Modality of practice modulates resting state connectivity during motor learning

Kraeutner, Sarah N.; Cui, Anja-Xiaoxing; Boyd, Lara A.; Boe, Shaun G.

doi:10.1016/j.neulet.2022.136659

Cited by 7 publications

(4 citation statements)

References 59 publications

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“…al., 2020c;Ptak et al, 2017). Further, that fronto-parietal networks are modulated by imagery-based practice (see Kraeutner et. al., 2022) suggests imagery is affecting processing that occurs at the perceptual-cognitive level.…”

Section: Evidence For Perceptual-cognitive Scaffolding During Imagery...mentioning

confidence: 99%

Learning motor actions via imagery—perceptual or motor learning?

Frank

Kraeutner

Rieger

et al. 2023

Psychological Research

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It is well accepted that repeatedly imagining oneself acting without any overt behavior can lead to learning. The prominent theory accounting for why imagery practice is effective, motor simulation theory, posits that imagined action and overt action are functionally equivalent, the exception being activation of the end effector. If, as motor simulation theory states, one can compile the goal, plan, motor program and outcome of an action during imagined action similar to overt action, then learning of novel skills via imagery should proceed in a manner equivalent to that of overt action. While the evidence on motor simulation theory is both plentiful and diverse, it does not explicitly account for differences in neural and behavioural findings between imagined and overt action. In this position paper, we briefly review theoretical accounts to date and present a perceptual–cognitive theory that accounts for often observed outcomes of imagery practice. We suggest that learning by way of imagery reflects perceptual-cognitive scaffolding, and that this ‘perceptual’ learning transfers into ‘motor’ learning (or not) depending on various factors. Based on this theory, we characterize consistently reported learning effects that occur with imagery practice, against the background of well-known physical practice effects and show that perceptual-cognitive scaffolding is well-suited to explain what is being learnt during imagery practice.

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Section: Evidence For Perceptual-cognitive Scaffolding During Imagery...mentioning

confidence: 99%

Learning motor actions via imagery—perceptual or motor learning?

Frank

Kraeutner

Rieger

et al. 2023

Psychological Research

Self Cite

View full text Add to dashboard Cite

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“…These results further consolidate the finding that MI operates at a higher-order level ( Mizuguchi and Kanosue, 2017 ; Moran and O’Shea, 2020 ). Accordingly, a resting-state fMRI study compared brain changes following MI or physical practice ( Kraeutner et al, 2022 ). Results revealed that MI elicited widespread changes in resting-state activations within a bilateral frontoparietal network.…”

Section: MI Training and Motor Systemmentioning

confidence: 99%

“…In comparison, physical practice led to focal changes in rs-fMRI limited to a cerebellar-cortical network. The authors suggested that these results indicated that MI practice induces a functional reorganization that may drive motor memory consolidation and learning ( Kraeutner et al, 2022 ). Interestingly, the activation during MI is muscle-specific ( Fadiga et al, 1998 ; Facchini et al, 2002 ; Stinear and Byblow, 2003 ), time-locked ( Fadiga et al, 1998 ; Stinear and Byblow, 2003 ), and dependent on the content of the imagined action ( Stinear et al, 2006 ; Mizuguchi et al, 2013 ).…”

Section: MI Training and Motor Systemmentioning

confidence: 99%

Motor imagery training to improve language processing: What are the arguments?

Bayram

Palluel-Germain

Lebon

et al. 2023

Front. Hum. Neurosci.

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Studies showed that motor expertise was found to induce improvement in language processing. Grounded and situated approaches attributed this effect to an underlying automatic simulation of the motor experience elicited by action words, similar to motor imagery (MI), and suggest shared representations of action conceptualization. Interestingly, recent results also suggest that the mental simulation of action by MI training induces motor-system modifications and improves motor performance. Consequently, we hypothesize that, since MI training can induce motor-system modifications, it could be used to reinforce the functional connections between motor and language system, and could thus lead to improved language performance. Here, we explore these potential interactions by reviewing recent fundamental and clinical literature in the action-language and MI domains. We suggested that exploiting the link between action language and MI could open new avenues for complementary language improvement programs. We summarize the current literature to evaluate the rationale behind this novel training and to explore the mechanisms underlying MI and its impact on language performance.

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“…However, performance improvements are lower than after action-execution practice (AEP, also called ‘physical practice’) ( Ladda, Lebon, & Lotze, 2021 ; Lindsay, Larkin, Kittel, & Spittle, 2023 ; Simonsmeier, Androniea, Buecker, & Frank, 2021 ; Toth, McNeill, Hayes, Moran, & Campbell, 2020 ). However, the mechanisms behind the acquisition of action representations that lead to performance improvements and which types of actions representations are acquired in AIP have not been fully uncovered ( Dahm et al, 2023 ; Frank, Kraeutner, Rieger, & Boe, 2023 ; Kraeutner, Cui, Boyd, & Boe, 2022 ; Rieger et al, 2023 ). Further, what is learned in a certain task, partly seems to depend on which modality is encouraged to utilize in the imagery instructions ( Callow, Jiang, Roberts, & Edwards, 2017 ; Féry, 2003 ; Krüger et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%