Feedback, Motor Sequence Learning, and Brain Connectivity

Positive social comparative feedback, which indicate to the learner that they are performing above average, is one way to enhance a learner's expectancies about future performance. Expectancies include the learners' perceived competence about their ability to perform the task, expectations about task outcome (success or failure), and predictions of extrinsic reward or positive experiences related to performance. Positive feedback during motor practice enhances expectancies, which is hypothesized to be rewarding to the learner, leading to better skill performance and learning. Reward is a powerful shaper of behavior. However, while social comparative feedback supports motor skill learning, it is unclear whether positive social comparative feedback induces a response in the dopamine reward network. Therefore, the purpose of this study is to determine the effects of social comparative feedback during motor practice on the functional connectivity of the reward neural network. The study aims to recruit 40 participants who will be randomized into 1 of 2 feedback groups (performance feedback or performance plus positive feedback). Participants will practice a motor sequence task on a single day and then return for retention performance testing about 24 hours later. Measures of brain function and brain structure will be collected before and after practice on day 1. Changes in performance (response time to complete a sequence) and self-efficacy will be measured from baseline to 24 hours later at retention. Changes in brain functional connectivity over practice on day 1 will be assessed in the reward network and the motor network.

Inclusion criteria

• Age 18 to 40 years
• Right-hand dominant

Exclusion criteria

• Medical diagnosis or medication that affects dopamine (e.g. dopamine reuptake inhibitors)
• Musculoskeletal issues that limit upper extremity movement
• Contraindications for magnetic resonance imaging (MRI)