Functional Connectivity of Cortical Networks Involved in Bimanual Motor Sequence Learning

Sun, Felice T.; Miller, Lee M.; Rao, Ajay A.; D’Esposito, Mark

doi:10.1093/cercor/bhl033

Cited by 165 publications

(159 citation statements)

References 56 publications

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“…There could be similar cellular changes in different white matter regions generated by different learning stimuli, however, causing inverse changes in FA based on specificity of task-engaged fibers and their proportion to other fibers within the voxel (Jbabdi et al, 2010). Finally, FA changes and their underlying cellular mechanisms may depend on the extent of taskrelevant neural information processing for complex motor performance either within (local) or between (distributed) brain regions (Karni et al, 1995;Sun et al, 2007). In our study, gradual FA and diffusivity ( ʈ , Ќ , and f) (see Fig.…”

Section: Microstructural Changes In Wm and Biological Substratesmentioning

confidence: 99%

“…Moreover, it remains elusive whether the temporal dynamics of such changes in the human brain are directly linked to improvements in motor performance over time. Motor skill learning and the organization of goal-directed behavior have been associated with neural activity changes in premotor, parietal, and prefrontal cortex as well as in their functional connectivity patterns (Passingham, 1993;Andres et al, 1999;Koechlin et al, 1999;Swinnen and Wenderoth, 2004;Koechlin and Hyafil, 2007;Sun et al, 2007;Nachev et al, 2008;Boorman et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Dynamic Properties of Human Brain Structure: Learning-Related Changes in Cortical Areas and Associated Fiber Connections

Taubert¹,

Draganski²,

Anwander³

et al. 2010

J. Neurosci.

449

477

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Recent findings in neuroscience suggest that adult brain structure changes in response to environmental alterations and skill learning. Whereas much is known about structural changes after intensive practice for several months, little is known about the effects of single practice sessions on macroscopic brain structure and about progressive (dynamic) morphological alterations relative to improved task proficiency during learning for several weeks. Using T1-weighted and diffusion tensor imaging in humans, we demonstrate significant gray matter volume increases in frontal and parietal brain areas following only two sessions of practice in a complex whole-body balancing task. Gray matter volume increase in the prefrontal cortex correlated positively with subject's performance improvements during a 6 week learning period. Furthermore, we found that microstructural changes of fractional anisotropy in corresponding white matter regions followed the same temporal dynamic in relation to task performance. The results make clear how marginal alterations in our ever changing environment affect adult brain structure and elucidate the interrelated reorganization in cortical areas and associated fiber connections in correlation with improvements in task performance.

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Section: Microstructural Changes In Wm and Biological Substratesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Dynamic Properties of Human Brain Structure: Learning-Related Changes in Cortical Areas and Associated Fiber Connections

Taubert¹,

Draganski²,

Anwander³

et al. 2010

J. Neurosci.

449

477

View full text Add to dashboard Cite

show abstract

“…In younger adults, CI during practice appears to result in a strengthened DLPFC executive network, leading to enhanced retrieval of the encoded motor programs stored in SMA (Sun et al, 2007), and to enhanced inhibition on competing responses by the inferior frontal gyrus (Ross et al, 2010;Wendelken et al, 2009). In older adults, CI may improve retention by strengthening sensorimotor integration (PMd-IPL circuitry).…”

Section: Figmentioning

confidence: 99%

Enhanced Motor Learning in Older Adults Is Accompanied by Increased Bilateral Frontal and Fronto-Parietal Connectivity

Lin

Chiang

et al. 2012

Brain Connectivity

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We recently demonstrated that older adults can benefit as much as younger adults from learning skills in an interleaved manner. Here we investigate whether optimized learning through interleaved practice (IP) is associated with changes in inter-regional brain connectivity and whether younger and older adults differ in such brainbehavior correlations. Younger and older adults practiced a set of three 4-element motor sequences in a repetitive or in an interleaved order for 2 consecutive days. Retention of the practiced sequences was evaluated 3 days after practice with functional images acquired simultaneously. A within-subject design was used so that subjects practiced sequences in the other condition (repetitive or interleaved) 2-4 weeks later. Using the psychophysiological interaction (PPI) analysis approach, we found that IP led to higher functional connectivity between the right and left dorsal lateral prefrontal cortex (DLPFC) and between the dorsal premotor cortex (PMd) and inferior parietal lobule (IPL) in older adults. Moreover, increased connectivity between these regions was significantly associated with the learning benefits of IP. In contrast, in younger adults, enhanced learning as a result of IP was associated with increased connectivity between DLPFC and the supplementary motor area (SMA) and the inferior frontal gyrus. These data suggest that though younger and older gain similar behavioral benefits from interleaved training, aging may alter the operation of brain networks underlying such optimized learning.

