Role of the Striatum and the Cerebellum in Motor Skill Acquisition

Schugens, Markus M.; Breitenstein, Caterina; Ackermann, Hermann; Daum, Irene

doi:10.1155/1999/870175

Cited by 12 publications

(8 citation statements)

References 26 publications

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“…The existence of distinct control pathways is supported by studies which suggest that adaptation is dependent on the cerebellum (Maschke et al, 2004;Morton and Bastian, 2006) while de novo learning is dependent on the basal ganglia (Schugens et al, 1998;Gutierrez-Garralda et al, 2013;Choi et al, 2020).…”

Section: Potential Control Architectures Supporting Multiple Components Of Learningmentioning

confidence: 98%

“…Previous studies suggest that learning to counter a mirror reversal of visual feedback may engage de novo learning. Learning under a mirror reversal shows a number of important differences from learning under a visuomotor rotation: it does not result in aftereffects when the perturbation is removed ( Gutierrez-Garralda et al, 2013 ; Lillicrap et al, 2013 ), it shows offline gains ( Telgen et al, 2014 ), and it seems to have a distinct neural basis ( Schugens et al, 1998 ; Maschke et al, 2004 ; Morton and Bastian, 2006 ; Gutierrez-Garralda et al, 2013 ). However, these properties would also be expected if participants learned to counter the mirror reversal by simply re-aiming their movements to a different target, as has been suggested by Wilterson and Taylor, 2019 .…”

Section: Introductionmentioning

confidence: 99%

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De novo learning versus adaptation of continuous control in a manual tracking task

Yang

Cowan

Haith

2021

eLife

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How do people learn to perform tasks that require continuous adjustments of motor output, like riding a bicycle? People rely heavily on cognitive strategies when learning discrete movement tasks, but such time-consuming strategies are infeasible in continuous control tasks that demand rapid responses to ongoing sensory feedback. To understand how people can learn to perform such tasks without the benefit of cognitive strategies, we imposed a rotation/mirror reversal of visual feedback while participants performed a continuous tracking task. We analyzed behavior using a system identification approach which revealed two qualitatively different components of learning: adaptation of a baseline controller and formation of a new, task-specific continuous controller. These components exhibited different signatures in the frequency domain and were differentially engaged under the rotation/mirror reversal. Our results demonstrate that people can rapidly build a new continuous controller de novo and can simultaneously deploy this process with adaptation of an existing controller.

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Section: Potential Control Architectures Supporting Multiple Components Of Learningmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

De novo learning versus adaptation of continuous control in a manual tracking task

Yang

Cowan

Haith

2021

eLife

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“…The idea that the brain contains several parallel neural systems that process and store different types of information has a long history and considerable empirical support in both the human and animal literature (Scoville and Milner, ; Milner et al, ; Hirsh, ; Cohen and Squire, ; Squire et al, ; Milberg et al, ; Blundo and Ricci, ; Nissen et al, ; Daum et al, , ; Clark and Squire, ; Schugens et al, ; Congdon et al, ).…”

Section: Introductionmentioning

confidence: 99%

Parallel processing of information about location in the amygdala, entorhinal cortex and hippocampus

Gaskin

White

2013

Hippocampus

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The conditioned cue preference paradigm was used to study how rats use extra-maze cues to discriminate between 2 adjacent arms on an 8-arm radial maze, a situation in which most of the same cues can be seen from both arms but only one arm contains food. Since the food-restricted rats eat while passively confined on the food-paired arm no responses are reinforced, so the discrimination is due to Pavlovian stimulus-reward (or outcome) learning. Consistent with other evidence that rats must move around in an environment to acquire a spatial map, we found that learning the adjacent arms CCP (ACCP) required a minimum amount of active exploration of the maze with no reinforcers present prior to passive pairing of the extra-maze cues with the food reinforcer, an instance of latent learning. Temporary inactivation of the hippocampus during the pre-exposure sessions had no effect on ACCP learning, confirming other evidence that the hippocampus is not involved in latent learning. A series of experiments indentified a circuit involving fimbria-fornix and dorsal entorhinal cortex as the neural basis of latent learning in this situation. In contrast, temporary inactivation of the entorhinal cortex or hippocampus during passive training or during testing blocked ACCP learning and expression, respectively, suggesting that these two structures co-operate in using spatial information to learn the location of food on the maze during passive pairing and to express this combined information during testing. In parallel with these processes we found that the amygdala processes information leading to an equal tendency to enter both adjacent arms (even though only one was paired with food) suggesting that the stimulus information available to this structure is not sufficiently precise to discriminate between the ambiguous cues visible from the adjacent arms. Expression of the ACCP in normal rats depends on hippocampus-based learning to avoid the unpaired arm which competes with the amygdala-based tendency to enter that arm. In contrast, there is cooperation between amygdala-and hippocampus-based tendencies to enter the food-paired arm. These independent forms of learning contribute to the rat's ability to discriminate among spatial locations using ambiguous extra-maze cues. V C 2013 Wiley Periodicals, Inc.

