Our Research at a Glance

Behavioral Paradigms

Our lab employs a variety of paradigms to assess motor learning and control. One example is a motor sequence learning (MSL) paradigm (panel A), during which participants are asked to perform a sequence of finger movements in response to visual cues presented on a screen. With practice, participants are able to learn the sequence, as evidenced by faster reaction times and improved accuracy (see Van Roy et al., 2024; Communications Psychology as an example). A second paradigm (panel B) requires participants to hold a robotic manipulandum to execute discrete reaching movements to targets that either remain stationary (left) or "jump" shortly following movement onset (right), effectively allowing us to probe online sensorimotor integration processes (see King et al., 2012; Journal of Neurophysiology). 

functional Magnetic Resonance Imaging (fMRI)

Our research routinely employs fMRI approaches to assess patterns of brain activity/connectivity and their relationships to motor performance. Panel A depicts increased activity in the putamen and hippocampus during performance on a motor sequence learning task following a period of sleep as compared to wakefulness. This increased activation following sleep was paralleled by enhancements at the behavioral level (King et al., 2017; Cerebral Cortex). Our most recent work also employs multivariate pattern analyses of fMRI data (see King et al., 2022; iScience). Panel B depicts patterns of resting state functional connectivity; the greater connectivity between these networks observed in older age was strongly associated with decreased performance on a bimanual motor task (King et al., 2018; Cerebral Cortex). Last, we employ magnetic resonance spectroscopy (MRS; not shown) to quantify the effects of age or learning on the levels of relevant neurometabolites (e.g., GABA) in brain regions of interest (see King et al., 2020; Human Brain Mapping).  

Interventions to enhance motor performance

In an effort to facilitate motor learning and memory processes in both children and older adults, we employ experimental interventions such as non-invasive brain stimulation (left; e.g., King et al., 2020; Human Brain Mapping) or post-learning sleep recordings (right; e.g., King et al., 2017; Cerebral Cortex). For the latter, participants sleep in our laboratory while we record brain activity with electroencephalography (EEG).