A comparison of ‘Early’ and ‘Late’ stage brain activation during brief practice of a simple motor task

Tracy, Joseph B.; Faro, S; Mohammed, Feroze; Pinus, Alexander B.; Christensen, Heather L.; Burkland, Danielle

doi:10.1016/s0926-6410(00)00045-8

Cited by 42 publications

(28 citation statements)

References 22 publications

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“…Contrary to the notion of skills as corresponding to more general performance routines (42), our results, in agreement with others (6,7,12,17,43), clearly show that more training resulted in more specific gains. Thus, practice makes transfer imperfect.…”

Section: Discussionsupporting

confidence: 90%

“…The underlying assumption is that the processes subserving the consolidation of memory occur within a selected group of excitatory neurons that have been active in the training experience, i.e., are restricted to the neuronal populations that were engaged directly in the performance of the trained task (38). However, recent behavioral and physiological studies suggest that this classical Hebbian idea needs to be extended to accommodate the evidence that different neuronal populations are involved in early and late stages of learning, i.e., that intensive practice and consolidation processes may result in the recruitment of a different set of brain areas other than that involved early on in practice (2,6,17,21).…”

Section: Discussionmentioning

confidence: 99%

“…This plasticity may underlie the acquisition and long-term retention of skills (procedural memory) (11)(12)(13). There is growing evidence, however, indicating that different brain areas are involved in the initial, compared with subsequent, phases of learning after practice in a given motor as well as nonmotor task (14)(15)(16)(17)(18)(19)(20)(21)(22). These practicerelated changes in the set of brain areas engaged by a repeating task were reported to occur mostly within a single session.…”

mentioning

confidence: 99%

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Multiple shifts in the representation of a motor sequence during the acquisition of skilled performance

Korman

Raz

Flash

et al. 2003

Proc. Natl. Acad. Sci. U.S.A.

336

395

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Several lines of evidence support the notion that the brain exhibits a significant degree of experience-dependent functional plasticity even in adulthood (1-10). This plasticity may underlie the acquisition and long-term retention of skills (procedural memory) (11-13). There is growing evidence, however, indicating that different brain areas are involved in the initial, compared with subsequent, phases of learning after practice in a given motor as well as nonmotor task (14-22). These practicerelated changes in the set of brain areas engaged by a repeating task were reported to occur mostly within a single session. However, recent behavioral data have shown that the acquisition of skilled performance occurs on a time scale of hours, days, and weeks (2, 5, 7, 11-13, 18, 21-24). A leading notion, the ''power law of practice,'' suggests that the evolution of skilled performance is determined solely by the number of task repetitions (1-5, 7, 11-13, 25, 26); there are, nevertheless, compelling indications that the passage of time is also an important factor in the acquisition of skills (2,24,(27)(28)(29).Based on behavioral and imaging studies, two distinct stages in skill acquisition were proposed: early, relating to withinsession improvement, and late, slow changes in performance that can be observed across several (daily) sessions of practice (1,2,5,7,10,12,13,28). To account for robust delayed gains in performance that emerged after a latent period of more than a few hours after a single-session training, the notion of an intermediate phase corresponding to the posttraining hours has been proposed (2, 7, 13, 27-31). The conjecture is that a process of memory consolidation requiring time to become effective (in terms of performance) can be triggered by the training experience under certain conditions and requires time to become effective (in terms of performance) in both perceptual and motor tasks [but also in the acquisition of cognitive skills (12)].Recent studies further suggest that sleep may contribute significantly to the development of the delayed gains in this type of learning (28,30,32).It is not clear, however, whether the effects of a single training session, with ample time given for the evolution of delayed gains, can be conceptualized as the unit of skill acquisition, i.e., that multisession training gain constitutes but the sum of incremental gains of a number of single sessions. An earlier study (2) showed that all gains in speed of performance after completing longterm training on a sequence of movements were highly restricted by the physical parameters of the training experience, with no transfer to the untrained hand or to different arrangements of the trained movement components comprising the sequence. Here we show that this remarkable specificity evolves in a stepwise manner both within and between sessions. Within a given session, large performance gains occurred only for newly introduced conditions irrespective of the absolute level of performance. Although after a single session qualitativ...

