General motor representations are developed during action-observation

• Published in: Experimental brain research Vol. 204; no. 2; pp. 199 - 206
• Main Authors: Hayes, Spencer J, Elliott, Digby, Bennett, Simon J
• Format: Journal Article
• Language: English
• Published: Berlin/Heidelberg Berlin/Heidelberg : Springer-Verlag 01.07.2010; Springer-Verlag; Springer; Springer Nature B.V
• Subjects: Adolescent; Biological and medical sciences; Biomedical and Life Sciences; Biomedicine; Eye and associated structures. Visual pathways and centers. Vision; Fingers & toes; Fingers - physiology; Fundamental and applied biological sciences. Psychology; Generalised motor learning; Humans; Kinematics; Learning; Motor control and motor pathways. Reflexes. Control centers of vegetative functions. Vestibular system and equilibration; Motor learning; Motor Skills - physiology; Motor timing; Movement - physiology; Neurology; Neuropsychological Tests; Neurosciences; Observation - methods; Physiological aspects; Practice (Psychology); Psychomotor Performance - physiology; Reaction time; Reaction Time - physiology; Research Article; Transfer; Transfer (Psychology); Vertebrates: nervous system and sense organs; Visual Perception; Young Adult; United Kingdom; Motor timing; Transfer; Generalised motor learning; Human; Vertebrata; Mammalia; Acquisition process; Mouse; Rodentia; Timing; Motricity; Motor learning
• ISSN: 0014-4819; 1432-1106
• DOI: 10.1007/s00221-010-2303-6

This study was designed to examine the generality of motor learning by action-observation. During practice, action-observation participants watched a learning model (e.g., physical practice participants) perform a motor sequence-timing task involving mouse/cursor movements on a computer screen; control participants watched a blank screen. Participants transferred to either a congruent (same mouse-cursor gain), or an incongruent (different mouse-cursor gain) condition. As predicted, motor sequence timing was learned through action-observation as well as physical practice. Moreover, transfer of learning to an incongruent set of task demands indicates that the motor representation developed through observation includes generalised visual-motor procedures associated with the use of feedback utilization.