LAB 5_Learning and Dual-task_F'23

Kinesiology 255L, Lab 5 - Fall 2023 1 LAB 5 SKILL AQUISITION AND THE INFLUENCE OF A DUAL-TASK INTRODUCTION Learning is defined as a relatively permanent change in the capacity for skilled movement. This differs from a change in performance, whereby short-term adaptation results in a temporary change in behaviour. Learning (long-term adaptation) differs from short-term adaptation in the amount of time needed to acquire a new task and the physiological changes that occur within the nervous system. In order to assess adaptation and learning, a four-step process is used. Initially, one’s ability is assessed prior to any training/practice. These trials are referred to as Control or Baseline Trials. Secondly, Practice trials are provided where adaptation/skill acquisition takes place. Thirdly, Retention trials are performed which allow a re-adaptation to normal and lastly, Savings trials use the same adaptation task as during practice and are performed after a period of time has passed. When interpreting results from a skill acquisition study, learning is in reference to the new motor skill established during the Practice trials, therefore, learning can be assessed by comparing the end performance during Practice to the beginning performance during Retention. If performance is worse at the initiation of the Retention trials, an after-effect of the adaptation established during Practice is present. This after-effect is an indication that learning/skill acquisition has taken place. We can also evaluate the amount of “Savings” that has occurred by comparing the first Practice trial to the first Savings trial. If performance is better in Savings, this indicates the participant has retained knowledge of the skill (relatively permanent) and is using prior experience to better their current behaviour. The key factor in assessing learning is that permanency has been established. Fitts and Posner (1967) proposed three stages of learning: 1. Cognitive stage – demands a lot of attention, performance is slow and has many errors 2. Associative stage – less attention is needed, the skill is being refined, improvement continues but at a slower rate 3. Autonomous stage – no attention is needed. The task becomes automatic, therefore, a second task can be performed simultaneously without detriment to either task. Automaticity of a task is determined using a Dual-Task Paradigm. Similar to the steps used when assessing learning, a dual-task experiment must first determine one’s ability to perform each task individually, then one’s ability is assessed when performing the two tasks simultaneously. If either task shows a detriment in performance, the primary task is not considered to be automatic. During these dual-task experiments, it is imperative that the participant concentrate on the secondary task to determine whether the primary task can be performed without attention. We can determine how much attention is needed for the primary task by calculating the dual-task cost (DTC). DTC is the difference in performance when performing the task alone versus performing two tasks simultaneously.

Kinesiology 255L, Lab 5 - Fall 2023 2 Many studies have examined the ability to dual-task. Some tasks that may appear to be automatic, for example walking, may actually show a detriment when a cognitive secondary task is performed simultaneously. Even something as simple as walking and talking has shown to slow walking speed in older adults. This would lead one to conclude that walking for these participants is not, in fact, an automatic task and does require some attention when performed. In this lab, we will assess adaptation and learning using a computer-generated tracking task. A second key sequence program will investigate learning and the influence of a dual-task. Working in pairs, all students will perform both experiments for this lab. Pair 1 will start with experiment 1, while the second pair starts with experiment 2. When the first experiment is completed by both participants, switch experiments. OBJECTIVES 1. To understand the principles of skill acquisition and retention 2. To investigate the influence of a dual-task on skill acquisition EXPERIMENT 1: SKILL ACQUISITION / LEARNING OF A MOTOR TASK MATERIALS • computer with Skill Learning program installed and a joystick METHOD □ PROGRAM “Skill Learning“ can be found on the desktop INFLUENCE OF LEARNING: Sequence of trials 1. CONTROL TRIALS Control trials are intended to measure your normal performance when moving from the start position to the target position. In these trials, the trajectory of the cursor on the screen will follow the trajectory of the joystick. Perform 15 control trials, or as many as is needed to establish a relatively constant baseline. 2. PRACTICE TRIALS Practice trials will implement a disconnect between the joystick movement and the cursor movement. This means that you will need to determine the relationship between the joystick trajectory and the cursor response in order to arrive at the target location. Perform 25 practice trials, or as many as is needed to learn the pattern. Look for consistency in performance to determine if skill acquisition has occurred.