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Multiple shifts in the representation of a motor sequence during the acquisition of skilled performance

Korman

Raz

Flash

et al. 2003

Proc. Natl. Acad. Sci. U.S.A.

336

395

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“…This hypothesis has been supported by neurophysiological [9,10], functional imaging [11] and computational [12,13] data. Functional imaging studies have shown that distributed regions in the cerebellar cortex are activated during motor learning [11,14,15]. One of the main proposed uses of a forward model is for motor learning, which can be achieved by comparing the predicted consequences of an action to the actual result and updating the prediction accordingly [16].…”

Section: Introductionmentioning

confidence: 99%

The cerebellum is involved in predicting the sensory consequences of action

Blakemore

Frith²,

Wolpert³

2001

Neuroreport

479

361

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We used H 2 15 O PET to examine neural responses to parametrically varied degrees of discrepancy between the predicted and actual sensory consequences of movement. Subjects used their right hand to move a robotic arm. The motion of this robotic arm determined the position of a second foam-tipped robotic arm, which made contact with the subject's left palm. Using this robotic interface, computer controlled delays were introduced between the movement of the right hand and the tactile stimulation on the left. Activity in the right lateral cerebellar cortex showed a positive correlation with delay. These results suggest the cerebellum is involved in signalling the sensory discrepancy between the predicted and actual sensory consequences of movements. NeuroReport

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“…Those movements belong to the motor repertoire all but since birth; they are frequently performed throughout life and form the basis of more complex, purposeful motor acts. While many studies have examined changes in neural activation accompanying the stereotyped repetition of elementary movements (Carey et al 2000;Dejardin et al 1998;Loubinoux et al 2001;Morgen et al 2004;Rajah et al 1998;Tracy et al 2001;Yetkin et al 1996), only very few have explicitly investigated eVects of training in terms of modifying single movement parameters like direction, acceleration or speed. Classen et al (1998) have elegantly shown that the stereotyped repetition of a simple Wnger movement results in strong plasticity eVects within M1.…”

Section: Introductionmentioning

confidence: 99%

Extensive training of elementary finger tapping movements changes the pattern of motor cortex excitability

et al. 2006

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There is evidence of a strong capacity for functional and structural reorganization in the human motor system. However, past research has focused mainly on complex movement sequences over rather short training durations. In this study we investigated changes in corticospinal excitability associated with longer training of elementary, maximum-speed tapping movements. All participating subjects were consistent right-handers and were trained using either the right (experiment 1) or the left thumb (experiment 2). Transcranial magnetic stimulation was applied to obtain motor evoked potentials (MEPs) from the abductor pollicis brevis (APB) muscle of the right and the left hand before and after training. As a result of training, a signiWcant increase was observed in tapping speed accompanied by increased MEPs, recorded from the trained APB muscle, following contralateral M1 stimulation. In the case of subdominant-hand training we additionally demonstrate increased MEP amplitudes evoked at the right APB (untrained hand) in the Wrst training week. Enhanced corticospinal excitability associated with practice of elementary movements may constitute a necessary precursor for inducing plastic changes within the motor system. The involvement of the ipsilateral left M1 likely reXects the predominant role of the left M1 in the general control (modiWcation) of simple motor parameters in right-handed subjects.

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A comparison of ‘Early’ and ‘Late’ stage brain activation during brief practice of a simple motor task

Cited by 42 publications

References 22 publications

Multiple shifts in the representation of a motor sequence during the acquisition of skilled performance

Multiple shifts in the representation of a motor sequence during the acquisition of skilled performance

The cerebellum is involved in predicting the sensory consequences of action

Extensive training of elementary finger tapping movements changes the pattern of motor cortex excitability

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