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“…Indeed, after an interval of 24 hours, Kuriyama et al (2004) found enhanced consolidation in bimanual compared to unimanual finger-tapping performance, but this was only when the sequence was complex. A number of fMRI studies have shown that bimanual and unimanual tasks recruit somewhat different neural systems in the early stages of motor training, but it is not yet clear if this has any lasting effect on memory consolidation in sequence-specific learning (Bapi, Doya, & Harner, 2000;Gerloff & Andres, 2002;Sun, Miller, Rao, & D'Esposito, 2007).…”

Section: Introductionmentioning

confidence: 99%

Offline consolidation in implicit sequence learning

Meier¹,

Cock²

2014

Cortex

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The goal of this study was to investigate offline memory consolidation with regard to general motor skill learning and implicit sequence-specific learning. We trained young adults on a serial reaction time task with a retention interval of either 24 hours (Experiment 1) or 1 week (Experiment 2) between two sessions. We manipulated sequence complexity (deterministic vs. probabilistic) and motor responses (unimanual or vs. bimanual). We found no evidence of offline memory consolidation for sequencespecific learning with either interval (in the sense of no deterioration over the interval but no further improvement either). However, we did find evidence of offline enhancement of general motor skill learning with both intervals, independent of kind of sequence or kind of response. These results suggest that general motor skill learning, but not sequence-specific learning, appears to be enhanced during offline intervals in implicit sequence learning.Keywords: implicit learning, motor skill learning, retention interval OFFLINE CONSOLIDATION 3 IntroductionThere have been a vast number of studies on sequence learning, but only recently has there been much interest in how it relates to memory consolidation. The term consolidation usually refers to the stabilization, and even enhancement, of memory traces after their initial acquisition. For example, it has been demonstrated that the performance of some procedures can be significantly improved after a "silent" or offline interval subsequent to training. During this interval, there is no further practice, or even mention, of the procedure, and learning remains largely tacit or implicit (Brown & Robertson, 2007;Hallgato, Gyori-Dani, Pekar, Janacsek, & Nemeth, 2013;Krakauer & Shadmehr, 2006;Németh et al., 2010). Consolidation is also sometimes referred to as resistance to interference and forgetting (Ghilardi, Moisello, Silvestri, Ghez, & Krakauer, 2009;Goedert & Willingham, 2002; Stephan, Meier, Orosz, Cattapan-Ludewig, & KaelinLang, 2009). In the present study, we use the first definition (i.e., further improvement or enhancement). For related reviews see Doyon et al. (2009) Offline consolidation of sequence learning may depend on a variety of factors, such as training session intervals (Albouy et al., 2008;Press, Casement, Pascual-Leone, & Robertson, 2005;, practice (Korman, Raz, Flash, & Karni, 2003;Shanks & Cameron, 2000;Steele & Penhune, 2010), sleep vs.,wakefulness and time of day (Brawn, Fenn, Nusbaum, & Margoliash, 2010;Cajochen et al., 2004;Della-Maggiore, 2005;Doyon et al., 2009;Fischer, Hallschmid, Elsner, & Born, 2002;Keisler, Ashe, & Willingham, 2007;Kuriyama, Stickgold, & Walker, 2004;Manoach et al., 2004;Maquet, Schwartz, Passingham, & Frith, 2003 The purpose of the present study was to investigate the separate contributions of general motor skill learning and sequence-specific memory consolidation in implicit sequence learning. General motor skill learning refers to faster responses as a result of practice. Sequence-specific learning refers to faster ...

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Functional Connectivity of Cortical Networks Involved in Bimanual Motor Sequence Learning

Cited by 165 publications

References 56 publications

Dynamic Properties of Human Brain Structure: Learning-Related Changes in Cortical Areas and Associated Fiber Connections

Dynamic Properties of Human Brain Structure: Learning-Related Changes in Cortical Areas and Associated Fiber Connections

Enhanced Motor Learning in Older Adults Is Accompanied by Increased Bilateral Frontal and Fronto-Parietal Connectivity

Offline consolidation in implicit sequence learning

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