Distribution of Practice Combined with Observational Learning Has Time Dependent Effects on Motor Skill Acquisition.

Studies of the benefits of a distributed practice schedule on motor skill acquisition have typically found that distribution of practice results in better learning. However, less research has focused on how the benefits of distributed practice are impacted by timing during acquisition. To examine how timing of skill acquisition interacts with distribution of practice we had two groups of participants complete either an extensive massed or distributed training schedule to learn a speed stacking sequence across ten sessions. For participants in both groups, we provided observational learning to facilitate skill acquisition. Analysis of speed stacking time on a retention test revealed an overall benefit for the distributed relative to the massed practice group. Interestingly, our analysis of the benefits of distributed practice during training only showed performance benefits in the early session (session one) and later sessions (sessions eight, nine, and ten) of skill acquisition but not mid-way through it (sessions two through seven). Our results support previous findings highlighting the learning benefits of a distributed practice schedule but suggest that these benefits occur differentially throughout acquisition. Our work also replicates research demonstrating that observational learning is more beneficial when it is yoked to actual practice.

Finger tapping to different styles of music and changes in cortical oscillations.

Music has been a therapeutic strategy proposed to improve impaired movement performance, but there remains a lack of understanding of how music impacts motor cortical activity. Thus, the purpose of this study is to use a time-frequency analysis (i.e., wavelet) of electroencephalographic (EEG) data to determine differences in motor and auditory cortical activity when moving to music at two different rates. Twenty healthy young adults tapped their index finger while electroencephalography was collected. There were three conditions (tapping in time with a tone and with two contrasting music styles), and each condition was repeated at two different rates (70 and 140 beats per minute). A time-frequency Morlet wavelet analysis was completed for electrodes of interest over the sensorimotor areas (FC3, FC4, FCz, C3, C4, Cz) and the primary auditory areas (T7, T8). Cluster-based permutation testing was applied to the electrodes of interest for all conditions. Results showed few differences between cortical oscillations when moving to music versus a tone. However, the two music conditions elicited a variety of distinct responses, particularly at the slower movement rate. These results suggest that music style and movement rate should be considered when designing therapeutic applications that include music to target motor performance.

The role of cognitive control and top-down processes in object affordances.

A widely held though debatable claim is that the picture of an object like a frying pan automatically elicits features of a left/right-handed grasp action even in perceptual tasks that make no demands on the observer to consider the graspable properties of the depicted object. Here, we sought to further elucidate this claim by relying on a methodology that allowed us to distinguish between the influence of motor versus spatial codes on the selection of a left/right-handed response while electroencephalographic data were recorded. In our experiment, participants classified images of frying pans as upright or inverted using a left/right key press or by making a left/right-handed reach-and-grasp action towards a centrally located response element while we recorded electroencephalographic (EEG) data. In line with previous evidence (Bub, Masson, & van Noordenne, Journal of Experiment Psychology: Human Perception and Performance, 47(1), 53-80, 2021), these two modes of responding generated distinct correspondence effects on performance induced by the same set of images. In terms of our EEG data, we found that neither motor (the lateralized readiness potential) nor visual (N100 and P100) potentials were sensitive to handle-response hand correspondence. However, an exploratory theta analysis revealed that changes in frontal theta power mirrored the different correspondence effects evoked by the image on key press responses versus reach and grasp actions. Importantly, our results provide a link between these disparate effects and the engagement of cognitive control, highlighting a possible role of top-down control processes in separating motor features from the task-irrelevant features of an object, and thus in claims regarding object affordances more generally.

What happens when right means wrong? The impact of conflict arising from competing feedback responses.

Humans often rely on feedback to learn. Indeed, in learning the difference between feedback and an expected outcome is computed to inform future actions. Further, recent work has found that reward and feedback have a unique role in modulating conflict processing and cognitive control. However, it is still not clear how conflict, especially concerning the processing and evaluation of feedback, impacts learning. To address this, we examined the effects of feedback competition on feedback evaluation in a reinforcement learning task. Specifically, we had participants play a simple two-choice gambling game while electroencephalographic (EEG) data were recorded. On half of the experiment blocks, we reversed the meaning of performance feedback for each trial from its prepotent meaning to induce response conflict akin to the Stroop effect (e.g., '✓' meant incorrect). Behaviourally, we found that participants' accuracy was reduced as a result of incongruent feedback. Paralleling this, an analysis of our EEG revealed that incongruent feedback resulted in a reduction in amplitude of the reward positivity and the P300, components of the human event-related brain potential implicated in reward processing. Our results demonstrate the negative impact of conflict on feedback evaluation and the impact of this on subsequent performance.

Dissociated neural signals of conflict and surprise in effortful decision Making: Theta activity reflects surprise while alpha and beta activity reflect conflict.