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“…Studies of procedural learning, many of which have used rotary pursuit testing to assess visuomotor speed and learning, have generally reported learning deficits in individuals with primary subcortical dysfunction (e.g., Huntington's disease—Gabrieli et al., ; Heindel et al., ; Parkinson's disease—Haaland et al., ), whereas these processes are relatively intact in individuals with conditions primarily affecting cortical or medial temporal structures (e.g., Alzheimer's disease—Heindel et al., ; global amnesia—Cermak and Butters, ; Cohen and Squire, ; Corkin, ; Tranel et al., ). In addition to subcortical influences on visuomotor learning processes, damage to the cerebellum and associated neural networks is known to impair visuomotor learning, particularly in tasks requiring anticipatory movement (Ivry and Keele, ; Schugens et al., ).…”

mentioning

confidence: 99%

Differential Effect of Alcoholism and HIV Infection on Visuomotor Procedural Learning and Retention

Fama¹,

Rosenbloom²,

Sassoon

et al. 2012

Alcoholism Clin & Exp Res

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Background Selective declarative memory processes are differentially compromised in chronic alcoholism (ALC) and HIV infection (HIV) and likely reflect neuropathology associated with each condition: frontocerebellar dysfunction in ALC and frontostriatal dysfunction in HIV infection. Evidence for disease overlap derives from observed exacerbated impairments in these declarative memory processes in ALC‐HIV comorbidity. Less is known about nondeclarative memory processes in these disease conditions. Examination of visuomotor learning in chronic ALC and HIV infection could provide insight into the differential and combined contribution of selective disease‐related injury to visuomotor procedural memory processes. Methods We examined component processes of visuomotor learning and retention on the rotary pursuit task in 29 ALC, 23 HIV, 28 ALC + HIV, and 20 control subjects. Participants were given 4 rotary pursuit learning sessions over 2 testing days, typically separated by 1 week, to assess visuomotor learning and retention patterns. Ancillary measures of simple motor, psychomotor, explicit memory, and balance abilities were administered to test which component processes independently predicted visuomotor learning. Results All clinical groups showed visuomotor learning across rotary pursuit testing sessions, despite impairment in visuomotor speed in the HIV groups and impairment in explicit memory and psychomotor speed in the alcohol groups. The 2 alcoholic groups showed retention and consolidation over time (i.e., improved performance without further training), whereas the HIV‐infected group showed learning and retention but no consolidation effect. The comorbid group shared impairments associated with the ALC‐only group (explicit memory and psychomotor speed) and the HIV‐only group (visuomotor speed), although there was no clear compounded effect of alcohol and HIV infection on visuomotor learning performance. Conclusions This study supports the hypothesis that ALC and HIV infection exert differential effects on components of visuomotor procedural learning. Further, the results provide behavioral evidence for dissociable influences of frontocerebellar and frontostriatal disruption to visuomotor procedural learning and retention.

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Role of the Striatum and the Cerebellum in Motor Skill Acquisition

Cited by 12 publications

References 26 publications

De novo learning versus adaptation of continuous control in a manual tracking task

De novo learning versus adaptation of continuous control in a manual tracking task

Parallel processing of information about location in the amygdala, entorhinal cortex and hippocampus

Differential Effect of Alcoholism and HIV Infection on Visuomotor Procedural Learning and Retention

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