Food foraging is essential for the fitness of animals. Previous studies have suggested that optimal foraging strategies involve a cost–benefit analysis comparing reward versus effort to guide action ...choices. Little is known how prior experience with different actions to obtain rewards may affect subsequent foraging choices. Here, we report a sunflower seed foraging test to investigate how effort and prior actions influence decision‐making in laboratory mice. Sunflower seeds are a natural food favourite for mice, and mice spend effort to peel the hard shells to obtain the seeds. In our test, peeled and unpeeled sunflower seeds were placed at different ends of a Y‐maze. Mice were free to explore the maze and make foraging decisions. Naïve mice were more likely to choose peeled seeds requiring low effort versus unpeeled seeds requiring high effort. Furthermore, mice with prior seed peeling experience significantly reduced preference for peeled seeds during the subsequent Y‐maze foraging test, compared with mice pre‐exposed to peeled seeds only. This experience‐dependent shift in foraging choice was associated with reduced seed peeling time and improved motor skills with practice, and predictable on a trial‐by‐trial basis by a probabilistic decision‐making model with the amount of peeled and unpeeled seeds consumed as inputs. Together, these results suggest that laboratory mice make rational foraging choices based on effort estimation and moreover, prior actions to obtain reward alter effort estimation and decision‐making through motor skill learning. This naturalist behavioural task may be applied to dissect neural mechanisms in adaptive decision‐making during foraging.
Here, we report a sunflower seed foraging test to investigate how effort and prior actions influence decision‐making. Naïve mice are more likely to choose peeled seeds requiring low effort while mice with prior seed peeling experience significantly reduced preference for peeled seeds. These results suggest that mice make rational foraging choices based on effort estimation and prior actions to obtain rewards alter effort estimation and decision‐making through motor skill learning.
Contemporary theorizing on the complementary nature of perception and action in expert performance has led to different emphases in the study of movement coordination and gaze behavior. On the one ...hand, coordination research has examined the role of variability in movement control, evidencing that variability facilitates individualized adaptations during both learning and performance. On the other hand, and at odds with this principle, the majority of gaze behavior studies have tended to average data over participants and trials, proposing the importance of universal 'optimal' gaze patterns in a given task, for all performers, irrespective of stage of learning. In this article, we discuss new lines of inquiry with the aim of reconciling these two distinct approaches. We consider the role of inter- and intra-individual variability in gaze behaviors and suggest directions for future research.
•Children with Down Syndrome show motor problems.•The bottom-up approach provides a snapshot of the current motor competence.•The top-down approach reflects a long-term impression of the child's ...motor skills.•There are medium correlations between top-down and bottom-up approach.•Therapies and interventions have to address the child's unique motor profile.
of previous studies show a large interindividual variability with regard to motor skills and motor abilities in children with Down Syndrome (DS). In order to provide detailed information for intervention, adequate assessment methods seem to be necessary to address the child's unique motor profile. Typically, children are either examined using a bottom-up (performance-based assessment of motor skills) or a top-down approach (e.g. client-report measure), but rarely both approaches. The aim of this study was to examine the relationship between standardized performance-based, and teacher-report measures of children's motor performance. The performance- and process-based assessment Test of Gross Motor Development (TGMD-2), and the teacher-based Movement Assessment Battery – Checklist (MABC-C) for young children were used to assess the motor performance of 18 children with DS (11 boys, 7 girls) aged 7–11 years (M=9.06, SD=0.96) and an age- and sex-matched sample of typically developing (TD) 18 children (11 boys, 7 girls; M=8.99, SD=0.93). TD children achieve consistently better results compared to children with DS, both in the TGMD-2 and MABC-C, which differ significantly in most cases. When gender differences were examined for the TGMD-2 scores, boys with DS were better performers of the run, gallop, leap, and catch, as well as the locomotor and object-control skill sum scores, whereas girls of the TD group were more proficient in these areas. TD children achieve significantly better results in 21 out of 28 items of Section A+B of the MABC-C, compared to the children with DS; whereas there are no significant differences for Section C (non-motor factors). Our results show more significant relationships between TGMD-2 and MABC-C sub- and overall scores for the TD sample compared to the children with DS. The correlations range between r=−.21 and −.65 for TD children and between r=−.15 and −.65 for the children with DS. The correlations between both approaches show that the combination of both methods could be useful in getting a more detailed picture of the child's individual motor profile in order to create tailor-made therapies and interventions, both for children with DS and TD children.
In recent years the association between video games, cognition, and the brain has been actively investigated. However, it is still unclear how individual predispositions, such as brain structure ...characteristics, play a role in the process of acquiring new skills, such as video games. The aim of this preliminary study was to investigate whether acquisition of cognitive-motor skills from the real-time strategy video game (StarCraft II) is associated with pre-training measures of brain white matter integrity. Results show that higher white matter integrity in regions (anterior limb of internal capsule, cingulum/hippocampus) and tracts (inferior longitudinal fasciculus) related with motoric functions, set shifting and visual decision making was associated with better Star Craft II performance. The presented findings inline with previous results and suggest that structural brain predispositions of individuals are related to the video game skill acquisition. Our study highlights the importance of neuroimaging studies that focus on white matter in predicting the outcomes of intervention studies and has implications for understanding the neural basis of the skill learning process.
