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Frenkel-Toledo, S., Levin, M. F., Berman, S., Liebermann, D. G., Baniña, M. C., Solomon, J. M., et al. (2022). Shared and distinct voxel-based lesion-symptom mappings for spasticity and impaired movement in the hemiparetic upper limb. Sci Rep, 12(1).
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Frenkel-Toledo, S., Yamanaka, J., Friedman, J., Feldman, A. G., & Levin, M. F. (2019). Referent control of anticipatory grip force during reaching in stroke: an experimental and modeling study. Exp Brain Res, 237(7), 1655–1672.
Abstract: To evaluate normal and impaired control of anticipatory grip force (GF) modulation, we compared GF production during horizontal arm movements in healthy and post-stroke subjects, and, based on a physiologically feasible dynamic model, determined referent control variables underlying the GF-arm motion coordination in each group. 63% of 13 healthy and 48% of 13 stroke subjects produced low sustained initial force (< 10 N) and increased GF prior to arm movement. Movement-related GF increases were higher during fast compared to self-paced arm extension movements only in the healthy group. Differences in the patterns of anticipatory GF increases before the arm movement onset between groups occurred during fast extension arm movement only. In the stroke group, longer delays between the onset of GF change and elbow motion were related to clinical upper limb deficits. Simulations showed that GFs could emerge from the difference between the actual and the referent hand aperture (Ra) specified by the CNS. Similarly, arm movement could result from changes in the referent elbow position (Re) and could be affected by the co-activation (C) command. A subgroup of stroke subjects, who increased GF before arm movement, could specify different patterns of the referent variables while reproducing the healthy typical pattern of GF-arm coordination. Stroke subjects, who increased GF after arm movement onset, also used different referent strategies than controls. Thus, altered anticipatory GF behavior in stroke subjects may be explained by deficits in referent control.
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Friedman, J., Amiaz, A., & Korman, M. (2022). The online and offline effects of changing movement timing variability during training on a finger-opposition task. Sci Rep, 12(1), 13319.
Abstract: In motor learning tasks, there is mixed evidence for whether increased task-relevant variability in early learning stages leads to improved outcomes. One problem is that there may be a connection between skill level and motor variability, such that participants who initially have more variability may also perform worse on the task, so will have more room to improve. To avoid this confound, we experimentally manipulated the amount of movement timing variability (MTV) during training to test whether it improves performance. Based on previous studies showing that most of the improvement in finger-opposition tasks comes from optimizing the relative onset time of the finger movements, we used auditory cues (beeps) to guide the onset times of sequential movements during a training session, and then assessed motor performance after the intervention. Participants were assigned to three groups that either: (a) followed a prescribed random rhythm for their finger touches (Variable MTV), (b) followed a fixed rhythm (Fixed control MTV), or (c) produced the entire sequence following a single beep (Unsupervised control MTV). While the intervention was successful in increasing MTV during training for the Variable group, it did not lead to improved outcomes post-training compared to either control group, and the use of fixed timing led to significantly worse performance compared to the Unsupervised control group. These results suggest that manipulating MTV through auditory cues does not produce greater learning than unconstrained training in motor sequence tasks.
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Friedman, J., Raveh, E., Weiss, T., Itkin, S., Niv, D., Hani, M., et al. (2019). Applying Incongruent Visual-Tactile Stimuli during Object Transfer with Vibro-Tactile Feedback (Vol. 147).
Abstract: The application of incongruent sensory signals that involves disrupted tactile feedback is rarely explored, specifically with the presence of vibrotactile feedback (VTF). This protocol aims to test the effect of VTF on the response to incongruent visual-tactile stimuli. The tactile feedback is acquired by grasping a block and moving it across a partition. The visual feedback is a real-time virtual presentation of the moving block, acquired using a motion capture system. The congruent feedback is the reliable presentation of the movement of the block, so that the subject feels that the block is grasped and see it move along with the path of the hand. The incongruent feedback appears as the movement of the block diverts from the actual movement path, so that it seems to drop from the hand when it is actually still held by the subject, thereby contradicting the tactile feedback. Twenty subjects (age 30.2 +/- 16.3) repeated 16 block transfers, while their hand was hidden. These were repeated with VTF and without VTF (total of 32 block transfers). Incongruent stimuli were presented randomly twice within the 16 repetitions in each condition (with and without VTF). Each subject was asked to rate the difficulty level of performing the task with and without the VTF. There were no statistically significant differences in the length of the hand paths and durations between transfers recorded with congruent and incongruent visual-tactile signals – with and without the VTF. The perceived difficulty level of performing the task with the VTF significantly correlated with the normalized path length of the block with VTF (r = 0.675, p = 0.002). This setup is used to quantify the additive or reductive value of VTF during motor function that involves incongruent visual-tactile stimuli. Possible applications are prosthetics design, smart sport-wear, or any other garments that incorporate VTF.
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Geller, N., Moringen, A., & Friedman, J. (2023). Learning juggling by gradually increasing difficulty vs. learning the complete skill results in different learning patterns. Front Psychol, 14, 1284053.
Abstract: Motor learning is central to sports, medicine, and other health professions as it entails learning through practice. To achieve proficiency in a complex motor task, many hours of practice are required. Therefore, finding ways to speed up the learning process is important. This study examines the impact of different training approaches on learning three-ball cascade juggling. Participants were assigned to one of two groups: practicing by gradually increasing difficulty and elements of the juggling movement (“learning in parts”) or training on the complete skill from the start (“all-at-once”). Results revealed that although the all-at-once group in the early stages of learning showed greater improvement in performance, the “learning in parts” group managed to catch up, even over a relatively short period of time. The lack of difference in performance between the groups at the end of the training session suggests that the choice of training regime (between all-at-once and learning in parts), at least in the short term, can be selected based on other factors such as the learner's preference, practical considerations, and cognitive style.
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