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Attention modulates adaptive motor learning in the 'broken escalator' paradigm
Mitesh Patel1, Diego Kaski, Adolfo M Bronstein
1Department of Clinical Neurosciences, Division of Neuroscience and Mental Health, Imperial College London, Charing Cross Hospital, London, W6 8RF, UK, Mitesh.Patel1@imperial.ac.uk.
Experimental Brain Research
|April 10, 2014
Summary
Adaptive motor learning from stepping onto a broken escalator involves explicit learning, but the resulting locomotor aftereffect (LAE) is implicit. Maintaining attention is crucial for learning new motor tasks during rehabilitation.
Area of Science:
- Motor Control
- Neuroscience
- Rehabilitation Science
Background:
- Locomotor aftereffects (LAE) demonstrate adaptive motor learning.
- It remains unclear if this learning is explicit (attention-dependent) or implicit (attention-independent).
Purpose of the Study:
- To investigate whether the adaptation and aftereffect phases of a locomotor aftereffect involve explicit or implicit motor learning.
- To determine the role of attention in adaptive locomotor learning.
Main Methods:
- Thirty-six healthy adults performed stepping tasks on a stationary and moving sled.
- Attention was diverted using a dual-task (cognitive load) during adaptation or aftereffect phases.
- Trunk displacement, gait velocity, and muscle activity were recorded.
Main Results:
- The dual-task during the moving phase (adaptation) increased trunk displacement.
- The dual-task during the aftereffect phase did not significantly alter the aftereffect.
- Gait velocity remained unaffected by the dual-task.
Conclusions:
- Adaptive locomotor learning is primarily explicit, requiring attention.
- The expression of the locomotor aftereffect is automatic and implicit.
- Maximal attention should be encouraged during rehabilitation for learning challenging locomotor tasks.
