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The organization of behavior: A neuropsychological theory

The Quark and the Jaguar

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Auditory Neuroscience: Making Sense of Sound

What are the principles underlying effective neurorehabilitation? The aim of neurorehabilitation is to exploit interventions based on human and animal studies about learning and adaptation, as well as to show that the activation of experience-dependent neuronal plasticity augments functional recovery after stroke. Instead of teaching compensatory strategies that do not reduce impairment but allow the patient to return home as soon as possible, functional recovery might be more sustainable as it ensures a long-term reduction in impairment and an improvement in quality of life. At the same time, neurorehabilitation permits the scientific community to collect valuable data, which allows inferring about the principles of brain organization. Hence neuroscience sheds light on the mechanisms of learning new functions or relearning lost ones. However, current rehabilitation methods lack the exact operationalization of evidence gained from skill learning literature, leading to an urgent need to bridge motor learning theory and present clinical work in order to identify a set of ingredients and practical applications that could guide future interventions. This work aims to unify the neuroscientific literature relevant to the recovery process and rehabilitation practice in order to provide a synthesis of the principles that constitute an effective neurorehabilitation approach. Previous attempts to achieve this goal either focused on a subset of principles or did not link clinical application to the principles of motor learning and recovery. We identified 15 principles of motor learning based on existing literature: massed practice, spaced practice, dosage, task-specific practice, goal-oriented practice, variable practice, increasing difficulty, multisensory stimulation, rhythmic cueing, explicit feedback/knowledge of results, implicit feedback/knowledge of performance, modulate effector selection, action observation/embodied practice, motor imagery, and social interaction. We comment on trials that successfully implemented these principles and report evidence from experiments with healthy individuals as well as clinical work.

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Principles of Neurorehabilitation After Stroke Based on Motor Learning and Brain Plasticity Mechanisms.

Este estudo teve como objetivo analisar o tempo de reacao simples (TRS) em praticantes de duas diferentes modalidades esportivas: voleibol e tiro esportivo. A amostra foi composta por 28 cadetes do sexo masculino da Academia da Forca Aerea: 8 atletas do tiro esportivo, 10 atletas do voleibol e 10 sujeitos do grupo controle. Para este estudo, foi utilizado o Motor Learning Activity Software ( Copyright 1992 Human Performance Laboratories Texas A&M University ). Os sujeitos reagiram ao sinal luminoso pressionando a tecla o mais rapido possivel, para que fosse verificado o seu TRS dado um estimulo visual. Nao foram encontradas diferencas estatisticamente significativas para o TRS entre os tres grupos de atletas (voleibol, tiro esportivo e grupo controle). Estes dados sugerem que as praticas esportivas do voleibol, tiro esportivo e grupo controle nao interferem na coordenacao neuromuscular para neste tipo de teste.

Comparação do tempo de reação em duas modalidades esportivas: voleibol e tiro esportivo

O efeito do estabelecimento de metas impostas e autoestabelecidas na aquisicao de uma habilidade motora discreta foi analisado em 45 sujeitos inexperientes (24,4 +3,2 anos) no arremesso de dardo de salao. O delineamento teve um pre-teste, fase de aquisicao, e pos-teste, nos quais foi manipulada a dificuldade da meta com tres grupos: controle, com 10% de dificuldade e 30% de dificuldade, mas a analise do escore nao identificou efeito da variavel manipulada. Ao final do experimento foi aplicado um questionario sobre o autoestabelecimento de metas. A identificacao do uso de metas autoestabelecidas levou a nova classificacao e reagrupamento dos grupos conforme as metas. Observou-se o uso de metas muito faceis, faceis e inatingiveis, mas nao foi detectada diferenca entre estes grupos. Palavras-chave : Dificuldade da meta. Autoestabelecimento de metas. Aprendizagem motora. .

