Our recent work has shown that older adults are disproportionately impaired at bimanual tasks when the two hands are moving out of phase with each other [Bangert, A. S., Reuter-Lorenz, P. A., Walsh, C. M., Schachter, A. B., & Seidler, R. D. Bimanual coordination and aging: Neurobehavioral implications. Neuropsychologia, 48, 1165–1170, 2010]. Interhemispheric interactions play a key role during such bimanual movements to prevent interference from the opposite hemisphere. Declines in corpus callosum (CC) size and microstructure with advancing age have been well documented, but their contributions to age deficits in bimanual function have not been identified. In the current study, we used structural magnetic resonance and diffusion tensor imaging to investigate age-related changes in the relationships between callosal macrostructure, microstructure, and motor performance on tapping tasks requiring differing degrees of interhemispheric interaction. We found that older adults demonstrated disproportionately poorer performance on out-of-phase bimanual control, replicating our previous results. In addition, older adults had smaller anterior CC size and poorer white matter integrity in the callosal midbody than their younger counterparts. Surprisingly, larger CC size and better integrity of callosal microstructure in regions connecting sensorimotor cortices were associated with poorer motor performance on tasks requiring high levels of interhemispheric interaction in young adults. Conversely, in older adults, better performance on these tasks was associated with larger size and better CC microstructure integrity within the same callosal regions. These findings implicate age-related declines in callosal size and integrity as a key contributor to bimanual control deficits. Further, the differential age-related involvement of transcallosal pathways reported here raises new questions about the role of the CC in bimanual control.

It is well documented that both cognitive and motor learning abilities decline with normative aging. Given that cognitive processes such as working memory are engaged during the early stages of motor learning [Anguera, J., Reuter-Lorenz, P., Willingham, D., & Seidler, R. Contributions of spatial working memory to visuomotor learning. Journal of Cognitive Neuroscience, 22(9), 1917–1930, 2010], age-related declines in motor learning may be due in part to reductions in cognitive ability. The present study examined whether age-related declines in spatial working memory (SWM) contribute to deficits in visuomotor adaptation. Young and older adult participants performed a visuomotor adaptation task that involved adapting manual aiming movements to a 30° rotation of the visual feedback display as well as an SWM task in an fMRI scanner. Young adults showed a steeper learning curve than older adults during the early adaptation period. The rate of early adaptation was correlated with SWM performance for the young, but not older, adults. Both groups showed similar brain activation patterns for the SWM task, including engagement of the right dorsolateral prefrontal cortex and bilateral inferior parietal lobules. However, when the SWM activation was used as a limiting mask, younger adults showed neural activation that overlapped with the early adaptation period, whereas older adults did not. A partial correlation controlling for age revealed that the rate of early adaptation correlated with the amount of activation at the right dorsolateral prefrontal cortex. These findings suggest that a failure to effectively engage SWM processes during learning contributes to age-related deficits in visuomotor adaptation.

Previous studies of motor learning have described the importance of cognitive processes during the early stages of learning; however, the precise nature of these processes and their neural correlates remains unclear. The present study investigated whether spatial working memory (SWM) contributes to visuomotor adaptation depending on the stage of learning. We tested the hypothesis that SWM would contribute early in the adaptation process by measuring (i) the correlation between SWM tasks and the rate of adaptation, and (ii) the overlap between the neural substrates of a SWM mental rotation task and visuomotor adaptation. Participants completed a battery of neuropsychological tests, a visuomotor adaptation task, and an SWM task involving mental rotation, with the latter two tasks performed in a 3.0-T MRI scanner. Performance on a neuropsychological test of SWM (two-dimensional mental rotation) correlated with the rate of early, but not late, visuomotor adaptation. During the early, but not late, adaptation period, participants showed overlapping brain activation with the SWM mental rotation task, in right dorsolateral prefrontal cortex and the bilateral inferior parietal lobules. These findings suggest that the early, but not late, phase of visuomotor adaptation engages SWM processes.

Traditional motor learning theory emphasizes that skill learning is specific to the context and task performed. Recent data suggest, however, that subjects exposed to a variety of motor learning paradigms may be able to acquire general, transferable knowledge about skill learning processes. I tested this idea by having subjects learn five different motor tasks, three that were similar to each other and two that were not related. A group of experimental subjects first performed a joystick-aiming task requiring adaptation to three different visuomotor rotations, with a return to the null conditions between each exposure. They then performed the same joystick-aiming task but had to adapt to a change in display gain instead of rotation. Lastly, the subjects used the joystickaiming task to learn a repeating sequence of movements. Two groups of control subjects performed the same number of trials, but learned only the gain change or the movement sequence. Experimental subjects showed generalization of learning across the three visuomotor rotations. Experimental subjects also exhibited transfer of learning ability to the gain change and the movement sequence, resulting in faster learning than that seen in the control subjects. However, transient perturbations affected the movements of the experimental subjects to a greater extent than those of the control subjects. These data demonstrate that humans can acquire a general enhancement in motor skill learning capacity through experience, but it comes with a cost. Although movement becomes more adaptable following multiple learning experiences, it also becomes less stable to external perturbation.