Punishment Leads to Greater Sensorimotor Learning But Less Movement Variability Compared to Reward.

When a musician practices a new song, hitting a correct note sounds pleasant while striking an incorrect note sounds unpleasant. Such reward and punishment feedback has been shown to differentially influence the ability to learn a new motor skill. Recent work has suggested that punishment leads to greater movement variability, which causes greater exploration and faster learning. To further test this idea, we collected 102 participants over two experiments. Unlike previous work, in Experiment 1 we found that punishment did not lead to faster learning compared to reward (n = 68), but did lead to a greater extent of learning. Surprisingly, we also found evidence to suggest that punishment led to less movement variability, which was related to the extent of learning. We then designed a second experiment that did not involve adaptation, allowing us to further isolate the influence of punishment feedback on movement variability. In Experiment 2, we again found that punishment led to significantly less movement variability compared to reward (n = 34). Collectively our results suggest that punishment feedback leads to less movement variability. Future work should investigate whether punishment feedback leads to a greater knowledge of movement variability and or increases the sensitivity of updating motor actions.

Visual accuracy dominates over haptic speed for state estimation of a partner during collaborative sensorimotor interactions.

We routinely have physical interactions with others, whether it be handing someone a glass of water or jointly moving a heavy object together. These sensorimotor interactions between humans typically rely on visual feedback and haptic feedback. Recent single-participant studies have highlighted that the unique noise and time delays of each sense must be considered to estimate the state, such as the position and velocity, of one's own movement. However, we know little about how visual feedback and haptic feedback are used to estimate the state of another person. Here, we tested how humans utilize visual feedback and haptic feedback to estimate the state of their partner during a collaborative sensorimotor task. Across two experiments, we show that visual feedback dominated haptic feedback during collaboration. Specifically, we found that visual feedback led to comparatively lower task-relevant movement variability, smoother collaborative movements, and faster trial completion times. We also developed an optimal feedback controller that considered the noise and time delays of both visual feedback and haptic feedback to estimate the state of a partner. This model was able to capture both lower task-relevant movement variability and smoother collaborative movements. Taken together, our empirical and modeling results support the idea that visual accuracy is more important than haptic speed to perform state estimation of a partner during collaboration.NEW & NOTEWORTHY Physical collaboration between two or more individuals involves both visual and haptic feedback. Here, we investigated how visual and haptic feedback is used to estimate the movements of a partner during a collaboration task. Our experimental and computational modeling results parsimoniously support the notion that greater visual accuracy is more important than faster yet noisier haptic feedback when estimating the state of a partner.

Exercising choice over feedback schedules during practice is not advantageous for motor learning.

The idea that there is a self-controlled learning advantage, where individuals demonstrate improved motor learning after exercising choice over an aspect of practice compared to no-choice groups, has different causal explanations according to the OPTIMAL theory or an information-processing perspective. Within OPTIMAL theory, giving learners choice is considered an autonomy-supportive manipulation that enhances expectations for success and intrinsic motivation. In the information-processing view, choice allows learners to engage in performance-dependent strategies that reduce uncertainty about task outcomes. To disentangle these potential explanations, we provided participants in choice and yoked groups with error or graded feedback (Experiment 1) and binary feedback (Experiment 2) while learning a novel motor task with spatial and timing goals. Across both experiments (N = 228 participants), we did not find any evidence to support a self-controlled learning advantage. Exercising choice during practice did not increase perceptions of autonomy, competence, or intrinsic motivation, nor did it lead to more accurate error estimation skills. Both error and graded feedback facilitated skill acquisition and learning, whereas no improvements from pre-test performance were found with binary feedback. Finally, the impact of graded and binary feedback on perceived competence highlights a potential dissociation of motivational and informational roles of feedback. Although our results regarding self-controlled practice conditions are difficult to reconcile with either the OPTIMAL theory or the information-processing perspective, they are consistent with a growing body of evidence that strongly suggests self-controlled conditions are not an effective approach to enhance motor performance and learning.

Increased perceptions of autonomy through choice fail to enhance motor skill retention.

