when the movement amplitudes of the two limbs were different (30°, 60°). The present data supports the notion that the lead–lag relationship as well as amplitude assimilation observed in the literature can be partially attributed to the visual-perceptual factors present in the testing environment. When participants are provided integrated feedback in the form of Lissajous plots much of the lead–lag and amplitude assimilation effects were eliminated, and relative phase error and variability were also greatly reduced after only 3 min of practice under each condition. [ABSTRACT FROM AUTHOR]

An experiment was conducted to determine the impact of an auditory model on blocked, random, and mixed practice schedules of three five-segment timing sequences (relative time constant). We were interested in whether or not the auditory model differentially affected the learning of relative and absolute timing under blocked and random practice. Participants (N = 80) were randomly assigned to one of eight practice conditions, which differed in practice schedule (blocked-blocked, blocked-random, random-blocked, random-random) and auditory model (no model, model). The results indicated that the auditory model enhanced relative timing performance on the delayed retention test regardless of the practice schedule, but it did not influence the learning of absolute timing. Blocked-blocked and blocked-random practice conditions resulted in enhanced relative timing retention performance relative to random-blocked and random-random practice schedules. Random-random and blocked-random practice schedules resulted in better absolute timing than blocked-blocked or random-blocked practice, regardless of the presence or absence of an auditory model during acquisition. Thus, considering both relative and absolute timing, the blocked-random practice condition resulted in overall learning superior to the other practice schedules. The results also suggest that an auditory model produces an added effect on learning relative timing regardless of the practice schedule, but it does not influence the learning of absolute timing. [ABSTRACT FROM AUTHOR]

Abstract: Panzer et al. [Panzer, S., Wilde, H., & Shea, C. H. (2006). The learning of two similar complex movement sequences: Proactive and retroactive effects on learning. Journal of Motor Behavior, 38, 60–70] found evidence to indicate that the memory state(s) underpinning the production of a movement sequence that was practiced for one day was essentially “overwritten” when another similar sequence was subsequently practiced on the next day. An interference paradigm was used to determine if additional practice on the first sequence would insulate it from retroactive interference arising from learning a new similar sequence. Participants produced the sequences by moving a lever with their right arm/hand to sequentially presented target locations. The experimental group practiced one 16-element movement sequence (S1) for two consecutive days. A second 16-element sequence (S2) was practiced on Day 3. The sequence practiced on Day 3 was created by switching the positions of 2 of 16 elements in the sequence practiced on the first day. Control groups received either two days of practice on S1 or one day of practice on S2. Contrary to our earlier findings () of strong retroactive interference when S1 was only practiced for one day, we found no evidence of retroactive interference when S1 was practiced for two days prior to the switch to S2 practice. Interestingly, but also contrary to our earlier findings, we found the learning of S2 was facilitated by the prior practice of S1. This proactive facilitation was observed in S2 acquisition and on the S2 retention test. [Copyright &y& Elsevier]

Background and Purpose. When learning multi-element movement sequences, participants organize individual elements into subsequences. Imposing this type of structure on the elements leads to the efficient production of sequences because the processing of all but the first elements in a subsequence can be completed prior to their execution. The primary purpose of this study was to determine whether older adults organize lengthy movement sequences with the same efficiency as young adults. Subjects and Methods. Participants were young adults (N=8, 19-23 years of age) and older adults (N=8, 65-68 years of age). The task required participants to move a lever as quickly as possible to targets sequentially projected on a tabletop. At various stages during practice, random practice blocks were inserted between the repeated sequence blocks. Repeated and random sequence retention tests were administered after 24 hours. Results. The results indicated that the young adults performed the repeated sequences substantially faster than the older adults and that this difference increased over practice. On the retention tests, there were no differences in response time for the random sequence blocks, but the young performers were substantially faster than the older performers when repeated sequences were used. No differences were detected in the interview or on the recognition (χ²=1.22, P>.05) and completion (χ²=0.89, P>.05) tests designed to determine explicit or implicit knowledge of the sequences. Discussion and Conclusion. Analysis of the sequence structure indicated that the older adults did not organize their responses into subsequences as effectively as the young adults. The failure of older adults to optimally organize movement sequences may contribute to the overall slowing of sequential movement production. [ABSTRACT FROM AUTHOR]

