Imperial College London
Alternate

ProfessorAdolfoBronstein

Faculty of Medicine, Department of Brain Sciences

Emeritus Clinical Professor Head of Neuro-otology Unit
 
 
 
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Contact

 

+44 (0)20 3313 5525a.bronstein

 
 
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Assistant

 

Miss Lorna Stevenson +44 (0)20 3313 5525

 
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Location

 

10 L15bLab BlockCharing Cross Campus

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Summary

 

Publications

Citation

BibTex format

@article{Patel:2014:10.1007/s00221-014-3931-z,
author = {Patel, M and Kaski, D and Bronstein, AM},
doi = {10.1007/s00221-014-3931-z},
journal = {Experimental Brain Research},
pages = {2349--2357},
title = {Attention modulates adaptive motor learning in the ‘broken escalator’ paradigm},
url = {http://dx.doi.org/10.1007/s00221-014-3931-z},
volume = {232},
year = {2014}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - The physical stumble caused by stepping onto a stationary (broken) escalator represents a locomotor aftereffect (LAE) that attests to a process of adaptive motor learning. Whether such learning is primarily explicit (requiring attention resources) or implicit (independent of attention) is unknown. To address this question, we diverted attention in the adaptation (MOVING) and aftereffect (AFTER) phases of the LAE by loading these phases with a secondary cognitive task (sequential naming of a vegetable, fruit and a colour). Thirty-six healthy adults were randomly assigned to 3 equally sized groups. They performed 5 trials stepping onto a stationary sled (BEFORE), 5 with the sled moving (MOVING) and 5 with the sled stationary again (AFTER). A ‘Dual-Task-MOVING (DTM)’ group performed the dual-task in the MOVING phase and the ‘Dual-Task-AFTEREFFECT (DTAE)’ group in the AFTER phase. The ‘control’ group performed no dual task. We recorded trunk displacement, gait velocity and gastrocnemius muscle EMG of the left (leading) leg. The DTM, but not the DTAE group, had larger trunk displacement during the MOVING phase, and a smaller trunk displacement aftereffect compared with controls. Gait velocity was unaffected by the secondary cognitive task in either group. Thus, adaptive locomotor learning involves explicit learning, whereas the expression of the aftereffect is automatic (implicit). During rehabilitation, patients should be actively encouraged to maintain maximal attention when learning new or challenging locomotor tasks.
AU  - Patel,M
AU  - Kaski,D
AU  - Bronstein,AM
DO  - 10.1007/s00221-014-3931-z
EP  - 2357
PY  - 2014///
SN  - 1432-1106
SP  - 2349
TI  - Attention modulates adaptive motor learning in the ‘broken escalator’ paradigm
T2  - Experimental Brain Research
UR  - http://dx.doi.org/10.1007/s00221-014-3931-z
UR  - http://hdl.handle.net/10044/1/34924
VL  - 232
ER  -
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