There has been growing research interest in the effects that motivation plays in motor learning, and specifically how autonomy, competence, and social relatedness may directly benefit the learning process. Here, we present a preregistered manipulation of autonomy-support by providing learners with choice during the practice of a speed cup-stacking task. One group was given control over when a video demonstration was provided and the viewing speed. A yoked control group received an identical demonstration schedule, but without choice (as their schedule was matched to a participant with choice). Critically, we addressed a gap in the literature by adding a yoked group who was explicitly told that they were being denied choice and that their schedule was chosen by another participant. We found no statistically significant learning differences between groups, despite finding evidence that providing choice increased perceived autonomy. Equivalence tests further showed that although the groups were not statistically equivalent, the effect size is likely too small to practically study the effects of autonomy-support through choice in most motor learning labs. These findings add to a growing body of research that questions a causal role of autonomy-support on motor learning, and the robustness of the so-called self-controlled learning advantage. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Varied speeds of video demonstration do not influence the learning of a dance skill.

The effects of slow-motion and real time video speed demonstration, under mixed-modeling conditions (skilled model plus self-observation), were examined to identify whether there was an optimal demonstration speed, or combination thereof, for learning the dance pirouette en dehors skill. Fifty-one participants were randomly assigned to one of three groups with different video demonstration speeds: (1) slow-motion, (2) real-time, or (3) a combination of slow-motion and real-time. Following a pre-test, participants completed eight blocks of nine training trials (comprised of five physical and four observational practice trials). Physical performance and cognitive representation assessments revealed that participants' scores significantly improved for both assessments throughout acquisition (p's < 0.05), as well as from pre- to post-test (p's < 0.001), indicating learning of the skill. There were no significant differences, however, between the three experimental groups. These findings suggest that both real-time and slow-motion video demonstration, or their combined presentation, do not yield differences in motor learning outcomes related to the pirouette en dehors.

Revisiting the Applied Model for the Use of Observation: A Review of Articles Spanning 2011-2018.

Purpose: To provide a review of current articles that have used observation interventions to enhance motor skill acquisition or performance of applied tasks, and to situate the research within the Applied Model for the Use of Observation (AMUO) with the goal of forming a basis for evidence-based guidelines for practitioners. Method: Key words (e.g., observation/modeling) were searched in varied data bases (e.g., Google Scholar/PubMed), along with a citation search of the relevant AMUO article, to generate a pool of articles for possible review. Selection criteria included publication between 2011 and 2018, and that the research focus was on the effects of an observation intervention on the acquisition or performance of an applied motor task. Results: Forty-eight articles were reviewed, with 21 of these targeting the basic question of whether observation is effective, and the remaining pertaining to the What, When, Who, and How features of the AMUO. The effectiveness of observation interventions was not only affirmed, but also extended to a wider scope of populations and settings. Greater insight into the necessary information with respect to the demonstration (what) and whether it should be before, after, or during physical practice (when) was obtained. As well, advantages of combining model types (who) and providing control to the learner (how) were reported. Conclusions: While more clarity was brought to certain features of the AMUO that could be used to provide evidence-based guidelines, more research is needed to fully inform practitioners for the effective use of observation interventions.

Increased auditory stimulus intensity results in an earlier and faster rise in corticospinal excitability.

Increasing the intensity of auditory stimuli has been shown to produce faster simple reaction times (RTs). Typical explanations for this effect involve earlier detection of the more intense stimulus; however, these explanations fail to consider how stimulus intensity may impact response initiation processing. To investigate the mechanism responsible for the auditory stimulus intensity effect, transcranial magnetic stimulation (TMS) was applied at various times during the simple RT interval (equivalent to 0, 30, 45, 60, and 75% of baseline RT) to examine changes in corticospinal excitability after a go-signal of varying intensity (60, 70, 80, or 90 dB). Premotor RT data confirmed a stimulus intensity effect whereby the 90 dB stimulus resulted in faster RTs than all other intensities. Analysis of motor evoked potential (MEP) amplitude elicited by TMS across stimulus intensity conditions revealed that in the 80 dB and 90 dB conditions, corticospinal excitability began to increase earlier from baseline (pre-stimulus) levels, supporting the detection hypothesis. In addition, MEP amplitude increased at a greater rate during the RT interval for the 90 dB condition, indicative of impacts on response initiation. These results indicate that stimulus intensity effects result from a combination of earlier detection and faster initiation.