The authors critically review a number of the constructs and associated predictions proposed in schema theory (R. A. Schmidt, 1975). The authors propose that new control and learning theories should include a reformulated (a) notion of a generalized motor program that is not based on motor program but still accounts for the strong tendency for responses to maintain their relative characteristics; (b) mechanism or processes whereby an abstract movement structure based on proportional principles (e.g., relative timing, relative force) is developed through practice; and (c) explanation for parameter learning that accounts for the benefits of parameter variability but also considers how variability is scheduled. Furthermore, they also propose that new theories of motor learning must be able to account for the consistent findings spawned as a result of the schema theory proposal and must not be simply discounted because of some disfavor with the motor program notion, in general, or schema theory, more specifically. [ABSTRACT FROM AUTHOR]

In three experiments, participants were asked to produce a prescribed temporal sequence of key presses. The number of elements in a key press sequence, the movement time of the elements, and uniformity of the timing elements comprising the sequence were manipulated. If the processing of the sequence structure was independent of the processing of elements comprising the sequence, increasing the number of the elements in the sequence should affect the production of the sequence but not the proficiency with which the individual elements are produced. Increasing the movement time of the elements, however should affect the production of the elements but have little, if any, effect on the integrity of the sequence. The findings indicated that increasing the number of elements negatively affected sequence production when the elements were nonuniform but had little or no effect when elements were uniform. Alternatively, element production was affected by movement time but not number of elements. The results of these experiments appear to confirm the independence of sequence and element production. However Experiment 3, in which the uniformity of the elements was directly contrasted, found strong evidence for coarticulatory influences in the learning processes, whereby the longer and shorter than average elements in the sequence negatively affected the sequence integrity and the production of the individual elements. When faced with a nonuniform timing pattern, participants appear to elongate or shrink individual elements of a uniform timing pattern to fit the desired sequence requirements. The result is that the longer or shorter than average elements require more practice to produce correctly, tend to regress across retention intervals, and are generally less stable than the elements nearer the average. [ABSTRACT FROM AUTHOR]

Presents a study that investigated the effect of practice on effector independence of motor sequences. Information on effector independence; Comparison of delayed retention with contralateral effector transfer and ipsilateral effector transfer; Analysis of the influence of effector transfer on the relative and absolute characteristics of the tasks.

Previous studies (e.g., Wulf, Höß, & Prinz, 1998) have shown that motor learning can be enhanced by directing performers' attention to the effects of their movements ("external focus"), rather than to the body movements producing the effect ("internal focus"). The purpose of the present study was to test the hypothesis that increasing the distance between the body and the action effects might further enhance the learning advantages associated with an external focus of attention. The distance of the external effect was manipulated by instructing three groups of participants learning to balance on a stabilometer to focus on markers attached to the platform located at different distances from their feet. Specifically, two groups were to focus on distant markers on the outside ("far-outside") or inside ("far-inside") of the platform, respectively, whereas another group was instructed to focus on markers close to their feet ("near"). In a retention test administered after two days of practice, all three external-focus groups showed generally more effective balance learning than an internal-focus control group. In addition, the far-outside and far-inside groups demonstrated similar performances, and both were more effective than the near group. Furthermore, the far-outside and far-inside groups showed higher-frequency movement adjustments than the near group. These results suggest that focusing on more distant effects results in enhanced learning by promoting the utilization of more natural control mechanisms. The findings are in line with a "constrained action" hypothesis that accounts for the relatively poorer learning associated with an attentional focus directed towards effects in close proximity to the body, or towards the body itself. [ABSTRACT FROM AUTHOR]

Presents three experiments to determine the extent to which simple motor sequences are effector independent. Methods; Results; Conclusion that the relative structure of the response could be effectively transferred from one limb to the contralateral limb, to a different muscle group on the same limb, and from a static to a dynamic version of the task.

Presents a study to examine whether an auditory model enhances relative-timing learning in blocked and random practice conditions, and whether experience with the auditory model enhances participants' ability to produce the response by using different effector sequences. Methods; Results; Conclusion that relative timing was effector independent but absolute timing was not.

Examines the effects of parameter variability on the learning of generalized motor programs (GMP) and movement parameterization. How participants attempted to exert a force pattern that resembled in force and time a waveform displayed on a computer monitor; Suggestion that relative timing changed during transfer.

