Apprentissage moteur | EPFL Graph Search

. Théorisation de l'apprentissage moteur Théorie de l'apprentissage moteur Les approches basées sur les théories de l’apprentissage moteur tiennent habituellement compte de quatre variables principales: les étapes d’apprentissage, le type de tâche à réaliser, la pratique et le feedback. Le processus d’apprentissage moteur comprend trois stades. Le premier est le stade cognitif, c’est-à-dire que l’individu connaît chaque séquence de la tâche à réaliser, mais il ne sait pas exactement comment l’exécuter. Ensuite, il y a le stade associatif, qui correspond au raffinement des habiletés motrices et à la diminution d’erreurs. La performance à la tâche devient aussi plus consistante. Au stade automatique, le dernier stade, les habiletés motrices sont apprises et maîtrisées, peu d’effort cognitif est demandé. La deuxième variable à considérer pour l’apprentissage moteur est le type de tâche. Il est nécessaire de varier la tâche et de modifier l’environnement dans l

Does one size fit all? - Towards the optimization and personalization of non-invasive brain stimulation paradigms to enhance motor learning

Laurijn Rianne Draaisma

The acquisition and re-acquisition of motor skills is an important aspect of daily life and in the recovery after a stroke. Non-invasive brain stimulation (NIBS) is a technique that is used to improve motor learning and enhance motor recovery in stroke survivors. Although the current results are promising, the outcomes are heterogeneous with responders and non-responders. This thesis aimed to investigate multiple, novel NIBS strategies to enhance stimulation efficacy and to develop approaches for protocol personalization. These alternative strategies include targeting other areas of the motor network than the primary motor cortex (M1), targeting the brain as a network with the use of multifocal stimulation, and using a variety of stimulation techniques (TMS, tACS, tDCS) to study underlying mechanisms. Study 1 explored the methodological implications of TMS for measuring inhibitory and excitatory neurotransmissions. With the use of TMS, short intracortical inhibition (SICI) and intracortical facilitation (ICF) were measured in healthy young adults. SICI and ICF were studied with different stimulators, waveforms, and current directions using a set of interstimulus intervals. Our findings indicated high comparability among the different stimulation paradigms, except for SICI at 3 ms, which enables data sharing across units and facilitates the conduction of multi-center studies.Study 2 measured the effect of 50 Hz tACS applied to the cerebellum on a novel motor learning task in healthy young adults. Targeting the cerebellum with NIBS is a relatively new field of research with open questions that need to be addressed. Therefore, we explored for the first time the effect of CB-tACS on a motor learning task. Our results did not show an improvement of learning with 50 Hz CB-tACS. We argue that this might have been related to the task and/or the selected stimulation frequency. Therefore, this stimulation paradigm requires further optimization to be effective for motor learning.Study 3 compared multifocal sequential stimulation to monofocal tDCS on motor learning in stroke patients. The multifocal paradigm consisted of an orchestrated M1 â CB stimulation setup, the monofocal paradigm targeted the M1. Our results indicated a significant effect of multifocal M1-CB stimulation, mainly driven by CB-tDCS during the early phase of learning. Moreover, baseline performance and neurophysiology were related to stimulation responsiveness that could potentially lead to biomarkers to predict stimulation efficacy in stroke patients.Study 4 measured the effect of personalized bifocal theta tACS applied to the FPN on motor learning in healthy older adults. Sequence learning has a cognitive component related to working memory (WM) capacity, a process mediated by the FPN. We hypothesized that targeting the FPN might be beneficial for motor learning. tACS to the FPN improved performance, when WM load was high, but not when WM-load was low. Therefore, we conclude that the FPN is a promising new target to enhance motor learning which might be most beneficial for individuals with decreased WM capacity due to age or stroke. In conclusion, this thesis demonstrates that targeting alternative motor network areas, and multifocal stimulation is promising. These results expand on the current knowledge of NIBS and identified open questions that require further examination but could ultimately lead towards enhanced efficacy and the personalization of study protocols.

EPFL2022

Motor Performance Is not Enhanced by Daytime Naps in Older Adults

Winifried Backhaus, Friedhelm Christoph Hummel

The impact of sleep on motor learning in the aging brain was investigated using an experimental diurnal nap setup. As the brain ages several components of learning as well as motor performance change. In addition, aging is also related to sleep architectural changes. This combination of slowed learning processes and impaired sleep behavior raises the question of whether sleep can enhance learning and specifically performance of procedural tasks in healthy, older adults. Previous research was able to show sleep-dependent consolidation overnight for numerous tasks in young adults. Some of these study findings can also be replicated for older adults. This study aims to clarify whether sleep-dependent consolidation can also be found during shorter periods of diurnal sleep. The impact of midday naps on motor consolidation was analyzed by comparing procedural learning using a sequence and a motor adaptation task, in a crossover fashion in healthy, non-sleep deprived, older adults randomly subjected to wake (45 min), short nap (10-20 min sleep) or long nap (50-70 min sleep) conditions. Older adults exhibited learning gains, these were not found to be sleep-dependent in either task. The results suggest that daytime naps do not have an impact on performance and motor learning in an aging population.

2016

Daytime sleep has no effect on the time course of motor sequence and visuomotor adaptation learning

Winifried Backhaus, Friedhelm Christoph Hummel

Sleep has previously been claimed to be essential for the continued learning processes of declarative information as well as procedural learning. This study was conducted to examine the importance of sleep, especially the effects of midday naps, on motor sequence and visuomotor adaptation learning. Thirty-five (27 females) healthy, young adults aged between 18 and 30years of age participated in the current study. Addressing potential differences in explicit sequence and motor adaptation learning participants were asked to learn both, a nine-element explicit sequence and a motor adaptation task, in a crossover fashion on two consecutive days. Both tasks were performed with their non-dominant left hand. Prior to learning, each participant was randomized to one of three interventions; (1) power nap: 10-20min sleep, (2) long nap: 50-80min sleep or (3) a 45-min wake-condition. Performance of the motor learning task took place prior to and after a midday rest period, as well as after a night of sleep. Both sleep conditions were dominated by Stage N2 sleep with embedded sleep spindles, which have been described to be associated with enhancement of motor performance. Significant performance changes were observed in both tasks across all interventions (sleep and wake) confirming that learning took place. In the present setup, the magnitude of motor learning was not sleep-dependent in young adults - no differences between the intervention groups (short nap, long nap, no nap) could be found. The effect of the following night of sleep was not influenced by the previous midday rest or sleep period. This finding may be related to the selectiveness of the human brain enhancing especially memory being thought of as important in the future. Previous findings on motor learning enhancing effects of sleep, especially of daytime sleep, are challenged.

Elsevier2016

Does one size fit all? - Towards the optimization and personalization of non-invasive brain stimulation paradigms to enhance motor learning

Laurijn Rianne Draaisma

EPFL2022

Daytime sleep has no effect on the time course of motor sequence and visuomotor adaptation learning

Winifried Backhaus, Friedhelm Christoph Hummel

Elsevier2016