Neurophysiological correlates of visuo-motor learning through mental and physical practice

Allami, Nadia; Brovelli, Andrea; Hamzaoui, El-Mehdi; Regragui, Fakhita; Paulignan, Yves; Boussaoud, Driss

doi:10.1016/j.neuropsychologia.2013.12.017

Cited by 26 publications

(36 citation statements)

References 60 publications

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“…Proverbio et al (2011) found significantly greater anterior left hemispheric negativity for the N2 component of the event-related potential (ERP) while viewing tools compared to non-tools. The N2 is the second negative component after stimulus onset and has been associated with motor facilitation (Allami et al 2014). Using 128 electrodes, Proverbio et al computed the N2 from electrode sites AF3, AF4, AFP3h and AFP4h.…”

Section: Introductionmentioning

confidence: 99%

Objects rapidly prime the motor system when located near the dominant hand

Rowe

Haenschel

Kosilo

et al. 2017

Brain and Cognition

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link AbstractObjects are said to automatically "afford" various actions depending upon the motor repertoire of the actor. Such affordances play a part in how we prepare to handle or manipulate tools and other objects. Evidence obtained through fMRI, EEG and TMS has proven that this is the case but, as yet, the temporal evolution of affordances has not been fully investigated. The aim here was to further explore the timing of evoked motor activity using visual stimuli tailored to drive the motor system. Therefore, we presented three kinds of stimuli in stereoscopic depth; whole hand grasp objects which afforded a power-grip, pinch-grip objects which afforded a thumb and forefinger precision-grip and an empty desk, affording no action. In order to vary functional motor priming while keeping visual stimulation identical, participants between the participants' posture and the object category they viewed. These results indicate strong affordance-related activity around 300ms after stimulus presentation, particularly when the dominant hand can easily reach an object.

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Section: Introductionmentioning

confidence: 99%

Objects rapidly prime the motor system when located near the dominant hand

Rowe

Haenschel

Kosilo

et al. 2017

Brain and Cognition

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“…This approach, particularly together with neurophysiological approaches, may add to the picture of potential basic mechanisms that underlie each type of practice, an issue still being highly debated (e.g., Annett, 1995; Jackson et al, 2001; Munzert et al, 2008; Murphy et al, 2008; Cumming and Williams, 2012; Glover and Dixon, 2013). By complementing existing evidence from a performance and a brain perspective on learning by mental and physical practice (e.g., Driskell et al, 1994; Allami et al, 2014), these findings contribute to a better understanding of the adapting motor action system, by disentangling changes on various levels within the motor action system during learning.…”

Section: The Mind Perspective On Imagery and Execution: Learning As Cmentioning

confidence: 64%

“…To date, it is widely accepted that humans can learn by way of different states of (inter-)action, but their unique potential to induce changes in the motor action system is still being debated (e.g., Driskell et al, 1994; Allami et al, 2014; Di Rienzo et al, 2016; Frank et al, 2016). Interestingly, while evidence on the functional equivalence of executed and imagined actions is vast (e.g., Finke, 1979; Johnson, 1980; Jeannerod, 1994, 1995, 2001; Decety, 1996, 2002; Jeannerod and Frak, 1999), only little is known about how learning by execution or imagery works.…”

Section: States Of (Inter)action and Learningmentioning

confidence: 99%

“…In the context of the principle of functional equivalence and the simulation theory (Jeannerod, 2001, 2004, 2006), the study of action representation from a neurophysiological point of view has received tremendous research interest (for overviews, see e.g., Decety, 2002; Guillot et al, 2014). While considerable research attention has been directed to comparing the different states of action, such as the imagery and the execution of an action (e.g., Decety, 1996, 2002; Jeannerod and Frak, 1999), only few studies exist that compare learning by way of imagery and execution and respective changes in the brain (e.g., Pascual-Leone et al, 1995; Jackson et al, 2003; Nyberg et al, 2006; Zhang et al, 2012, 2014; Allami et al, 2014; Avanzino et al, 2015; for a review, see Di Rienzo et al, 2016). …”

Section: The Brain Perspective On Imagery and Execution: Learning As mentioning

confidence: 99%

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The Representation of Motor (Inter)action, States of Action, and Learning: Three Perspectives on Motor Learning by Way of Imagery and Execution

Frank

Schack

2017

Front. Psychol.

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Learning in intelligent systems is a result of direct and indirect interaction with the environment. While humans can learn by way of different states of (inter)action such as the execution or the imagery of an action, their unique potential to induce brain- and mind-related changes in the motor action system is still being debated. The systematic repetition of different states of action (e.g., physical and/or mental practice) and their contribution to the learning of complex motor actions has traditionally been approached by way of performance improvements. More recently, approaches highlighting the role of action representation in the learning of complex motor actions have evolved and may provide additional insight into the learning process. In the present perspective paper, we build on brain-related findings and sketch recent research on learning by way of imagery and execution from a hierarchical, perceptual-cognitive approach to motor control and learning. These findings provide insights into the learning of intelligent systems from a perceptual-cognitive, representation-based perspective and as such add to our current understanding of action representation in memory and its changes with practice. Future research should build bridges between approaches in order to more thoroughly understand functional changes throughout the learning process and to facilitate motor learning, which may have particular importance for cognitive systems research in robotics, rehabilitation, and sports.

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“…In addition the research has shown a facilitated effect of real-time cortical feedback in motor imagery-based mental practice training [1]. This suggests that during visualization, changes occur in neurophysiological networks that make physical practice more effective in configuring functional networks for skillful behaviors [2]. Gamma brainwaves, 31 Hz to 40 Hz, (γ) are considered to be a frequency related to optimal brain function.…”

Section: Introductionmentioning

confidence: 99%

Electroencephalographic brain frequency in athletes differs during visualization of a state of rest versus a state of exercise performance: a pilot study

Berk

Mali

Bains

et al. 2015

PTRS

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Objective: Psychomotor imagery has been widely used to improve motor performance and motor learning. Recent research suggests that during visualization, changes occur in neurophysiological networks that make physical practice more effective in configuring functional networks for skillful behaviors. The aim of our pilot study was to determine if there was change and to what extent there was differentiation in modulation in electroencephalography (EEG) frequencies between visualizing a state of rest and a state of exercise performance and to identify the preponderant frequency. Design: Quasi-experimental design uncontrolled before and after study. Methods: EEG brain wave activity was recorded from 0-40 Hz from nine cerebral cortical scalp regions F3, Fz, F4, C3, Cz, C4, P3, POz, and P4 with a wireless telemetric EEG system. The subjects, while sitting on a chair with eyes closed, were asked to visualize themselves in a state of routine rest/relaxation and after a period of time in a state of their routine exercise performance. Results: The gamma frequency, 31-40 Hz, (γ) was the predominant wave band in differentiation between visualizing a state of rest versus visualizing a state of exercise performance. Conclusions:We suggest these preliminarily findings show the EEG electrocortical activity for athletes is differentially modulated during visualization of exercise performance in comparison to rest with a predominant γ wave band frequency observed during the state of exercise. Further controlled experimental studies will be performed to elaborate these observations and delineate the significance to optimization of psychomotor exercise performance.

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Neurophysiological correlates of visuo-motor learning through mental and physical practice

Cited by 26 publications

References 60 publications

Objects rapidly prime the motor system when located near the dominant hand

Objects rapidly prime the motor system when located near the dominant hand

The Representation of Motor (Inter)action, States of Action, and Learning: Three Perspectives on Motor Learning by Way of Imagery and Execution

Electroencephalographic brain frequency in athletes differs during visualization of a state of rest versus a state of exercise performance: a pilot study

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