Implicit learning was investigated in two experiments involving a complex motor task. Participants were required to balance on a stabilometer and to move the platform on which they were standing to match a constantly changing target position. Experiment 1 examined whether a segment (middle third) that was repeated on each trial would be learned without participants becoming aware of the repetitions (i.e., implicitly). The purpose of Experiment 2 was to determine the relative effectiveness of explicit versus implicit learning. Here, two identical segments were presented on each trial (first and last thirds), with participants only being informed that one segment (either first or last) was repeated. The acquisition results from both experiments indicated large improvements in performance across 4 days of practice, with performance on the repeated segments being generally superior to that on the non-repeated segment. On the retention tests on Day 5, errors on the repeated segment(s) were smaller than those on the random segment(s). Furthermore, in Experiment 2, the errors on the repeated-known segment, although smaller than those on the random segment, were larger than those on the repeated-unknown segment. Interview results indicated that participants were not consciously aware that a segment was repeated unless they were informed. These results suggest that implicit learning can occur for relatively complex motor tasks and that withholding information concerning the regularities is more beneficial than providing this information. [ABSTRACT FROM AUTHOR]

ABSTRACT. The authors conducted the present experiments to resolve the discrepancy between studies in which relative-timing learning has been found to be enhanced by consistent practice conditions and contextual interference experiments in which relative-timing learning has been found to be enhanced more by random practice than by blocked practice. There were 40 participants in Experiment 1 and 48 in Experiment 2. The results of Experiment 1 extended previous findings: The learning of the relative-timing pattern was systematically enhanced by the degree to which the practice conditions promoted movement consistency (constant > blocked > serial > random). Experiment 2 provided evidence that the discrepancy between the relative-timing effects in the 2 groups of studies was a product of the way in which relative-timing goals and feedback were presented. When the feedback was presented as segment times, random practice resulted in generally more stable relative-timing patterns during acquisition than blocked practice did. Thus, in both experiments, the learning of the relative-timing pattern was enhanced by more stable relative-timing conditions during acquisition. Absolute-timing learning, as indexed by the transfer tests, was enhanced by serial or random practice as compared with constant or blocked practice, and was relatively unaffected by feedback conditions directed at the relative-timing pattern. In terms of motor programming theory, those findings are taken as additional evidence for the disassociation of memories supporting generalized motor program (GMP) performance, as indexed by relative timing, and parameter performance, as indexed by absolute timing. [ABSTRACT FROM AUTHOR]

ABSTRACT. The effects of an auditory model on the learning of relative and absolute timing were examined. In 2 experiments, participants attempted to learn to produce a 1,000- or 1,600-ms sequence of 5 key presses with a specific relative-timing pattern. In each experiment, participants were, or were not, provided an auditory model that consisted of a series of tones that were temporally spaced according to the criterion relative-timing pattern. In Experiment 1, participants (n = 14) given the auditory template exhibited better relative- and absolute-timing performance than participants (n = 14) not given the auditory template. In Experiment 2, auditory and no-auditory template groups again were tested, but in that experiment each physical practice participant (n = 16) was paired during acquisition with an observer (n = 16). The observer was privy to all instructions as well as auditory and visual information that was provided the physical practice participant. The results replicated the results of Experiment 1: Relative-timing information was enhanced by the auditory template for both the physical and observation practice participants. Absolute timing was improved only when the auditory model was coupled with physical practice. Consistent with the proposal of D. M. Scully and K. M. Newell (1985), modeled timing information in physical and observational practice benefited the learning of the relative-timing features of the task, but physical practice was required to enhance absolute timing. [ABSTRACT FROM AUTHOR]

Reveals that manipulating generalized motor program difficulty during blocked and random practice does not affect parameter learning. Contextual interference; Motor learning; Schema theory.

Discusses the effects of modeled auditory information on a sequential timing task. Enhancement of relative or absolute timing; Extent to which the reduced frequency presentation of the model enhanced retention; Factors contributing to decrements of performance.

ABSTRACT. In 2 experiments, the authors manipulated the frequency of concurrent feedback to discern the effects on learning. In each experiment, participants (N = 48, Experiment 1; N = 36, Experiment 2) attempted to reproduce a criterion force-production waveform (5 s in duration) presented on the computer monitor. Consistent with the guidance hypothesis, the results of Experiment 1 indicated very strong guiding effects of concurrent feedback and strong dependence on the feedback, as indicated by participants' extremely poor performance upon feedback withdrawal in retention. As predicted by the guidance hypothesis, dependence on the feedback was reduced as a result of reducing the frequency of the concurrent feedback. The results of Experiment 2 indicated that one can enhance learning by providing concurrent and terminal feedback on 1 trial, with no feedback on the subsequent trial. In that way, the strong guiding effects of concurrent feedback could be realized and the beneficial effects of terminal feedback could also be achieved. [ABSTRACT FROM AUTHOR]

