Yeganeh Doost Maral, Orban de Xivry Jean-Jacques, Bihin Benoît, Vandermeeren Yves
CHU UCL Namur, Stroke Unit/NeuroModulation Unit, Department of Neurology, Université catholique de Louvain, Yvoir, Belgium.
NEUR Division, Institute of NeuroScience, Université catholique de Louvain, Brussels, Belgium.
Front Hum Neurosci. 2017 Dec 20;11:618. doi: 10.3389/fnhum.2017.00618. eCollection 2017.
Most daily activities are bimanual and their efficient performance requires learning and retention of bimanual coordination. Despite in-depth knowledge of the various stages of motor skill learning in general, how new bimanual coordination control policies are established is still unclear. We designed a new cooperative bimanual task in which subjects had to move a cursor across a complex path (a circuit) as fast and as accurately as possible through coordinated bimanual movements. By looking at the transfer of the skill between different circuits and by looking at training with varying circuits, we identified two processes in early bimanual motor learning. Loss of performance due to the switch in circuit after 15 min of training amounted to 20%, which suggests that a significant portion of improvements in bimanual performance is specific to the used circuit (circuit-specific skill). In contrast, the loss of performance due to the switch in circuit was 5% after 4 min of training. This suggests that learning the new bimanual coordination control policy dominates early in the training and is independent of the used circuit. Finally, switching between two circuits throughout training did not affect the early stage of learning (i.e., the first few minutes), but did affect the later stage. Together, these results suggest that early bimanual motor skill learning includes two different processes. Learning the new bimanual coordination control policy predominates in the first minutes whereas circuit-specific skill improvements unfold later in parallel with further improvements in the bimanual coordination control policy.
大多数日常活动都是双手协同完成的，其高效执行需要学习并保持双手协调能力。尽管总体上我们对运动技能学习的各个阶段已有深入了解，但新的双手协调控制策略是如何建立的仍不清楚。我们设计了一项新的双手协同任务，在该任务中，受试者必须通过双手协同运动，尽可能快速且准确地将光标沿着一条复杂路径（一个回路）移动。通过观察技能在不同回路之间的迁移情况，以及观察在不同回路下的训练情况，我们在早期双手运动学习中识别出了两个过程。训练15分钟后，由于回路切换导致的表现下降达20%，这表明双手表现的显著提升部分是特定于所使用的回路的（回路特定技能）。相比之下，训练4分钟后，由于回路切换导致的表现下降为5%。这表明学习新的双手协调控制策略在训练早期占主导地位，且与所使用的回路无关。最后，在整个训练过程中在两个回路之间切换并不影响学习的早期阶段（即最初几分钟），但会影响后期阶段。总之，这些结果表明早期双手运动技能学习包括两个不同的过程。学习新的双手协调控制策略在最初几分钟占主导地位，而特定于回路的技能提升则在后期随着双手协调控制策略的进一步改进而并行展开。