Estabelecimento de metas impostas pelo experimentador e autoestabelecidas: efeitos na aprendizagem do arremesso de

In this study, we aimed to investigate the influence of executive functions (EF) on motor adaptation. We compared the motor performance of adults with and without EF deficits. Those with EF deficits (n = 21) were individuals with attention deficit hyperactivity disorder (ADHD) under medical treatment, and those without EF deficits (n = 21) comprised a control group (CG) of participants who were also without neurological or psychiatric diagnoses. Both groups performed a complex coincident timing motor task and various computerized neuropsychological tests for assessing EF. To investigate motor adaptation, the motor task provided measures of absolute error (AE) and variable error (VE) to reflect, respectively, performance accuracy and consistency relative to the task goal. We used reaction time (RT) to measure planning time taken before starting the task. First, participants practiced until they reached a criterion of performance stabilization (prior to their exposure to motor perturbations). They were next exposed to fast and slow predictable and unpredictable perturbations. On all neuropsychological tasks, participants with ADHD scored more poorly than control participants (p < .05); participants with ADHD also performed worse than control participants on all motor measures, particularly under unpredictable perturbations (p < .05). Under slow perturbations, EF deficits, particularly attentional impulsivity, negatively affected motor adaptation while cognitive flexibility was related to performance improvement. Under fast perturbations, both impulsivity and fast reaction time were related to improvement in motor adaptation under both predictable and unpredictable perturbations. We discuss the research and practical implications of these findings.

Executive Functions and Motor Adaptation to Predictable and Unpredictable Perturbations

The purpose of the present study was to examine whether there would be performance differences between external and internal focus of attention conditions and an online demonstration condition, and if these differences would be observed at a neuromuscular level through EMG analysis, in addition to traditional outcome measures. We hypothesized that under the demonstration condition participants would perform better than under external and internal focus conditions. We also hypothesized that demonstration condition would show smaller EMG activity than external and internal focus conditions. Furthermore, we hope to replicate the benefits of external focus in relation to internal focus, both in outcome and product measures. Six male participants performed a bilateral leg extension under internal focus of attention, external focus of attention and online demonstration conditions. Muscular contractions goal times were set for concentric muscle action (4 seconds) and eccentric muscle action (2 seconds). An electrogoniometer was used to record muscular activation (production measures), and temporal error was used to observe performance (outcome measures). Results showed that online demonstration condition obtained better performance than external focus condition and a reduced muscular activation. However, differences between internal focus and the other experimental conditions were not found. These findings advance in the understanding mechanisms underpining the focus of attention, such as proposed by Constrained Action Hypothesis.

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Focus of attention and online demonstration effects on temporal error and muscle activation

Introduction: The bandwidth knowledge of results can assist the performance of motor skills. Objective: I nvestigate the effect of bandwidth knowledge of results on performance consistency of motor skills. Method: Participated of the study 30 volunteers randomly assigned on groups bandwidth of 15%, which received knowledge of results when the error was beyond the stipulated bandwidth; and control, which received knowledge of results after every trial. The task consisted of pressing four keys on a computer alphanumeric keyboard in the sequence, 2, 8, 6 and 4 using the index finger of the right hand, with the target time of 900ms. The independent variable was manipulated on the 60 trials of the acquisition phase. The retention was performed 24 hours later, with 10 trials. Results: The performance of the bandwidth of 15% was more consistent during the acquisition phase and the retention test. Conclusion: The bandwidth has high probability to improve performance consistency of motor skills.

https://periodicos.uninove.br/saude/article/download/8029/3797

Herbert Ugrinowitsch

Papers

Comparação do tempo de reação em duas modalidades esportivas: voleibol e tiro esportivo

Estabelecimento de metas impostas pelo experimentador e autoestabelecidas: efeitos na aprendizagem do arremesso de

Executive Functions and Motor Adaptation to Predictable and Unpredictable Perturbations

Focus of attention and online demonstration effects on temporal error and muscle activation

Faixa de amplitude de feedback aumenta a consistência do desempenho de habilidades motoras