ABSTRACT. The effects of practice (Experiment 1) and parameter variability (Experiment 2) on the learning of generalized motor programs (GMPs) and movement parameterization were investigated. In each experiment, 2 tasks with different relative force-time structures were tested. Participants (N = 32, Experiment 1; N = 40, Experiment 2) attempted to exert a pattern of force that resembled in force and time a waveform that was displayed on a computer monitor. In both experiments, the analysis suggested that the GMP, although refined over practice, was relatively stable (i.e., resistant to decay and interference), even early in practice (after 20 trials). In addition, the results indicated that constant and variable parameter practice did not differentially affect GMP learning but did degrade the learning of the parameter that was not varied. The data provided additional evidence for the dissociation of the GMP and the parameterization processes proposed in GMP theory. Contrary to schema theory, the present data suggest an interdependence between the force and the time parameters: The manipulation of 1 of the parameters has a negative effect on the learning of the other parameter. [ABSTRACT FROM AUTHOR]

ABSTRACT. In 2 experiments, the authors studied the effectiveness of physical and observational practice on learning and the effect on learning of combining physical practice and observation, as compared with providing physical practice alone. In Experiment 1, retention and transfer performance of 30 university students after physical, observational, or no practice were contrasted. Consistent with findings from other studies, the retention results indicated that observational practice is inferior to physical practice. The transfer data indicated no differences between observation and physical practice groups. In Experiment 2, retention and transfer performance of 30 participants in physical and combined (alternating physical and observational) practice groups were contrasted. The retention results showed no differences between the combined and physical practice groups, but the combined group performed significantly better than the physical practice group on the transfer test. Those findings suggest that a combination of observation and physical practice permits unique opportunities for learning beyond those available via either practice regimen alone. [ABSTRACT FROM AUTHOR]

Examines a generalized motor program and parameter learning. Analysis of the results of bandwidth knowledge of results about relative timing in constant and variable practice; Timing requirements for constant and variable practice; Refinement of parameter learning.

Hikosaka et al. (1995, 1999) proposed that different codes are utilized in producing movement sequences early (visual-spatial codes) and late in practice (motor codes). The present experiment was designed to extend our earlier experiments using 1 and 4 days of practice to 12 days of practice. The task consisted of moving a horizontal lever to 14 sequentially presented targets as quickly and smoothly as possible with either the dominant (right) or nondominant (left) limb. Coding was assessed using a transfer paradigm consisting of a retention and two transfer tests: one transfer test emphasized the utilization of visual-spatial codes and the other emphasized the utilization of motor codes. The transfer tests were administered with and without targets being presented. Consistent with the Hikosaka perspective, we hypothesized that after 12 days of practice performance would predominantly rely on motor codes, thus yielding better performance on the corresponding transfer test. Contrary to the predictions of the Hikosaka model and our initial hypothesis there was no fading of and decreased reliance on the visual-spatial code after extended practice. Performance on the motor transfer test improved compared with our previous results after 4 days of practice, but visual-spatial transfer also improved. Performance on transfer tests when the targets were removed, had no effect on the motor transfer, but performance decreased on the visual-spatial transfer test. Our results are inconsistent with the notion of the utilization of multiple codes at all stages of practice, each contributing to transfer performance when the respective cues are available. [ABSTRACT FROM AUTHOR]

Presents information on a study which examined the effect of inserting observation practice and undirected dialog into the rest interval between practice trials on the learning of a complex task. Methodology; Results; Discussion.

Presents information on a study that examined the effects of physical guidance on learning to perform slalom-type movements on a ski-simulator. Details on retention test; Discussion on the teaching of motor skills; Method; Results.

Presents information on two experiments examining feedback frequency effects on the learning of a complex motor skill, the production of slalom-type movements on a ski-simulator. Background information on the experiments; Methods used in the studies; Results of the experiments.

Examines the effects of reduced frequency presentation of relative-timing knowledge of results (KR) on constant and serial practice and whether response stability is associated with generalized motor program (GMP) learning. Information about KR; Methodologies used on the study; Discussion of the results.

