Adult
Conditions
Keywords
Motor Learning, Feedback, Brain Function
Brief summary
Feedback delivered during motor practice can help promote motor skill learning, enhance confidence, and alter brain connectivity. However, the optimal way to provide feedback to promote learning, confidence and brain connectivity is unknown. This project will study how the feedback that is provided during practice of a movement skill can help people learn and build confidence and whether these correspond to changes in brain function. The investigators will measure motor skill performance, confidence, and resting state brain connectivity before and after a session of motor practice.
Detailed description
Positive social comparative feedback, which indicate to the learner that they are performing above average, is one way to enhance a learner's expectancies about future performance. Expectancies include the learners' perceived competence about their ability to perform the task, expectations about task outcome (success or failure), and predictions of extrinsic reward or positive experiences related to performance. Positive feedback during motor practice enhances expectancies, which is hypothesized to be rewarding to the learner, leading to better skill performance and learning. Reward is a powerful shaper of behavior. However, while social comparative feedback supports motor skill learning, it is unclear whether positive social comparative feedback induces a response in the dopamine reward network. Therefore, the purpose of this study is to determine the effects of social comparative feedback during motor practice on the functional connectivity of the reward neural network. The study aims to recruit 40 participants who will be randomized into 1 of 2 feedback groups (performance feedback or performance plus positive feedback). Participants will practice a motor sequence task on a single day and then return for retention performance testing about 24 hours later. Measures of brain function and brain structure will be collected before and after practice on day 1. Changes in performance (response time to complete a sequence) and self-efficacy will be measured from baseline to 24 hours later at retention. Changes in brain functional connectivity over practice on day 1 will be assessed in the reward network and the motor network.
Interventions
BEHAVIORALMotor Sequence Task
Participants will be seated at a laptop with the right hand on a standard joystick. The movement of the joystick will move a cursor on the computer screen. Targets will appear on the laptop screen as a circle in one of twelve spatially distinct locations. The learner must move the joystick cursor to inside the target before the next target will appear.
Sponsors
University of South Carolina
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
BASIC_SCIENCE
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
ALL
Age
18 Years to 40 Years
Healthy volunteers
Yes
Inclusion criteria
* Age 18 to 40 years * Right-hand dominant
Exclusion criteria
* Medical diagnosis or medication that affects dopamine (e.g. dopamine reuptake inhibitors) * Musculoskeletal issues that limit upper extremity movement * Contraindications for magnetic resonance imaging (MRI)
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Response Time | Change from baseline to retention at 24 hours | Time to complete one sequence |
| Task Confidence | Change from baseline to retention at 24 hours | Self-reported confidence in ability to complete a sequence in a given time on a scale of 0 to 10 with a 10 equating to higher confidence |
| Brain Connectivity | Change from baseline to immediately after practice | Resting state connectivity between pairs of brain regions |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Peak Velocity | Change from baseline to retention at 24 hours | Average speed to capture a target within a sequence |
| Total Path Distance | Change from baseline to retention at 24 hours | Total distance traveled to complete one sequence |
| Time to Peak Velocity | Change from baseline to retention at 24 hours | Mean time to peak velocity for movement to a target within a sequence |
| Perceived Competence | Change from baseline to retention at 24 hours | Mean score on the Perceived Competence subscale of the Intrinsic Motivation Inventory where each item ranges from 0 to 7 with a higher value equating to higher competence |
| Perceived Interest/Enjoyment | Change from baseline to retention at 24 hours | Mean score on the Interest/Enjoyment subscale of the Intrinsic Motivation Inventory where each item ranges from 0 to 7 with a higher value equating to higher enjoyment |
| Positive Affect | Change from baseline to retention at 24 hours | Total score for general positive affect on the Positive and Negative Affect Scale with a range from 10 to 50 with higher scores equating to higher positive affect |
| Response Time | Change from baseline to immediately after practice | Time to complete one sequence |
| Task Confidence | Change from baseline to immediately after practice | Self-reported confidence in ability to complete a sequence in a given time on a scale of 0 to 10 with a 10 equating to higher confidence |
| Brain Structure | Baseline assessment | Structural integrity of white matter pathways in the brain |
Countries
United States
Outcome results
None listed