What makes a decision difficult? Two key factors are conflict and surprise: conflict emerges with multiple competing responses and surprise occurs with unexpected events. Conflict and surprise, however, are often thought of as parsimonious accounts of decision making rather than an integrated narrative. We sought to determine whether conflict and/or surprise concurrently or independently elicit effortful decision making. Participants made a series of diagnostic decisions from physiological readings while electroencephalographic (EEG) data were recorded. To induce conflict and surprise, we manipulated task difficulty by varying the distance between a presented physiological reading and the category border that separated the two diagnoses. Whereas frontal theta oscillations reflected surprise - when presented readings were far from the expected mean, parietal alpha and beta oscillations indicated conflict - when readings were near the category border. Our findings provide neural evidence that both conflict and surprise engage cognitive control to employ effort in decision making.

The ERP, frequency, and time-frequency correlates of feedback processing: Insights from a large sample study.

Human learning, at least in part, appears to be dependent on the evaluation of how outcomes of our actions align with our expectations. Over the past 23 years, electroencephalography (EEG) has been used to probe the neural signatures of feedback processing. Seminal work demonstrated a difference in the human event-related potential (ERP) dependent on whether people were processing correct or incorrect feedback. Since then, these feedback evoked ERPs have been associated with reinforcement learning and conflict monitoring, tied to subsequent behavioral adaptations, and shown to be sensitive to a wide range of factors (e.g., Parkinson's disease). Recently, research has turned to frequency decomposition techniques to examine how changes in the EEG power spectra are related to underlying learning mechanisms. Although the literature on the neural correlates of feedback processing is vast, there are still methodological discrepancies and differences in results across studies. Here, we provide reference results and an investigation of methodological considerations for the ERP (reward positivity) and frequency (delta and theta power) correlates of feedback evaluation with a large sample size. Specifically, participants (n = 500) performed a two-armed bandit task while we recorded EEG. Our findings provide key information about the data characteristics and relationships that exist between the neural signatures of feedback evaluation. Additionally, we conclude with selected methodological recommendations for standardization of future research. All data and scripts are freely provided to facilitate open science.

Incidental learning of allocentric and egocentric strategies by both men and women in a dual-strategy virtual Morris Water Maze.

In studies of human navigation, an underlying assumption is that, by nature, navigators are proficient with and strongly biased toward using only one strategy, either allocentric (cognitive mapping) or egocentric (stimulus-response based). Further, research often suggests that males are allocentric navigators whereas females are egocentric navigators. We tested these binary assumptions using two versions of a virtual Morris water maze (MWM). The Dual-strategy maze could be solved using either an allocentric or an egocentric strategy. Preferred strategy was tested by alternating test and probe trials. Two "Forced-strategy" probe trials tested navigators' ability to use their non-preferred strategy. Participants then completed the Place maze that was best solved using an allocentric strategy. In the Dual-strategy maze, there was no particular order of acquisition of a preferred strategy and a quarter of participants switched strategies; this switching was bilateral (from egocentric to allocentric and vice-versa). Navigators were most competent in the use of their preferred strategy. Importantly, navigators did learn (incidentally) information related to their non-preferred strategy and were capable of using that strategy. This pattern of results was shown for both males and females, although females did show a stronger preference for egocentric navigation than did males. We concluded that navigators can use all environmental information available to them and that the tendency to view people as innately allocentric or egocentric navigators does not allow for more nuanced investigations of navigational ability. Such investigations would better inform research into deficits in spatial ability in clinical populations.

Passively learned spatial navigation cues evoke reinforcement learning reward signals.

Since the suggestion by Tolman (1948) that both rodents and humans create cognitive maps during navigation, the specifics of how navigators learn about their environment has been mired in debate. One facet of this debate is whether or not the creation of cognitive maps - also known as allocentric navigation - involves reinforcement learning. Here, we demonstrate a role for reinforcement learning during allocentric navigation using event-related brain potentials (ERPs). In the present experiment, participants navigated in a virtual environment that allowed the use of three different navigation strategies (allocentric, egocentric-response, & egocentric-cue), in which their goal was to locate and remember a hidden platform. Following the navigation phase of the experiment, participants were shown "cue images" representative of the three navigation strategies. Specifically, we examined whether or not these passively learned strategy images elicited a reward positivity - an ERP component associated with reinforcement learning and the anterior cingulate cortex. We found that when allocentric navigators were shown previously learned cues predicting the goal location a reward positivity was elicited. The present findings demonstrate that allocentric navigational cues carry long-term value after navigation and lend support to the claim that reinforcement learning plays a role in the acquisition of allocentric navigation and thus the generation of cognitive maps.