Temperature Dependency in Motor Skill Learning

Immink, Maarten A.; Wright, David L.; Barnes, William S.

doi:10.1080/00222895.2012.654522

Cited by 8 publications

(4 citation statements)

References 49 publications

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“…2 ; Table 1 ; p = 0.002). Our results are in line with the broad concept that sensory inputs are powerful modulators of motor performance when administered in the form of SES (Sorinola et al 2012 ), mirror visual feedback (Nojima et al 2012 ), auditory cueing (Brown and Palmer 2013 ), and muscle warming (Immink et al 2012 ). In addition to the direct effects, SES also produced non-focal, crossed effects because the non-intervention hand’s skill performance also improved (6 %, p = 0.001).…”

Section: Discussionsupporting

confidence: 89%

Direct and crossed effects of somatosensory electrical stimulation on motor learning and neuronal plasticity in humans

et al. 2015

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(TMS) metrics were measured in the intervention and nonintervention extensor carpi radialis. Results There was 27 % motor learning and 9 % (both p < 0.001) interlimb transfer in all groups but SES added to MP did not augment learning and transfer. Corticospinal excitability increased after MP and SES when measured at rest but it increased after MP and decreased after SES when measured during contraction. No changes occurred in intracortical inhibition and facilitation. MP did not affect the TMS metrics in the transfer hand. In contrast, corticospinal excitability strongly increased after SES with MP + SES showing sharply opposite of these effects. Conclusion Motor practice and SES each can produce motor learning and interlimb transfer and are likely to be mediated by different mechanisms. The results provide insight into the physiological mechanisms underlying the effects of MP and SES on motor learning and cortical plasticity and show that these mechanisms are likely to be different for the trained and stimulated motor cortex and the non-trained and non-stimulated motor cortex. Keywords

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Section: Discussionsupporting

confidence: 89%

Direct and crossed effects of somatosensory electrical stimulation on motor learning and neuronal plasticity in humans

et al. 2015

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“…Such contexts have been defined in multiple ways. For example, Bouton 8 suggested that contexts can include the room or apparatus in which learning takes place, 9 internal states produced by drugs, 10 hormone levels, 11 body Opinion wires.wiley.com/cogsci temperature, 12,13 deprivation state, 14 mood state, 15 event expectancies, 16 recently experienced events, 17 cognitive instructions, 5 or even stimuli that correlate with the passage of time. 18 Although room and apparatus contexts have perhaps been studied most extensively, all may follow similar rules.…”

Section: Introductionmentioning

confidence: 99%

Context change and associative learning

Rosas

Todd

Bouton

2013

WIRES Cognitive Science

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The present article reviews the effects of changing the background context on performance in associative learning tasks in humans and animals. The findings are complementary and consistent over animal conditioning (Pavlovian and instrumental learning) and human predictive learning and memory paradigms. In many cases, a context change after learning can have surprisingly little disruptive influence on performance. Extinction, or retroactive interference treatments more generally, are more context-specific than the initial learning. Contexts become important if the participant is exposed to any of several treatments that involve prediction error, which may serve to increase attention to the context. Contexts also become important if they are given predictive or informational value. Studies of instrumental (operant) learning are further consistent with the idea that the context might also influence affordances that support voluntary actions. Context switch effects are not universal, but mainly occur when certain attention and perception processes can come into play.The present article provides a brief review of the role of context that has emerged in recent studies of associative learning. "Associative learning" is a term that is broadly used to refer to a range of learning phenomena that are studied in humans and other animals. Throughout the past century and the beginning of the present one, classical and instrumental conditioning became essential tools for the study of how organisms learn about their environment, as well as to understand some of the neurobiological mechanisms that underlie it 1 . In classical (or Pavlovian) conditioning, animals learn about events that occur in their environment. For example, in Pavlovian fear conditioning, rats might learn that the presentation of an auditory cue (e.g., a tone) predicts the occurrence of an aversive stimulus, such as a mild foot shock. In instrumental (or operant) conditioning, the rat's own behavior produces the reinforcer. For example, rats might be trained to press a lever to obtain a food pellet reinforcer. As we will illustrate in this paper, similar procedures have recently been used in the human experimental psychology laboratory to study human predictive, diagnostic, and instrumental learning 2, 3, 4 . Associative learning can also be used as a tool to understand how memory works in both human and nonhuman animals. Traditional list learning has been complemented by learning about the correlation between cues or responses and outcomes, akin to nonhuman animal classical and instrumental conditioning 5 . Most of the research has uncovered striking similarities between basic learning processes in human and nonhuman animals (for instance, compare 6 with 7 ).One insight about associative learning is that it never takes place in a vacuum--it always takes place in the presence of background stimuli or contextual cues. A goal of many studies of human and nonhuman associative learning has therefore been to understand what role, ifCorrespondence concerning...

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“…The effects of increased temperature upon laboratory based motor tasks that require vigilance, reaction time, and temporal judgments have been fairly well documented, and can be attributed to either central (neural) influences, or motoric (peripheral) influences (Pilcher et al, 2002; Ross et al, 2006; Immink et al, 2012). A number of theories have been proposed to explain decrements in performance associated with thermal stress including the inverted U hypothesis and attentional changes (Hancock, 1986; Enander and Hygge, 1990; Ramsey, 1995; Vasmatzidis et al, 2002; Hancock and Vasmatzidis, 2003).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Increased Body Temperature on Motor Control during Golf Putting

Mathers

Grealy

2016

Front. Psychol.

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This study investigated the effect of increased core temperature on the performance outcome and movement kinematics of elite golfers during a golf putting task. The study aimed to examine individual differences in the extent to which increased temperature influenced the rate of putting success, whether increased temperature speeded up the timing of the putting downswing and whether elite golfers changed their movement kinematics during times of thermal stress. Six participants performed 20 putts to each of four putt distances (1, 2, 3, and 4 m) under normal temperature conditions and when core body temperature was increased. There was no significant difference in the number of successful putts between the two temperature conditions, but there was an increase in putterhead velocity at ball impact on successful putts to distances of 1 and 4 m when temperature was elevated. This reflected an increase in swing amplitude rather than a reduction in swing duration as hypothesized. There were individual differences in the motor control response to thermal stress as three of the golfers changed the kinematic parameters used to scale their putting movements to achieve putts of different distances at elevated temperatures. Theoretical implications for these findings and the practical implications for elite golfers and future research are discussed.

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Temperature Dependency in Motor Skill Learning

Cited by 8 publications

References 49 publications

Direct and crossed effects of somatosensory electrical stimulation on motor learning and neuronal plasticity in humans

Direct and crossed effects of somatosensory electrical stimulation on motor learning and neuronal plasticity in humans

Context change and associative learning

The Effects of Increased Body Temperature on Motor Control during Golf Putting

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