The present study investigated the extent to which fatigue influenced the usage of feedback by Ss to make corrections during coincident timing responses. Sixteen college males watched a .01-sec timer and attempted to knock over a barrier at the moment that the sweep hand reached 500 msec. All Ss were given 50 trials of practice on each of four consecutive days. The fatigue group's performance was immediately preceded by a response-specific local fatigue (dynamic exercise). To insure the maintenance of a high level of fatigue throughout practice, the fatiguing exercise was interspersed with the coincident timing task. The control group performed the same exercise as the fatigue group but without any resistance. Schmidt's (1972) index of preprogramming (IP) was calculated for each day in order to determine the level of feedback involvement in controlling the movement. Fatigue did not influence the accuracy with which Ss responded or the rate that they learned. However, the results indicated a relatively high and stable IP throughout all trials with the IP for the fatigue group higher than that of the control, suggesting a preference by these Ss for a programming mode of control. [ABSTRACT FROM AUTHOR]

Focuses on the effects of providing auditory feedback on the target location of correct response. Improvement on the performance of task; Enhancement of learning motor responses; Development of memory representation.

Assesses the role of actual and observational practice in the learning of a task. Effects of task demonstration on learning; Influence of observational learning on temporal response organization; Factors determining learning of a task.

The development and resiliency of contextual dependencies developed during perceptual-motor skill acquisition was assessed. Incidental aspects of the stimulus used to instigate the production of previously practised typing sequences were manipulated during either an immediate or delayed retention test. The findings from the immediate test offered further support for the existence of contextual dependent performance for perceptual-motor responding. However, the dependency was attenuated by using a delayed retention test. Experiment 2 pursued two alternative explanations for the diminished dependency effect revealed in Experiment 1. In Experiment 2 some subjects were explicitly encouraged to reinstate aspects of the incidental contextual information that was present during training prior to administration of a delayed test. The dependency present only in the immediate test in Experiment 1 reemerged after contextual reinstatement. The present data are discussed with respect to the inclusion of incidental contextual stimuli as part of the long-term sensorimotor memory representation. [ABSTRACT FROM AUTHOR]

A number of recent experiments (e.g., Park & Shea, 2005; Wilde & Shea, 2006) have demonstrated that participants after 1 day of practice are capable of effectively transferring learned movement sequences when proportional changes are made to the movement pattern and when the effectors are changed. The purpose of the present experiment was to compare the performance and transfer of movement sequences after physical and observational practice. We hypothesized that although sequence order can be acquired through observational practice that physical practice is required to acquire a movement structure that is capable of supporting transfer. Thus, we predict that observational practice group will demonstrate sequence knowledge similar to that of a physical practice group but demonstrate less effective transfer performance. The task required physical practice participants to move a horizontal lever to 16 sequentially projected locations as quickly and accurately as possible while an observation participant observed the performance and subsequent feedback provided the performer. Participants trained in either the physical practice or observational practice condition for 16 blocks of 10 repetitions on one day and retention/transfer was tested on a second day. Both practice groups and a control group, which did not experience any acquisition practice, were tested on sequence knowledge using verbal recall, sequence completion and sequence recognition tests prior to retention and transfer performance. Transfer consisted of proportional and nonproportional transfer tests using the dominant and nondominant limb. Results indicated similar sequence knowledge and retention performance for the observational and physical practice groups. However, physical practice resulted in generally superior transfer performance. [ABSTRACT FROM AUTHOR]

An experiment was conducted to determine the impact of an auditory model on random and blocked practice of three five-segment timing sequences (relative timing constant). We were also interested in whether or not the auditory model differentially affected the learning of relative and absolute timing. Participants (n = 64) were randomly assigned to one of eight practice conditions that differed in terms of practice schedule (block-block, block-random, random-block, random-random) and auditory model (no model, model). The results indicated that the auditory model enhanced relative timing performance on the delayed retention test but did not influence absolute timing. Consistent with earlier research without auditory models, block-block and block-random practice conditions resulted in enhanced relative timing retention performance relative to random-block and random-random practice schedules. Random-random practice resulted in marginally better absolute timing regardless of the presence or absence of an auditory model during acquisition. The results suggest that an auditory model produces an additive effect on the learning of relative timing but does not influence the learning of absolute timing. [ABSTRACT FROM AUTHOR]

