Perceptual sequence learning in a serial reaction time task

Song, Sunbin; Howard, James H.; Howard, Darlene V.

doi:10.1007/s00221-008-1411-z

Cited by 72 publications

(82 citation statements)

References 29 publications

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“…In fact, given that this advantage was present from the beginning of the task procedural learning could have been gained through the previous observational training. This is in accordance with a recent study demonstrating that observation supports implicit sequence learning even in the absence of any explicit knowledge (Song, Howard, & Howard, 2008). Nevertheless, the different performances shown after observational learning and practice-based learning might also have been due to differences in the mechanism responsible for supporting skill acquisition.…”

Section: Discussionsupporting

confidence: 92%

Changes in Cerebello-motor Connectivity during Procedural Learning by Actual Execution and Observation

Torriero

Oliveri

Koch

et al. 2011

Journal of Cognitive Neuroscience

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Abstract■ The cerebellum is involved in motor learning of new procedures both during actual execution of a motor task and during observational training. These processes are thought to depend on the activity of a neural network that involves the lateral cerebellum and primary motor cortex (M1). In this study, we used a twin-coil TMS technique to investigate whether execution and observation of a visuomotor procedural learning task is related to modulation of cerebello-motor connectivity. We observed that, at rest, a magnetic conditioning pulse applied over the lateral cerebellum reduced the motor-evoked potentials obtained by stimulating the contralateral M1, indicating activation of a cerebello-motor connection. Furthermore, during procedural learning, cerebellar stimulation resulted in selective facilitation, not inhibition, of contralateral M1 excitability. The effects were evident when motor learning was obtained by actual execution of the task or by observation, but they disappeared if procedural learning had already been acquired by previous observational training. These results indicate that changes in cerebello-motor connectivity occur in relation to specific phases of procedural learning, demonstrating a complex pattern of excitatory and inhibitory drives modulated across time. ■

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Section: Discussionsupporting

confidence: 92%

Changes in Cerebello-motor Connectivity during Procedural Learning by Actual Execution and Observation

Torriero

Oliveri

Koch

et al. 2011

Journal of Cognitive Neuroscience

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“…Thus, we think that the reduction in the total process time to final motor response may be attributed to the rapid onsets of muscle activation and movement initiation as motor sequential learning progressed. Our findings, showing a decline in total processing times, were in line with previous learning experiments with the SRT task, which exhibit a gradual reduction of the reaction time 5,11,12,15,16) . It has previously been established that motor sequential learning is accomplished by acquisition of explicit and implicit knowledge in multiple brain areas, including the cortical and subcortical structures 2,[17][18][19] .…”

Section: Discussionsupporting

confidence: 92%

“…Many previous studies have shown that motor sequential learning leads to a reduction in the reaction time and an improvement in correct responses, accompanied by efficient and effective processing in the neuromuscular system 5,11,12) . A c c o r d i n g t o f u n c t i o n a l M R I a n d electroencephalography, cortical excitability and the involved regional area are altered after motor learning.…”

Section: Introductionmentioning

confidence: 99%

Evidence of Neuromuscular Adaptation According to Motor Sequential Learning in the Serial Reaction Time Task

Kwon¹,

Chang

Lee

et al. 2010

J Phys Ther Sci

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Abstract. [Purpose] The aim of the current study was to investigate whether or not motor sequential learning leads a reduction in the temporal processing in terms of the onset of muscle activation and movement initiation as well as final motor response in a serial reaction time (SRT) task.[Subjects] We recruited 24 healthy subjects with no history of neurological or orthopedic problems. The subjects were randomly divided into a training group and a control group. [Methods] In response to five visual stimuli, subjects were instructed to move or press a moveable arm/button, and to return it toward the central position as quickly as possible, according to the corresponding stimuli. Kinetic parameters (i.e. onset of muscle activation and movement initiation, reaction time) were analyzed before and after training/controlled sessions over two consecutive days for each group.[Results] Following motor sequential learning, the temporal processing between the visual stimuli and each of three predetermined onsets were significantly declined. There were no significant changes in the control group.[Conclusion] The reduction in the total process to final motor response resulting from motor sequential learning may be attributed to rapid onset of muscle activation and movement initiation. Furthermore, neuromuscular adaptation played an important role in accomplishing rapid temporal processing after motor sequential learning.

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“…Recent behavioral evidence has shown that learning on the SRT task can proceed when responses are confined to sequential covert reorienting of visuospatial attention (Song et al, 2008). Hence, motor responses are not a necessary condition for complex sequence learning.…”

Section: Introductionmentioning

confidence: 99%

Response-Dependent Contributions of Human Primary Motor Cortex and Angular Gyrus to Manual and Perceptual Sequence Learning

Rosenthal

Roche-Kelly²,

Husain³

et al. 2009

J. Neurosci.

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Motor sequence learning on the serial reaction time task involves the integration of response-, stimulus-, and effector-based information. Human primary motor cortex (M1) and the inferior parietal lobule (IPL) have been identified with supporting the learning of effectordependent and -independent information, respectively. Current neurocognitive data are, however, exclusively based on learning complex sequence information via perceptual-motor responses. Here, we investigated the effects of continuous theta-burst transcranial magnetic stimulation (cTBS)-induced disruption of M1 and the angular gyrus (AG) of the IPL on learning a probabilistic sequence via sequential perceptual-motor responses (experiment 1) or covert orienting of visuospatial attention (experiment 2). Functional effects on manual sequence learning were evident during 75% of training trials in the cTBS M1 condition, whereas cTBS over the AG resulted in interference confined to a midpoint during the training phase. Posttraining direct (declarative) tests of sequence knowledge revealed that cTBS over M1 modulated the availability of newly acquired sequence knowledge, whereby sequence knowledge was implicit in the cTBS M1 condition but was available to conscious awareness in the cTBS AG and control conditions. In contrast, perceptual sequence learning was abolished in the perceptual cTBS AG condition, whereas learning was intact and available to conscious awareness in the cTBS M1 and control conditions. These results show that the right AG had a critical role in perceptual sequence learning, whereas M1 had a causal role in developing experience-dependent functional attributes relevant to conscious knowledge on manual but not perceptual sequence learning.

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Perceptual sequence learning in a serial reaction time task

Cited by 72 publications

References 29 publications

Changes in Cerebello-motor Connectivity during Procedural Learning by Actual Execution and Observation

Changes in Cerebello-motor Connectivity during Procedural Learning by Actual Execution and Observation

Evidence of Neuromuscular Adaptation According to Motor Sequential Learning in the Serial Reaction Time Task

Response-Dependent Contributions of Human Primary Motor Cortex and Angular Gyrus to Manual and Perceptual Sequence Learning

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