Sequence learning in the human brain: A functional neuroanatomical meta-analysis of serial reaction time studies

Janacsek, Karolina; Shattuck, Kyle F.; Tagarelli, Kaitlyn M.; Lum, Jarrad A. G.; Turkeltaub, Peter E.; Ullman, Michael T.

doi:10.1016/j.neuroimage.2019.116387

Cited by 106 publications

(106 citation statements)

References 82 publications

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“…Notwithstanding that the present study supports the dPMC's involvement in motor sequence learning, this notion has been challenged by a recent meta-analysis suggesting that particularly the basal ganglia directly contribute to motor sequence learning while premotor regions as well as the cerebellum do not [84]. Thus, it has been argued that increased activity in cerebellar and premotor regions during motor learning might reflect behavioral changes associated with motor learning rather than learning per se [28].…”

Section: Sequence Reproductioncontrasting

confidence: 67%

Cathodal Transcranial Direct Current Stimulation (tDCS) Applied to the Left Premotor Cortex Interferes with Explicit Reproduction of a Motor Sequence

2021

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Transcranial direct current stimulation (tDCS) is a non-invasive brain stimulation technique that allows the modulation of cortical excitability. TDCS effects can outlast the stimulation period presumably due to changes of GABA concentration which play a critical role in use-dependent plasticity. Consequently, tDCS and learning-related synaptic plasticity are assumed to share common mechanisms. Motor sequence learning has been related to activation changes within a cortico-subcortical network and findings from a meta-analysis point towards a core network comprising the cerebellum as well as the primary motor (M1) and the dorsolateral premotor cortex (dPMC). The latter has been particularly related to explicit motor learning by means of brain imaging techniques. We here test whether tDCS applied to the left dPMC affects the acquisition and reproduction of an explicitly learned motor sequence. To this end, 18 healthy volunteers received anodal, cathodal and sham tDCS to the left dPMC and were then trained on a serial reaction time task (SRTT) with their right hand. Immediately after the training and after overnight sleep, reproduction of the learned sequence was tested by means of reaction times as well as explicit recall. Regression analyses suggest that following cathodal tDCS reaction times at the end of the SRTT training-block explained a significant proportion of the number of correctly reported sequence items after overnight sleep. The present data suggest the left premotor cortex as one possible target for the application of non-invasive brain stimulation techniques in explicit motor sequence learning with the right hand.

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Section: Sequence Reproductioncontrasting

confidence: 67%

Cathodal Transcranial Direct Current Stimulation (tDCS) Applied to the Left Premotor Cortex Interferes with Explicit Reproduction of a Motor Sequence

2021

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“…Learning linked to the neurocircuitry that involves the BG, particularly the striatum, seems to encompass associative learning processes whereby we extract predictable regularities (e.g., repeating patterns) from the environment automatically, that is, without intention or conscious monitoring (Janacsek et al, 2020). This form of learning appears to be primarily external/stimulus-driven and occurs implicitly, without any awareness or cognitive effort (Janacsek et al, 2012).…”

Section: Competitive Neurocognitive Functions: An Integrative Accountmentioning

confidence: 99%

Competitive Neurocognitive Functions Can Tell Us What to Learn and When: In Schools and Beyond

Németh¹,

Schipper²,

Plèche³

et al. 2020

Preprint

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There has been a growing interest in incorporating psychological and neuroscientific knowledge about the development of cognitive functions in educational policies and academic practices. In this paper, we argue that the current knowledge about the interactions between these functions and their neurodevelopmental characteristics should also be considered in order to develop practices that could be better suited to pupils depending on their age. To facilitate this, we review current neuroscientific knowledge on the competitive interactions between two neural circuitry underlying distinct learning functions, their developmental trajectories and how they are linked to other functions such as cognitive control. The incorporation of this knowledge in education could help improve academic outcomes.

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Section: Introductionmentioning

confidence: 99%

“…One aspect of cognitive function that can be adversely impacted by aging is procedural learning, which is a type of learning that occurs without an individual's intention and is often implicit (i.e., outside of awareness) (Zwart, Vissers, Kessels, & Maes, 2017). Implicit learning is essential to healthy functioning with the advancement of age in a plethora of everyday behaviours that require appropriate sequences, including typing, arithmetic operations, social interactions, reading and motor skills, and so forth (Janacsek et al, 2019). Procedural learning shows age‐related decline (Nemeth & Janacsek, 2011; Nemeth et al, 2011, 2013; Zwart et al, 2017), which may reflect (a) cognitive slowing in older adults from having multiple representations simultaneously activated, (b) associative binding deficits between multiple stimuli or stimulus features and binding these associations into long‐term memory traces; and (c) increased sensitivity to interference (Nemeth & Janacsek, 2011).…”

Section: Introductionmentioning

confidence: 99%

Intraocular cataract lens replacement and light exposure potentially impact procedural learning in older adults

Chellappa

Bromundt

Frey

et al. 2020

Journal of Sleep Research

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Procedural learning declines with age and appropriately timed light exposure can improve cognitive performance in older individuals. Because cataract reduces light transmission and is associated with cognitive decline in older adults, we explored whether lens replacement (intraocular blue-blocking [BB] or UV-only blocking) in older patients with cataracts enhances the beneficial effects of light on procedural learning. Healthy older participants (n = 16) and older patients with post-cataract surgery (n = 13 with BB or UV lens replacement) underwent a randomized withinsubject crossover laboratory design with three protocols. In each protocol, 3.5 hr dim-dark adaptation was followed by 2 hr evening blue-enriched (6,500K) or nonblue-enriched light exposure (3,000K or 2,500K), 30 min dim post-light, ~8 hr sleep and 2 hr morning dim light. Procedural learning was assessed by the alternating serial reaction time task (ASRT), as part of a larger test battery. Here, ASRT performance was indexed by type of trial (random or sequence) and sequence-specific (high or low probability) measures. During evening light exposure, we observed a significant effect of the interaction of "group" versus "light condition" on the type of trial (p = .04; p = .16; unadjusted and adjusted p-values, respectively) and sequencespecific learning (p = .04; p = .16; unadjusted and adjusted p-values, respectively), whereby patients with UV lens replacement performed better than patients with BB lens or non-cataract controls, during blue-enriched light exposure. Lens replacement in patients with cataracts may potentially be associated with beneficial effects of blue light on procedural learning. Thus, optimizing spectral lens transmission in patients with cataracts may help improve specific aspects of cognitive function, such as procedural learning.

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Sequence learning in the human brain: A functional neuroanatomical meta-analysis of serial reaction time studies

Cited by 106 publications

References 82 publications

Cathodal Transcranial Direct Current Stimulation (tDCS) Applied to the Left Premotor Cortex Interferes with Explicit Reproduction of a Motor Sequence

Cathodal Transcranial Direct Current Stimulation (tDCS) Applied to the Left Premotor Cortex Interferes with Explicit Reproduction of a Motor Sequence

Competitive Neurocognitive Functions Can Tell Us What to Learn and When: In Schools and Beyond

Intraocular cataract lens replacement and light exposure potentially impact procedural learning in older adults

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