Kinesiology 255L, Lab 5 - Fall 2023 4 ***Make sure to RESET (green button on top right) the program so that each set of data becomes its own file. NOTE: Before commencing collection, make sure to practice using the joystick. This will establish a more accurate and less variable Baseline. When performing the task during data collection, ensure that you maintain the same relative speed between trials and perform the task with the dominant hand. 1. Under Task, select “ Control ” trials □ to start the trials, press the spacebar. Make sure you are ready to start before the spacebar is pressed. Your task is to move the yellow cursor onto the white target. Perform 15 trials, or as many as is needed to establish a relatively constant baseline. □ save your data, as described above, and reset the program 2. Under Task, select “ Practice ” trials □ again, press the spacebar when you are ready to start. This time, the cursor and joystick trajectories will not match. Perform 25 trials , or as many as needed to learn the pattern. The graph at the bottom right displays “RMS” for each trial. You can assess when adaptation/skill acquisition has taken place by acknowledging when performance (RMS values) of the task becomes relatively consistent. □ save your data, as described above, and reset the program 3. Under Task, select “ Retention ” trials □ again, press the spacebar when you are ready to begin. Perform 15 trials, or as many as is needed to establish a relatively constant behaviour. □ save your data, as described above, and reset the program □ when subject 1 has finished all three conditions, they will take a break and allow subject 2 to perform the experiment. Make sure to RESET (top green button) the program before subject 2 starts their collection. □ subject 2 follows the same protocol and saves each of their control, practice, and retention data separately. RESET the program before subject 1 continues. □ subject 1 then returns to perform their Savings Condition

Kinesiology 255L, Lab 5 - Fall 2023 5 4. Under Task, select “ Savings ” trials □ Perform 15 trials. Save to C:\Labview\student\data\Kin 255\section #\name of file . Give it a filename that is representative of the subject and condition used. Reset the program. □ subject 2 then performs their Savings trials and saves their data A NOTE ON RMS RMS is a measure of the amount of error when moving from the start position to the target location. The RMS value is calculated by averaging the amount of deviation between the participant’s trajectory and the most direct path to the target. EXPERIMENT 2: LEARNING and INFLUENCE of a DUAL-TASK MATERIALS • tablet with program “ Sequence Learning ” on the desktop BACKGROUND INFORMATION (as provided in the Sequence Learning program)

Kinesiology 255L, Lab 5 - Fall 2023 7 When moving between screens, make sure to “Proceed to Next Tab” rather than pressing the tab button itself at the top of the window. METHOD Procedures The Learning and Dual-task program has been written in a fashion that takes you step-by-step through the information and instructions needed for this experiment. The experiment will use a Serial Response Time task which requires the participant to press keyboard keys in a sequence corresponding to that which is presented on screen. The sequence is repeated, therefore, allowing skill acquisition and potential learning to take place. This experiment is comprised of two tasks: 1. learning with no distraction and 2. learning with a dual-task. The following is a summary of the phases involved in the experiment: INFLUENCE OF LEARNING (alone - no distraction) 1. BASELINE TRIALS Baseline trials are intended to measure your initial response time for a particular task. In these trials, your initial ability to perform a sequence of key presses will be determined. 2. PRACTICE TRIALS Practice trials allow you to acquire the specific key press sequence that was used in the baseline trials. 40 practice trials will be performed, with breaks given after every 10 trials.

