Implicit and Explicit Learning of a Sequential Postural Weight-Shifting Task in Young and Older Adults

Simone R Caljouw, Renee Veldkamp, Claudine J C Lamoth, Simone R Caljouw, Renee Veldkamp, Claudine J C Lamoth

Abstract

Sequence-specific postural motor learning in a target-directed weight-shifting task in 12 older and 12 young participants was assessed. In the implicit sequence learning condition participants performed a concurrent spatial cognitive task and in the two explicit conditions participants were required to discover the sequence order either with or without the concurrent cognitive task. Participants moved a cursor on the screen from the center location to one of the target locations projected in a semi-circle and back by shifting their center of pressure (CoP) on force plates. During the training the targets appeared in a simple fixed 5-target sequence. Plan-based control (i.e., direction of the CoP displacement in the first part of the target-directed movement) improved by anticipating the sequence order in the implicit condition but not in the explicit dual task condition. Only the young participants were able to use the explicit knowledge of the sequence structure to improve the directional error as indicated by a significant decrease in directional error over practice and an increase in directional error with sequence removal in the explicit single task condition. Time spent in the second part of the movement trajectory to stabilize the cursor on the target location improved over training in both the implicit and explicit sequence learning conditions, for both age groups. These results might indicate that an implicit motor learning method, which holds back explicit awareness of task relevant features, may be desirable for improving plan-based motor control in older adults.

Keywords: aging; implicit motor learning; older adults; postural control; sequence learning.

Figures

FIGURE 1
FIGURE 1
Description of the experimental setup. R, random block; S, Sequence block.
FIGURE 2
FIGURE 2
Illustration of the center-out movement to a presented radial target (white) and the outcome parameters directional error and homing time. The figure is based on one trial of a young subject at the start (A) and at the end (B) of a practice session. The angle (α) between the two blue lines determines the directional error. The homing time is the time it takes from leaving the dotted circle to stabilizing on the radial target (red trajectory). At the start of the experiment the subject had a larger homing time and a larger directional error than at the end of the practice session (left panel vs. right panel).
FIGURE 3
FIGURE 3
Mean value and standard-error bar for each age group on each test block showing; the absence of an aging effect at the beginning of the experiment for directional error, a slower homing-time for the older participants, general practice effects on directional error and homing-time (R-Pre vs. S-Post), and the effects of sequence removal and re-introduction (the phase between the two vertical dotted lines on the right side).

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