Feedback, Motor Sequence Learning, and Brain Connectivity
Condition: Adult
Study type: Interventional

Summary: 
      Feedback delivered during motor practice can help promote motor skill learning, enhance
      confidence, and alter brain connectivity. However, the optimal way to provide feedback to
      promote learning, confidence and brain connectivity is unknown. This project will study how
      the feedback that is provided during practice of a movement skill can help people learn and
      build confidence and whether these correspond to changes in brain function. The investigators
      will measure motor skill performance, confidence, and resting state brain connectivity before
      and after a session of motor practice.
    

Detailed description: 
      Positive social comparative feedback, which indicate to the learner that they are performing
      above average, is one way to enhance a learner's expectancies about future performance.
      Expectancies include the learners' perceived competence about their ability to perform the
      task, expectations about task outcome (success or failure), and predictions of extrinsic
      reward or positive experiences related to performance. Positive feedback during motor
      practice enhances expectancies, which is hypothesized to be rewarding to the learner, leading
      to better skill performance and learning. Reward is a powerful shaper of behavior. However,
      while social comparative feedback supports motor skill learning, it is unclear whether
      positive social comparative feedback induces a response in the dopamine reward network.
      Therefore, the purpose of this study is to determine the effects of social comparative
      feedback during motor practice on the functional connectivity of the reward neural network.
      The study aims to recruit 40 participants who will be randomized into 1 of 2 feedback groups
      (performance feedback or performance plus positive feedback). Participants will practice a
      motor sequence task on a single day and then return for retention performance testing about
      24 hours later. Measures of brain function and brain structure will be collected before and
      after practice on day 1. Changes in performance (response time to complete a sequence) and
      self-efficacy will be measured from baseline to 24 hours later at retention. Changes in brain
      functional connectivity over practice on day 1 will be assessed in the reward network and the
      motor network.
    

Intervention name(s): Motor Sequence Task
Intervention type(s): Behavioral
Intervention description(s): Participants will be seated at a laptop with the right hand on a standard joystick. The movement of the joystick will move a cursor on the computer screen. Targets will appear on the laptop screen as a circle in one of twelve spatially distinct locations. The learner must move the joystick "cursor" to inside the target before the next target will appear.
Allocation: Randomized
Intervention model: Parallel Assignment
Masking: Single (Participant)
Primary purpose: Basic Science
Keywords: Motor Learning; Feedback; Brain Function