Kinesiology 255L, Lab 5 - Fall 2023 8 3. RETENTION TRIALS Retention trials will be performed 5 minutes after the practice trials end. The same sequence of key presses that was used for the baseline and practice trials will be used for the retention trials. An improvement in Retention trials, compared to baseline trials, indicates that learning has taken place. INFLUENCE OF DUAL-TASK ON LEARNING (dual) 1. DUAL-TASK BASELINE TRIALS Dual-task baseline trials allow you to compare your response time under normal conditions to those of the dual-task trials where a secondary task is performed while simultaneously performing the key press sequence task. This will assess the influence of the secondary task on your performance. The dual-task trials entail performing the key sequence task while simultaneously counting backwards from 100 by 7s . 2. DUAL-TASK RETENTION TRIALS Dual-task retention trials will be performed 5 minutes following the end of the practice session and will consist of the same key sequence that has been used throughout the experiment. Perform the key sequence task while simultaneously counting backwards from 100 by 7s. An improvement in Dual-task retention trials, compared to dual-task baseline trials, indicates that learning has taken place. Dual-task Cost (DTC) can also be assessed by determining the difference in response when the task is performed alone versus when the task is performed with a secondary task. This provides an indication of the amount of interference created by performing two tasks simultaneously and is dependent upon the stage of learning that the participant exhibits. Procedures □ in the Set-up tab, a box will appear that indicates where the data files will be saved. Click OK. The “save location” will automatically populate with the path indicated. The program will not start until OK in pressed. □ follow the sequence of tabs to step through the experiment. Sequence Types and Knowledge Types provide background information and have been replicated in this document for future reference. □ follow the instructions in Procedure and continue through the baseline, practice and retention trials for both Alone and Dual conditions □ when performing the Dual-task trials, if you reach 0 when counting backwards before the trial is done, start over at 100 and continue counting down by 7 □ when performing the Practice trials, breaks are given after each set of 10 trials. Practice trials will resume automatically after a short break . Make sure your fingers are in position and ready to resume when the key sequence appears.

Kinesiology 255L, Lab 5 - Fall 2023 10 The last trial represents the average post-practice response time from the retention-alone condition. During the practice session, rest periods are given after every 10th trial. The 11 th , 21 st and 31 st trial, therefore, represent the first trial following a rest period. If a large increase in response time is evident at these trials, this may be indicative of the participant’s lack of readiness when the task resumed. This should be avoided. Maintain your hands in the proper position. The rest is 60 seconds in duration, so be prepared to press the appropriate key as soon as the task resumes. By comparing the trend in response time across trials and baseline response time, skill acquisition can be assessed. Fig. 4: Example of the Dual Task Cost Graph This graph demonstrates the effects of a dual-task. Both ALONE and DUAL data is presented. By comparing the pre-Dual and post-Dual response times, we can assess if learning has taken place during the dual-task condition. In addition, Baseline Dual Task Cost can be determined by taking the difference in response time between baseline alone and baseline dual, and Retention Dual Task Cost can be determined by taking the difference in response time between retention alone and retention dual. A comparison of Dual Task Costs, baseline and retention, will then allow you to quantify the amount of interference that the cognitive secondary task created for the nervous system when performing the primary motor task. Saving Data □ take screenshots for each of the 3 graphs provided in the Results tab for use in the lab 5 assignment. Do not use the “Export Learning Graph” function.

Kinesiology 255L, Lab 5 - Fall 2023 11 LAB 5 ASSIGNMENT QUESTIONS: To be answered and submitted to Learn in .pdf format. EXPERIMENT 1: SKILL ACQUISITION / LEARNING 1. Using YOUR DATA , plot RMS values using a LINE graph in Excel. (3) A template of the graph has been provided in Learn. Adjust axes values according to your data. Fig. 1: Learning Experiment Results 2. Based on your data , a) Describe your performance during the Control Condition and compare your results to those in the Practice Condition. Were you able to adapt to the new task? Justify your answer. (3) b) Examining the Retention trials allows you to assess learning. Describe your performance during the Retention Condition. Has Learning taken place? Justify your answer. (2) c) Examine the Savings trials. Has Savings taken place? Justify your answer. Explain how the Savings trials indicate that learning has occurred. (2) 3. a) Short-term learning is achieved in seconds or minutes, whereas long-term learning may take days or months. What neuro-physiological changes occur during short-term learning versus long-term learning? (2) b) When examining the Savings trials, often the behaviour will demonstrate better performance than in the Practice trials. From a motor learning perspective, explain why this occurs. (2) 0 1 2 3 4 1 3 5 7 9 11 13 15 1 3 5 7 9 11 13 15 17 19 21 23 25 1 3 5 7 9 11 13 15 1 3 5 7 9 11 13 15 RMS (mm 2 ) Trials and Conditions Practice Savings Retention /32 Control