An experiment was designed to investigate the impact of a dual-task on the response structure of a 16-element movement sequence. The primary task was to move a lever to targets sequentially presented horizontally on the screen by elbow extension/flexion movements. The secondary task was a simple reaction time task triggered by moving the lever through targets at the middle and the end of the sequence. Participants were permitted to acquire the movement sequence on one day, and to perform the sequence on a second day under single-task and dual-task conditions. The results of the acquisition phase indicated that participants increased their performance over practice. Day 2 analysis indicated that performance of the repeated sequence was not deteriorated by the dual-task. This finding indicated that the response structure of the movement sequence performance was stable with regard to the secondary task. The current results are partially consistent with the theoretical assumption of an abstract representation for movement sequence execution. [ABSTRACT FROM AUTHOR]

Two experiments were designed to determine response biases resulting from production of force in the contralateral limb and head position. Participants were required to react with one limb while tracking a sinewave template by generating a pattern of force defined by the sinewave with the contralateral limb or watching a cursor move through the sinewave. In Experiment 1, participants had to react with their right or left limb while their head was in a neutral position. In Experiment 2, participants had to react with their left limb while their head was turned 60° to the left or right. A color change of the waveform signaled participants to produce an isometric contraction with the reacting limb. Reaction time was calculated as the time interval between the color change of the waveform and the initiation of the response. The results indicated mean reaction time for the left limb was significantly influenced by force production in the right limb. During left limb reactions, reaction time was faster for trials in which both limbs initiated force simultaneously as compared to trials in which the left limb initiated force while the right limb was producing force. Mean reaction time for the right limb was not influenced by force production in the contralateral limb. The results are consistent with the notion that crosstalk can influence the time required to react to stimuli but this influence occurs at the point of force initiation and is asymmetric in nature with the dominant limb exerting a stronger influence on the non-dominant limb than vice versa. However, we did not find a similar effect for head position via the tonic neck response. [ABSTRACT FROM AUTHOR]

Two experiments utilizing a spatial-temporal movement sequence were designed to determine if the memory of the sequence is lateralized in the left or right hemisphere. In Experiment 1, dominant right-handers were randomly assigned to one of two acquisition groups: a left-hand starter and a right-hand starter group. After an acquisition phase, reaction time (RT) was measured in a recognition test by providing the learned sequential pattern in the left or right visual half-field for 150 ms. In a retention test and two transfer tests the dominant coordinate system for sequence production was evaluated. In Experiment 2 dominant left-handers and dominant right-handers had to acquire the sequence with their dominant limb. The results of Experiment 1 indicated that RT was significantly shorter when the acquired sequence was provided in the right visual field during the recognition test. The same results occurred in Experiment 2 for dominant right-handers and left-handers. These results indicated a right visual field left hemisphere advantage in the recognition test for the practiced stimulus for dominant left and right-handers, when the task was practiced with the dominant limb. [ABSTRACT FROM AUTHOR]

Across-task binding is defined as the stimulus/response of one task being linked to the response of another task. The purpose of the present experiment was to determine across-task binding in a continuous movement sequence task with an auditory task of high and low pitch tones and the development of a movement sequence representation. According to the two systems theory of sequence learning, we expected that the developed representation in the across-task binding context relies on the multi-dimensional system rather than on the unidimensional system which is restricted to a set of modules where each module processed information along one task/dimension. An inter-manual transfer design was used to disentangle the sequence representations. The mirror transfer test required the same pattern of muscle activation and joint angles (motor coordinates) in the contralateral limb as experienced during the acquisition phase, while in the non-mirror transfer test, the visual-spatial locations (spatial coordinates) of the target waveform were reinstated. The main finding was that consistently combining visual-spatial positions in a sequence and auditory dimensions such as the tone pitch does not rely on a multidimensional system as predicted by the two-systems theory. [ABSTRACT FROM AUTHOR]

Two experiments were conducted to determine if multi-frequency (2:1 and 3:2) coordination between the limbs is enhanced when integrated feedback is provided in the form of Lissajous plots, attention demands are reduced, and attempts to consciously coordinate the limbs are not encouraged. To determine the influence of vision of the limbs, covered and uncovered limb groups were provided online Lissajous feedback. To determine the impact of the Lissajous feedback, a control group that was not provided Lissajous feedback was also tested. The data indicated remarkably effective performances after 5 min of practice when limbs were covered and Lissajous feedback was provided. When Lissajous feedback was provided and vision of the limbs was permitted, performance deteriorated. Performance by the group not provided Lissajous feedback was quite poor. The findings suggest that some of the difficulty associated with producing difficult bimanual coordination patterns are due to the less than optimal perceptual information available in various testing situations and the attentional focus imposed by the participant. [ABSTRACT FROM AUTHOR]