Variations in observation frequency in a self-controlled learning environment do not modulate learning of a pirouette en dehors.

Little is known about the optimal frequency to observe a skilled model, yet this is potentially an important learning variable, and thus was examined in the context of self-controlled learning conditions. Participants chose the schedule in which they interspersed both physical and observational trials of a dance skill. The participants' choice, however, was governed by an imposed observation frequency (OF) of either 25%, 50%, or 75%. Participants were in one of these OF groups, in addition to another group in which no constraint was put on OF. This last group was predicted to choose an OF of 10%, however, it was determined that they chose a 50% schedule. Consequently, a 10% OF group was added to the experimental protocol. All participants completed a pre-test, followed by an acquisition phase, and then a 24-hr post-test. Physical performance (F(1, 55) = 143.77, p< .001) and cognitive representation (F(1, 55) = 77.68, p< .001) scores both revealed a significant main effect of Test; scores at post-test were higher than those at pre-test. Thus, learning was demonstrated for both measures. No main effect of Group emerged. Consequently, OF varying from 10% to 75%, under self-controlled conditions, were equally beneficial for learning the dance skill.

Visual processing is diminished during movement execution.

Recent research has suggested that visual discrimination and detection may be enhanced during movement preparation and execution, respectively. The current study examined if visual perceptual processing is augmented prior to or during a movement through the use of an Inspection Time (IT) task. The IT task involved briefly presenting (e.g., 15-105 ms) a "pi" figure with differing leg lengths, which was then immediately masked for 400 ms to prevent retinal afterimages. Participants were subsequently required to choose which of the two legs was longer. In Experiment 1, participants (n = 28) completed the IT task under three movement conditions: no-movement (NM), foreperiod (FP), and peak velocity (PV). In the NM condition, participants solely engaged in the IT paradigm. In the FP condition, the IT stimulus was presented prior to movement execution when response planning was expected to occur. Finally, in the PV condition, participants made a rapid movement to a target, and the IT stimulus was presented when their limb reached peak velocity. In Experiment 2, participants (n = 18) also performed the IT task in the PV and NM condition; however, vision of the limb's motion was made available during the PV trials (PV-FV) to investigate the potential influence of visual feedback on IT performance. Results showed no significant differences in performance in the IT task between the NM and FP conditions, suggesting no enhancement of visual processing occurred due to response preparation (Experiment 1). However, IT performance was significantly poorer in the PV condition in comparison to both the NM and FP conditions (Experiment 1), and was even worse when visual feedback was provided (Experiment 2). Together, these findings suggest that visual perceptual processing is degraded during execution of a fast, goal-directed movement.

Ureaplasmas and mycoplasmas in vaginal samples from prepubertal girls and the reasons for gynecological consultation.

OBJECTIVES: The aim of the study was to evaluate vaginal colonization with Ureaplasmaurealyticum (UU) and Mycoplasma hominis (MH) in prepubertal girls and reason for gynecological consultation. PATIENTS AND METHODS: All prepubertal girls sent for consultation for medical issues to a pediatric gynecology department. Vaginal swabs were obtained for culture and were seeded using specific media. Patients colonized with genital mycoplasmas (GMs) were evaluated by a psychologist to rule out sexual abuse (SA). RESULTS: A total of119 patients were included. The mean age was 5.9 y. Reasons for consultation were vulvovaginitis in 78 (66%), SA before study entry in 19 (16%), labial adhesion in 8 (7%), genital bleeding in 8 (7%), suspected sexual abuse in 3 (3%) and 1 patient was sent for consultation for labial adhesion but had a normal examination (1%), physical neglect in 1 (1%), and genital ulcers in 1 (1%). UU was isolated in 14 (12%) MH was isolated in 3 (3%). UU was isolated in 9 patents (47%) with SA before study entry. Five patients colonized with UU that had consulted for other reasons were evaluated by a pediatric psychologist; 4 disclosed SA. One patient colonized with UU did not disclose SA. Patients with GMs were more likely to disclose sexual abuse (UU P < .0001. MH P < .0065). CONCLUSION: GMs were isolated more in SA cases. Patients colonized with GMs and consulted for other issues than SA were more likely to disclose SA.