Mastering the ability to move proficiently from a young age is an important contributor to lifelong physical activity participation. This study examined fundamental movement skill (FMS) proficiency ...in children with intellectual disabilities (n = 96, 60% boys, age 5-12 years) and typically developing children (n = 96, 60% boys, age 5-12 years). Participants were assessed using the Test of Gross Motor Development-3rd edition and balance subtest from the Bruininks-Oseretsky Test of Motor Proficiency 2. The FMS proficiency of typically developing children including mastery/near mastery level (combined variable representing mastery, which is achieving all criteria for the skill, over both trials and near mastery, wherein a participant performs all but one of the components of the skill correctly) was significantly higher than for children with intellectual disabilities. A similar observation was made with multiple linear regression analysis testing the interaction effect of participant group and age/gender on all three FMS subcomponents. The results presented will help establish a baseline of FMS proficiency and guidelines for future intervention for children with intellectual disabilities.
Dual-task performance holds significant relevance in real-world scenarios. Implicit learning is a possible approach for improving dual-task performance. Analogy learning, utilizing a single metaphor ...to convey essential information about motor skills, has emerged as a practical method for fostering implicit learning. However, evidence supporting the effect of implicit learning on gait-cognitive dual-task performance is insufficient. This exploratory study aimed to examine the effects of implicit and explicit learning on dual-task performance in both gait and cognitive tasks. Tandem gait was employed on a treadmill to assess motor function, whereas serial seven subtraction tasks were used to gauge cognitive performance. Thirty healthy community-dwelling older individuals were randomly assigned to implicit or explicit learning groups. Each group learned the tandem gait task according to their individual learning styles. The implicit learning group showed a significant improvement in gait performance under the dual-task condition compared with the explicit learning group. Furthermore, the implicit learning group exhibited improved dual-task interference for both tasks. Our findings suggest that implicit learning may offer greater advantages than explicit learning in acquiring autonomous motor skills. Future research is needed to uncover the mechanisms underlying implicit learning and to harness its potential for gait-cognitive dual-task performance in clinical settings.
Fatigue due to physical exertion is a ubiquitous phenomenon in everyday life and especially common in a range of neurological diseases. While the effect of fatigue on limiting skill execution are ...well known, its influence on learning new skills is unclear. This is of particular interest as it is common practice to train athletes, musicians or perform rehabilitation exercises up to and beyond a point of fatigue. In a series of experiments, we describe how muscle fatigue, defined as degradation of maximum force after exertion, impairs motor-skill learning beyond its effects on task execution. The negative effects on learning are evidenced by impaired task acquisition on subsequent practice days even in the absence of fatigue. Further, we found that this effect is in part mediated centrally and can be alleviated by altering motor cortex function. Thus, the common practice of training while, or beyond, fatigue levels should be carefully reconsidered, since this affects overall long-term skill learning.
This study aimed to compare for the first time the immediate and retention effects of theory-based and atheoretical motor competence (MC) interventions, by conducting a systematic review to determine ...which intervention approach resulted in the most improvements for motor outcomes. In accordance with PRISMA guidelines, studies were identified from searches across seven databases, for articles relating to theory-based (Achievement Goal Theory, Dynamic Systems Theory, and Social-Cognitive Theory) and atheoretically-derived MC interventions in typically developing children and adolescents. Publication bias was assessed using an adapted form of Consolidated Standards of Reporting Trials statement. Of the thirty two included studies, seventeen utilized theory-based intervention approaches. The majority of studies were grounded in Achievement Goal Theory. Also, the majority of MC interventions elicited immediate (short) and/or long-term effects for children and adolescents. Studies varied with regards to intervention components and MC assessment. Many studies scored poorly for risk of bias items. Overall, the levels of success for theoretical and atheoretical intervention programmes were not distinguishable. Findings open up new horizons for motor skills instruction to be taught using developmentally appropriate pedagogy, a research field which has gained significant traction among stakeholders in recent years.
This cross-sectional study examined the socio-ecological factors influencing fundamental motor skills (FMS) in Chinese school-aged children.
A total of 1012 parent-child pairs were randomly sampled ...between March-1st and April-15th, 2022. Based on the socio-ecological model of Children's FMS, three levels of factors: individual-level (e.g., demographic, physical, psychological, and behavioral characteristics of children), family-level (e.g., caregiver demographics, parental support, and socioeconomic status), and environmental factors (e.g., availability of physical activity equipment) were assessed using self-reported scales (e.g., the Self-perception Profile for Children, the Physical Activity Enjoyment Scale, and the 12-item Psychological Well-Being Scale for Children) and objective measures (e.g., ActiGraph GT3X, the Chinese National Student Physical Fitness Standard, and the Test of Gross Motor Development-Third Edition). Multi-level regression models were employed using SPSS.
The results demonstrated that children's age, sex, physical fitness, parental support, and the quality of home and community physical activity environments consistently influenced all three types of FMS, including locomotor, ball, and composite skills. Additionally, seven individual-level factors (children's age, sex, body mass index, light physical activity, sleep duration, perceived motor competence, and physical fitness) were associated with different types of FMS.
The findings underscore the multidimensional and complex nature of FMS development, with individual-level factors playing a particularly significant role. Future research should adopt rigorous longitudinal designs, comprehensive assessment tools covering various FMS skills, and objective measurement of parents' movement behaviors to better understand the strength and direction of the relationship between socio-ecological factors and children's FMS.
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