The present findings demonstrate that when participants are provided a Lissajous display with cursor indicating the position of the limbs and a template illustrating the desired movement pattern they can rapidly (10 min) and effectively (continuous relative phase errors and variability ~10°) tune in a difficult 5:3 bimanual coordination pattern and without additional practice re-tune their responding to an equally difficult 4:3 coordination pattern. The findings indicate the extreme difficulty associated with producing complex polyrhythms in previous experiments has been due to split attention when Lissajous feedback has been provided and inability of the participant to detect and correct coordination errors when only provided vision of the limbs. Effective transfer to the 4:3 polyrhythm without previous practice suggests that the perception–action system’s capabilities are extensive. The present findings when viewed in the context of recent experiments using similar protocols suggest that much, but not all, of the difficulty associated with producing a variety of bimanual coordination tasks should be viewed in terms of perceptual constraints imposed by the testing environment. [ABSTRACT FROM AUTHOR]

Abstract: Recent experiments have produced mixed results in terms of performance when, after learning a sequential task, the same visual–spatial coordinates or the same motor coordinates were reinstated on a subsequent effector transfer test. Given the diversity of tasks and especially sequence characteristics used in previous experiments, the cross-experimental comparison makes inferences and unambiguous interpretations difficult. The purpose of the present experiment was to determine in a principled manner how the spatio-temporal structure of a sequence influences the way the sequence is represented. The results indicated that after limited amount of practice relatively more simple sequences (S1) are coded more efficiently in a mirror (motor) representation which requires the same pattern of homologous muscle activation. Conversely, relatively more complex sequences (S2) are more efficiently coded in a visual–spatial coordinate system which requires movements to the same spatial locations as during acquisition. The data are also consistent with the notion that sequences with different spatio-temporal structures rely to a different degree on distinct control mechanisms (pre-planned vs. on-line, respectively). [Copyright &y& Elsevier]

Abstract: Bimanual 1:1 coordination patterns other than in-phase (0°) and anti-phase (180°) have proven difficult to perform even with extended practice. The difficulty has been attributed to phase attraction that draws the coordination between the limbs towards the bimanual patterns of in-phase and anti-phase and variability associated with the activation of non-homologous muscles via crossed and uncrossed cortical pathways. We found participants could very effectively produce a large range of supposedly unstable coordination patterns (between 0° and 180° in 30° increments) after only 3min of practice when integrated feedback (Lissajous plots) was provided and other perceptual and attentional distractions were minimized. These findings clearly indicate that the perception-action system is fully capable of producing a wide range of bimanual coordination patterns and that the reason for the failure to produce these patterns in previous experiments reside in the perceptual information and attentional requirements typically found in experimental testing environments. [Copyright &y& Elsevier]

Three experiments utilizing a 14-element arm movement sequence were designed to determine if reinstating the visual--spatial coordinates, which require movements to the same spatial locations utilized during acquisition, results in better effector transfer than reinstating the motor coordinates, which require the same pattern of homologous muscle activation. Results demonstrated better transfer when visual--spatial coordinates were reinstated than when motor coordinates where reinstated regardless of the amount of practice (1, 4, or 12 days; Experiments 1-3, respectively). Transfer (left to right and right to left) was symmetric when visual--spatial coordinates were reinstated but not when motor coordinates were reinstated. When motor coordinates were reinstated after 12 days of practice and vision occluded, transfer was better from right limb to left than vice versa. The data are also consistent with the notion that multiple codes (visual, spatial, and motor) are developed over practice, with each contributing to transfer performance when the respective coordinates are reinstated. Further, the results indicate a disruption of the linkage (concatenation) between subsequences when one or more coordinates are changed on the transfer test. [ABSTRACT FROM AUTHOR]

