Age-dependent changes in motor learning capabilities

运动学习能力随年龄的变化

• 批准号: 7365068
• 负责人: MICHAEL Joel COHEN
• 金额: $ 27.99万
• 依托单位: CALIFORNIA STATE UNIVERSITY LONG BEACH
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-02-15 至 2010-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7365068
• 关键词: Activities of Daily Living; Adult; Affect; Age; Aging; Area; Asses; Attention; Brain; Cognitive; Compatible; Computer information processing; Condition; Deterioration; Development; Disease; Effectiveness; Elderly; Electronics; Episodic memory; Feedback; Functional Magnetic Resonance Imaging; Goals; Hippocampus (Brain); Injury; Learning; Life Style; Literature; Magnetic Resonance Imaging; Measures; Memory; Metabolic; Methods; Motor; Motor Activity; Motor Neurons; Motor Skills; Movement; Muscle; Neural Conduction; Numbers; Older Population; Participant; Pattern; Performance; Persons; Population; Process; Proprioception; Quality of life; Rate; Rehabilitation therapy; Relative (related person); Research; Research Personnel; Retirement; Running; Schedule; Short-Term Memory; Speed; Structure; System; Testing; Training; Transducers; Variant; Work; age group; age related; base; improved; interest; kinematics; knowledge of results; middle age; motor control; motor learning; neuroimaging; normal aging; programs; research study; response; skill acquisition; skills; theories; young adult

The limited research on age-related motor learning capabilities suggests that the elderly do not learn as well as the young. Potential reasons for the learning deficits are many including alterations in brain structures related to working and episodic memory and motor function. Knowing the capabilities of older adults to learn new motor skills has important implications for quality of life and the development of retraining programs for the elderly. Modern motor learning theories postulate that successful rehabilitation/retraining should result in long-term retention, transfer and generalization of newly learned and/or retrained skills. Most training strategies use repetitive practice and frequent augmented feedback: strategies which focus on performance during the acquisition of skills. The assumption that the performance levels achieved during acquisition by these methods will continue for the long-term; however, is not empirically supported. In fact, motor learning research has established that repetitive training and frequent feedback, found to enhance short-term performance, produce poorer long-term retention and transfer than schedules which vary the conditions of practice or limit augmented feedback. Two well-study paradigms that improve retention and transfer are random practice, which varies the tasks practiced, and schedules that limit knowledge of results such as faded and bandwidth feedback. Compared to static practice and frequent feedback, each produces poorer initial acquisition performance, but superior retention and transfer capabilities. Proposed mechanisms for the improved capabilities are increased activity-dependent plasticity of brain subsystems for sustained attention, and/or more developed, flexible memory representations of the motor program. A substantial research indicates that aging correlates with declines in sustained attention, episodic and working memory that could impact the effectiveness of variable practice schedules. The proposed research will compare learning of a new motor skill (lever aiming task) across four age groups under conditions of blocked (static) or random (dynamic practice) or conditions of constant or limited knowledge of results. Additionally we will run these paradigms with an MRI-compatible force transducer during functional magnetic resonance imaging of the brain.

对与年龄相关的运动学习能力的有限研究表明，老年人的学习效果不佳 作为年轻人。学习缺陷的潜在原因有很多，包括大脑结构的改变 与工作记忆、情景记忆和运动功能有关。了解老年人的学习能力 新的运动技能对生活质量和再培训计划的制定具有重要影响 老年人。现代运动学习理论假设成功的康复/再训练应该导致 新学到的和/或再培训的技能的长期保留、转移和概括。大多数训练 策略使用重复练习和频繁的增强反馈：注重绩效的策略 在获得技能的过程中。假设收购期间达到的绩效水平 这些方法将长期持续下去；然而，没有经验支持。事实上，运动学习 研究表明，重复培训和频繁反馈可以增强短期能力 性能，产生比改变条件的时间表更差的长期保留和转移 练习或限制增强反馈。提高保留和转移的两个良好研究范例是 随机练习，这会改变所练习的任务，以及限制对结果的了解的时间表，例如 褪色和带宽反馈。与静态练习和频繁反馈相比，两者的效果都较差 初始采集性能，但具有卓越的保留和传输能力。拟议的机制 能力的提高是增加大脑子系统的活动依赖性可塑性，以实现持续注意力， 和/或更先进、灵活的运动程序记忆表示。大量研究 表明衰老与持续注意力、情景记忆和工作记忆的下降有关，这可能会导致 影响可变练习计划的有效性。拟议的研究将比较学习 在阻塞（静态）或随机条件下跨越四个年龄段的新运动技能（杠杆瞄准任务） （动态实践）或对结果的持续或有限了解的条件。此外，我们将运行这些 在功能性磁共振成像期间使用与 MRI 兼容的力传感器的范例 脑。