Altered afferent input resulting from neck joint dysfunction has become a growing area of study. Cervical spine manipulation, specifically in individuals with subclinical neck pain (SNCP); induces neurological changes, suggesting it has a positive neuromodulatory effect on brain processing. The effects of manipulation on motor learning in individuals with SCNP have not been investigated until now. Studies in this thesis sought to develop and investigate a novel motor training task to be coupled with cervical spine manipulation to investigate its effects on individual’s ability to process new task information. The studies revealed significant changes in neural activity specific to the cerebellum and sensorimotor integration following a complex motor training task as compared to a simple repetitive task, suggesting that those specific regions are involved in processing of more complex motor skill learning tasks. This novel task was then coupled with manipulation which revealed significant activation increases in cortical and decreases in subcortical brain regions following manipulation. Regions specific to sensorimotor integration (SMI) showed increased activation in both the manipulation and passive head movement control groups, corroborating with the results from the first study. The use of a complex motor training task is a useful tool for determining intervention effects on neural processing in individuals with SCNP. / UOIT

Experience drives changes in gene expression that mold and reorganize neuronal circuits. In response to neuronal activity, the transcription factor CREB binds to a regulatory site on Bdnf promoter IV to modulate BDNF protein levels. CREB and BDNF are extensively implicated in animal behaviour, but the role of the interaction between these proteins has not been studied. I used transgenic mice carrying mutations at the CREB binding site of Bdnf promoter IV (CREmKI mutation) to specifically disrupt this interaction. F1 (N = 52) and F2 (N = 69) mice underwent a battery of behavioural tests. All mice showed normal motor learning and spatial memory. Critically, F1 mutants showed impaired auditory fear memory, while F2 mutants showed heightened anxiety. I suspect that differences in Bdnf expression and compensatory effects contributed to discrepancies between the two generations. My findings highlight the relevance of BDNF expression levels for memory- and anxiety-related behaviours.

Experience drives changes in gene expression that mold and reorganize neuronal circuits. In response to neuronal activity, the transcription factor CREB binds to a regulatory site on Bdnf promoter IV to modulate BDNF protein levels. CREB and BDNF are extensively implicated in animal behaviour, but the role of the interaction between these proteins has not been studied. I used transgenic mice carrying mutations at the CREB binding site of Bdnf promoter IV (CREmKI mutation) to specifically disrupt this interaction. F1 (N = 52) and F2 (N = 69) mice underwent a battery of behavioural tests. All mice showed normal motor learning and spatial memory. Critically, F1 mutants showed impaired auditory fear memory, while F2 mutants showed heightened anxiety. I suspect that differences in Bdnf expression and compensatory effects contributed to discrepancies between the two generations. My findings highlight the relevance of BDNF expression levels for memory- and anxiety-related behaviours.

The purpose of this study was twofold. First, to determine if planned interventions could increase untrained undergraduate students' use of positive and specific skill feedback while a teaching fundamental motor skill to children who are disabled. Second, to qualitatively assess the effect of specific verbal feedback on student motor performance. Six undergraduate students enrolled in the Adapted Physical Activity and Lab class at Oregon State University served as teachers for 6 children who were classified as having a mild to moderate disability. Teachers were individually videotaped teaching the same fundamental motor skill each week for 14 weeks in the actual clinic setting. Week 4 teachers were sequentially introduced to the intervention package which included: (a) defining specific skill feedback and discussing its role in skill development, (b) a single viewing of a master teacher videotape, (c) verbally and physically reviewing critical elements of skill being taught, and (d) reviewing teacher feedback and student motor performance each lesson. A variation of the single subject, multiple baseline design across subjects was used to assess the effect of the intervention package on teacher feedback and student motor performance. Single subject data analysis techniques indicated untrained teachers were already using corrective specific feedback while the intervention package developed successfully increased their use of positive specific skill feedback. In addition, evidence suggests a positive relationship between teachers' use of specific skill feedback and student motor performance. Based on these findings, it appears specific verbal feedback behavior of untrained volunteer teachers can be increased as a result of the intervention package developed. It is recommended that future studies replicate this study with a larger number of teachers/students and over a longer period of time. / Graduation date: 1992

