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There is now a CONTENT FREEZE for Mercury while we switch to a new platform. It began on Friday, March 10 at 6pm and will end on Wednesday, March 15 at noon. No new content can be created during this time, but all material in the system as of the beginning of the freeze will be migrated to the new platform, including users and groups. Functionally the new site is identical to the old one. webteam@gatech.edu
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In partial fulfillment of the Requirements for the Degree of
Doctor of Philosophy in Applied Physiology
in the
School of Biological Sciences
Regan R. Lawson
will defend her thesis
“Neurobehavioral Quantification of Transition to Explicit Awareness in Skilled Motor Learning:
Implications for Rehabilitation”
Monday, October 23, 2017
8:30 AM
555 Fourteenth Street, NW, Room 1253
Thesis Advisor
Lewis Wheaton, PhD
School of Biological Sciences
Committee Members
Mindy Millard-Stafford, PhD (Biological Sciences)
Boris Prilutsky, PhD (Biological Sciences)
Teresa Snow, PhD (Biological Sciences)
Steven Wolf, PhD (Biological Sciences)
Neurobehavioral Quantification of Transition to Explicit Awareness in Skilled Motor Learning:
Implications for Rehabilitation
We often take for granted the ability to learn and execute sequential movements in a smooth, automatic manner on a continual daily basis. Unfortunately, many patient populations exhibit deficits in motor learning, impairing the ability to develop such sequential motor skills. Understanding the individual neural progression associated with sequential learning in healthy individuals may provide valuable insights of motor learning as well as identify factors that can impede learning. Recent studies have indicated potential therapeutic benefits to the incidental development of explicit awareness during a motor learning task, but have not addressed the potential confound of variability in individual learning rates. We identified an individualized indicator of incidentally developed explicit awareness to more precisely examine the neurobehavioral changes associated with sequential motor learning to a level of explicit awareness. EEG results revealed the presence of a facilitative frontoparietal network for subjects demonstrating awareness, that was not present for those failing to develop awareness. Additional neurobehavioral correlations provided evidence for the impact of working memory on the ability to acquire initial explicit awareness, and the impact of learning strategy on the ability to successfully transfer the newly learned skill to a novel, more complex motor task. Finally, a multimodal approach examined eye-tracking, kinematics and neural activity changes for prosthesis users and intact control subjects when learning a sequential motor task. Prosthesis users demonstrated neurobehavioral patterns reflective of enhanced visual reliance for motor control, impacting motor learning progression. It was additionally noted that prosthesis users developing awareness appeared to engage in behaviors which introduced additional sensorimotor information relevant to motor learning. The individualized approach in the presented work provide insight into rehabilitative interventions with which to assist individuals experiencing motor learning deficits.