The purpose of the present experiment was to observe the performance of participants attempting to produce a 1:1 bimanual coordination pattern with 90° relative phase between the arms when feedback concerning the movement of the two limbs was integrated within a Lissajous plot and when this information was withdrawn. One group was paced with an auditory metronome and the other was encouraged to increase frequency when they fell below the goal frequency. We predicted that providing a salient integrated feedback display without a metronome would allow participants to effectively tune-in the goal relative phase pattern within several minutes; instead of several days as typically found in the literature when the metronome was used. The data indicated remarkably effective performances after 5 min of practice when the metronome was not used, with motion of both limbs harmonic in nature, and continuous relative phase errors (~10°) and standard deviation of continuous relative phase (~10°) relatively small. This seems remarkable given that this coordination pattern has proven relatively difficult to perform under normal and Lissajous feedback conditions even after several days of practice. As predicted relative phase errors and variability increased substantially when the metronome was used. When the extrinsic feedback was withdrawn all participants tended to drift from the required 90° relative phase, but the cycle duration variability in the two limbs remained stable and limb motion remained harmonic in nature. The current findings suggest that some of the difficulty typically associated with producing various relative phase patterns is due to the less than optimal perceptual information available in the various testing situations and the use of pacing metronomes. [ABSTRACT FROM AUTHOR]

Two experiments were designed to determine participants' ability to transfer a learned movement sequence to new spatial locations. A 16-element dynamic arm movement sequence was used in both experiments. The task required participants to move a horizontal lever to sequentially projected targets. Experiment 1 included two groups. One group practised a relatively easy 16-element movement sequence (easy long). The other group practised a more difficult 16-element movement sequence (difficult long). Approximately 24 hours after practice with their respective sequence both groups were administered a retention and two transfer tests. The only difference between the retention and transfer tests was the location of the targets. The short transfer target configuration was considered a proportional transfer because all the amplitudes between targets were reduced by the same proportion. The mixed transfer configuration was considered a nonproportional transfer because the targets did not have the same proportional distances between targets as the sequence they practised. The results indicated that participants could effectively transfer the difficult long sequence to the new target configurations regardless of whether the transfer required proportional and nonproportional spatial changes to the movement pattern. However, the easy long sequence was only effectively transferred in the proportional transfer condition. Experiment 2 assessed the effects of extended practice of the easy long sequence on proportional and nonproportional spatial transfer. The data indicated that participants could again effectively transfer the easy long sequence to proportional but not the nonproportional spatial transfer conditions regardless of the amount of practice (1 or 4 days). The results are discussed in terms of the mechanism by which response sequences become increasingly specific over extended practice in an attempt to optimize movement production and how this process interacts with the difficulty of the sequence. [ABSTRACT FROM AUTHOR]

In 2 experiments, the authors investigated a potential interaction involving the processing of concurrent feedback using design features from the specificity of practice literature and the processing of terminal feedback using a manipulation from the guidance hypothesis literature. In Experiment 1, participants produced (198 trials) flexion-extension movements to reproduce a specific pattern of displacement over time with or without vision of the limb position and with 100% or 33% knowledge of results (KR) frequency. The transfer test was performed without vision and KR. In Experiment 2, the authors assessed whether sensory information processing was modulated by the amount of practice. Participants performed 54 or 396 trials under a 100% or a 33% KR frequency with vision before being transferred to a no-vision condition without KR. Results of both experiments indicated that the Vision-33% condition suffered a larger detrimental effect of withdrawing visual information than the Vision-100% condition. Experiment 2 indicated that this detrimental effect increased with practice. These results indicated the reduction in terminal feedback prompted participants to more deeply process the concurrent visual information thus reinforcing their dependency on the visual information. [ABSTRACT FROM AUTHOR]

Abstract: Experiment 1 was conducted to determine if proportional transfer from “small to large” scale movements is as effective as transferring from “large to small.” We hypothesize that the learning of larger scale movement will require the participant to learn to manage the generation, storage, and dissipation of forces better than when practicing smaller scale movements. Thus, we predict an advantage for transfer of larger scale movements to smaller scale movements relative to transfer from smaller to larger scale movements. Experiment 2 was conducted to determine if adding a load to a smaller scale movement would enhance later transfer to a larger scale movement sequence. It was hypothesized that the added load would require the participants to consider the dynamics of the movement to a greater extent than without the load. The results replicated earlier findings of effective transfer from large to small movements, but consistent with our hypothesis, transfer was less effective from small to large (Experiment 1). However, when a load was added during acquisition transfer from small to large was enhanced even though the load was removed during the transfer test. These results are consistent with the notion that the transfer asymmetry noted in Experiment 1 was due to factors related to movement dynamics that were enhanced during practice of the larger scale movement sequence, but not during the practice of the smaller scale movement sequence. The findings that the movement structure is unaffected by transfer direction but the movement dynamics are influenced by transfer direction is consistent with hierarchal models of sequence production. [Copyright &y& Elsevier]