The purpose of this thesis was to examine the capacity for acquisition and retention of practice-related improvements in compensatory posture control and the nature of postural motor learning among healthy young and older adults repeatedly exposed to continuous surface motion via a translating platform. Although much research has been conducted to examine the strategies adopted by the central nervous system to control posture in response to external perturbations, the learning capabilities of this system have remained relatively unexplored. Many of the studies that have explored practice-related changes in balance performance have focused on short-term adaptations to highly predictable stimuli. Borrowing from implicit sequence learning paradigms, we developed two experimental protocols to examine postural motor learning for a compensatory balance task in an environment with limited predictability. Applying key principles of motor learning to our experimental design including retention intervals and a transfer task enabled us to draw conclusions about the permanency and specificity of the observed changes. Our investigations revealed practice-related changes in the motor organization of posture control. In young adults, a shift in the complexity of the control strategy occurred which lead to improvements in spatial and temporal control of the COM. In contrast, a majority of older adults persisted with a simplified control strategy which restricted improvements in COM control. Importantly, despite control strategy differences, the two groups showed comparable rates of improvement in almost all outcome measures including measures of trunk stability and temporal COM control. Longer-term retention of behavioural changes provided evidence for learning in young adults. Similar maintenance of improvements was observed for some outcome measures in older adults. Where significant losses in performance occurred in this group, retention was evident in the rapid reacquisition of performance to the level of proficiency achieved in original practice. Based on these results, we concluded that age affected the adapted control strategy but not the capacity for postural motor learning. Further, regardless of age or protocol, the pattern of postural perturbations did not influence acquisition of a strategy of stability and thus, we concluded that postural motor learning under the current conditions was non-specific, that is, it did not involve sequence-specific learning. These results provide important insight into the generalized nature of compensatory postural motor learning and subsequently, into the potential for positive transfer of balance skill to other balance tasks.

The purpose of this thesis was to examine the capacity for acquisition and retention of practice-related improvements in compensatory posture control and the nature of postural motor learning among healthy young and older adults repeatedly exposed to continuous surface motion via a translating platform. Although much research has been conducted to examine the strategies adopted by the central nervous system to control posture in response to external perturbations, the learning capabilities of this system have remained relatively unexplored. Many of the studies that have explored practice-related changes in balance performance have focused on short-term adaptations to highly predictable stimuli. Borrowing from implicit sequence learning paradigms, we developed two experimental protocols to examine postural motor learning for a compensatory balance task in an environment with limited predictability. Applying key principles of motor learning to our experimental design including retention intervals and a transfer task enabled us to draw conclusions about the permanency and specificity of the observed changes. Our investigations revealed practice-related changes in the motor organization of posture control. In young adults, a shift in the complexity of the control strategy occurred which lead to improvements in spatial and temporal control of the COM. In contrast, a majority of older adults persisted with a simplified control strategy which restricted improvements in COM control. Importantly, despite control strategy differences, the two groups showed comparable rates of improvement in almost all outcome measures including measures of trunk stability and temporal COM control. Longer-term retention of behavioural changes provided evidence for learning in young adults. Similar maintenance of improvements was observed for some outcome measures in older adults. Where significant losses in performance occurred in this group, retention was evident in the rapid reacquisition of performance to the level of proficiency achieved in original practice. Based on these results, we concluded that age affected the adapted control strategy but not the capacity for postural motor learning. Further, regardless of age or protocol, the pattern of postural perturbations did not influence acquisition of a strategy of stability and thus, we concluded that postural motor learning under the current conditions was non-specific, that is, it did not involve sequence-specific learning. These results provide important insight into the generalized nature of compensatory postural motor learning and subsequently, into the potential for positive transfer of balance skill to other balance tasks.

I den här studien undersöks sambandet mellan motorik och lärande. Syftet är att teoretiskt och empiriskt få ökad förståelse för hur elevers motoriska utveckling påverkar lärande. Studien utförs med hjälp av litteraturstudie och lärarintervjuer. Mina frågeställningar är:Hur utvecklar barn sin motorik? Vad betyder motorik för lärandet? Hur arbetar förskolelärare och klasslärare med motorik? Lärare har en viktig uppgift att arbeta med motorik både i förskolan och i skolan för att barnen ska utveckla sin motorik. I resultatanalysen jämförs lärarnas intervjusvar för att hitta det gemensamma och generella. I resultatet framgår det att det finns samband mellan motorik och inlärning då perception har en viktig del. Lärarna använder sig av motorik både i undervisningen och som avbrott i undervisningen. Den motoriska utvecklingen bidrar t.ex. till bättre koncentrationsförmåga, balans och kroppsuppfattning vilka har betydelse för lärande. Genom att barnen får röra på sig utvecklar de sin motorik, då naturen är en stimulerande miljö. En slutsats är att barn behöver röra sig för att underlätta lärandet. Däremot krävs det mer kompetens hos lärare för att se det viktiga med motoriken.

We propose a developmental framework that enables the robot to learn affordances through interaction with the environment in an unsupervised way and to use these affordances at different levels of robot control, ranging from reactive response to planning. Inspired from Developmental Psychology, the robot&rsquo / s discovery of action possibilities is realized in two sequential phases. In the first phase, the robot that initially possesses a limited number of basic actions and reflexes discovers new behavior primitives by exercising these actions and by monitoring the changes created in its initially crude perception system. In the second phase, the robot explores a more complicated environment by executing the discovered behavior primitives and using more advanced perception to learn further action possibilities. For this purpose, first, the robot discovers commonalities in action-effect experiences by finding effect categories, and then builds predictors for each behavior to map object features and behavior parameters into effect categories. After learning affordances through self-interaction and self-observation, the robot can make plans to achieve desired goals, emulate end states of demonstrated actions, monitor the plan execution and take corrective actions using the perceptual structures employed or discovered during learning. Mobile and manipulator robots were used to realize the proposed framework. Similar to infants, these robots were able to form behavior repertoires, learn affordances, and gain prediction capabilities. The learned affordances were shown to be relative to the robots, provide perceptual economy and encode general relations. Additionally, the affordance-based planning ability was verified in various tasks such as table cleaning and object transportation.

Have you ever attempted to rub your abdomen with one hand while tapping your head with the other? Separately these movements are easy to perform but doing them together (bilateral task) requires motor adaptation. Motor adaptation is the process through which the Central Nervous System improves upon performance. Transfer of learning is the process through which learning a motor task in one condition improves performance in another condition. The purpose of this study was to determine whether transfer of learning occurs during bilateral goal-directed reaching tasks. It was hypothesized that transfer of learning would occur from the non-dominant to the dominant arm during bilateral tasks and that position and load feedback from the arms would affect the rate of adaptation and transfer of learning. During the experiments, subjects reached with one or both their index finger(s) to eight targets while a velocity dependent force perturbation (force environment) was applied to the arm(s). Three groups of bilateral tasks were examined: (1) unilateral reaching, where one arm learned to reach in a force environment, while the other arm remained stationary and therefore did not provide movement related position or load feedback; (2) bilateral reaching single load, where both arms performed reaching movements but only one arm learned a force environment and therefore the other arm provided movement related position feedback but not load feedback; (3) bilateral reaching two loads, where both arms performed reaching movements and both learned a force environment, while providing movement related position and load feedback. The rate of adaptation of the force environment was quantified as the speed at which the perturbed index finger trajectory became straight over the course of repeated task performance. The rate of adaptation was significantly slower for the dominant arm during the unilateral reaching tasks than during the bilateral reaching single load tasks (p<0.05). This indicates that the movement related position feedback from the non-dominant arm improved significantly the motor adaptation of the dominant arm; therefore transfer of learning occurred from the non-dominant to the dominant arm. The rate of adaptation for the non-dominant arm did not differ significantly (p>0.05) between the unilateral reaching and bilateral reaching single load tasks. Results also indicated that the rate of adaptation was significantly (p<0.05) faster for both the non-dominant and the dominant arms during the bilateral reaching two loads tasks than during the bilateral reaching single load tasks. The latter results indicate that transfer of learning occurred in both directions - from the dominant to the non-dominant arm and from the non-dominant to the dominant arm - when position and load feedback was available from both arms, but only when the force environment acted in the same joint direction. This study demonstrated that transfer of learning does occur during bilateral reaching tasks and that the direction and degree of transfer of learning may be modulated by the position and load feedback that is available to the central nervous system. This information may be used by physical therapists in order to improve rehabilitation strategies for the upper extremity.

Thesis (D. Phil.(Biokinetics, Sport and Leisure Sciences))--University of Pretoria, 2002. / Summary in English and Afrikaans. Includes bibliographical references.