Aspects of the electrophysiology of cortical processes related to the development and performance of learned motor responses.
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Animals↗
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Results for “Motor learning”
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Preserved motor learning in Alzheimer's disease: implications for anatomy and behavior.
Learning and retention of 3 types of information were examined in patients with Alzheimer's disease (AD) and in normal controls. While patients were unable to learn series of frequent words and unfamiliar faces, they improved significantly in a motor skill, showing a learning curve similar to controls. Furthermore, no significant loss of the motor skill was evident in a 20 min delay trial. Such dissociation in learning has not been noted previously in AD, although it has been noted in amnesias caused by other disease processes. The results support the existence of two, relatively independent, learning systems related to "declarative" knowledge and "procedural" knowledge. Judging from the pathologic correlates of these amnesias, the declarative knowledge system appears to be associated with corticotemporo/limbic structures, while the procedural system is likely to depend on corticocerebellar/striatal structures. The data also offer additional cognitive correlates for the selective damage to neural systems recently identified in AD.
Alzheimer Disease↗
A critique of therapeutic intervention programming with reference to an alternative approach based on motor learning theory.
As an alternative to current therapeutic intervention programming for developmentally delayed children, a rationale for intervention programming based on theories of motor control and learning is presented. The authors believe that the keys to successful motor training programs are repetition, correctly performed practice of functional skills, and sufficient learning time to facilitate skill retention and transfer. In order for therapists to construct and implement the most appropriate motor training programs for developmentally delayed children, they must be knowledgeable of the sensory-motor basis of motor skill acquisition. Some of the more important concepts of motor control and learning are presented.
Journal Article↗
Brainstem and forebrain contributions to the generation of learned motor behaviors for song.
Brainstem nuclei have well established roles in generating nonlearned rhythmic behaviors or as output pathways for more complex, forebrain-generated behaviors. However, the role of the brainstem in providing information to the forebrain that is used to initiate or assist in the control of complex behaviors is poorly understood. In this study, we used electrical microstimulation in select nuclei of the avian song system combined with recordings of acoustic and respiratory output to examine how forebrain and brainstem nuclei interact in the generation of learned vocal motor sequences. We found that brief stimulation in the forebrain nuclei HVC (used as a proper name) and RA (robust nucleus of the arcopallium) caused a short-latency truncation of ongoing song syllables, which ultimately led to a cessation of the ongoing motor sequence. Stimulation within the brainstem inspiratory-related nucleus paraambigualis, which receives input from RA and projects back to HVC via the thalamus, caused syllable truncations and interruptions similar to those observed in HVC and RA. In contrast, stimulation in the tracheosyringal portion of the hypoglossal nucleus, which innervates the syrinx (the avian vocal organ) but possesses no known projections back into the song system, did not cause any significant changes in the song motor pattern. These findings suggest that perturbation of premotor activity in any nucleus within the recurrent song system motor network will disrupt the ongoing song motor sequence. Given the anatomical organization of this network, our results are consistent with a model in which the brainstem respiratory nuclei form an integral part of the song motor programming network by providing timing signals to song control nuclei in the forebrain.
Animals↗
To act or not to act. Neural correlates of executive control of learned motor behavior.
Successful behavior requires contextual modulation of learned "programs", that is, the retrieval or nonretrieval (inhibition) of behavioral elements depending on situative context. Here we report neural correlates of these elementary aspects of behavior as identified with functional magnetic resonance imaging (fMRI). Inhibition of a "ready-to-go" behavioral program was represented in the brain by reduction of net synaptic activity in the cerebro-cerebellar pathway. The metabolic correlate of inhibition was a multifocal (premotor, primary sensorimotor, superior parietal, cingulate cortex, and cerebellum) decrease of the blood oxygenation level-dependent (BOLD) signal to below the resting state (negative BOLD) with a concomitant decrease of motor cortical excitability. The reverse was true for retrieval. We propose that contextual modulation of learned behavioral programs depends on an interplay of focal increases and decreases of neural activity and that the inhibitory changes are reflected by negative BOLD responses in an extended cerebro-cerebellar network of sensorimotor structures.
Adult↗
Time-sensitive enhancement of motor learning with the less-affected forelimb after unilateral sensorimotor cortex lesions in rats.
Unilateral damage to the forelimb region of the sensorimotor cortex (FLsmc) results in time-dependent changes in neuronal activity, structure and connectivity in the contralateral motor cortex of adult rats. These changes have been linked to facilitation of motor skill learning in the less-affected/ipsilesional forelimb, which is likely to promote its use in the development of behavioral compensation. The goal of this study was to determine whether an early post-lesion-sensitive time period exists for this enhanced learning and whether it is linked to synaptogenesis in the contralesional motor cortex. Rats were trained for 21 days on a skilled reaching task with the ipsilesional forelimb beginning 4 or 25 days after unilateral ischemic (endothelin-1-induced) FLsmc lesions or sham operations. As found previously, reaching performance was significantly enhanced in rats trained early post-lesion compared with sham-operates. In rats trained later post-lesion, performance was neither significantly different from time-matched sham-operates nor strikingly different from animals trained earlier post-lesion. In layer V of the contralesional motor cortex, stereological methods for light and electron microscopy revealed significantly more total, multisynaptic bouton and perforated synapses per neuron compared with sham-operates, but there were no significant differences between early- and late-trained lesion groups. Thus, there appears to be a sensitive time window for the maximal expression of the enhanced learning capacity of the less-affected forelimb but this window is broadly, rather than sharply, defined. These results indicate that relatively long-lasting lesion-induced neuronal changes are likely to underlie the facilitation of learning with the less-affected forelimb.
Animals↗
Nicotine stimulates dendritic arborization in motor cortex and improves concurrent motor skill but impairs subsequent motor learning.
The effect of the premature commitment of neurons to exuberant growth by nicotine on concurrent and subsequent learning is unknown and was the focus of the present study. Animals were trained on a tray reaching for food task (where lots of pieces of chicken feed were available) for 3 weeks before they received two daily injections of nicotine (0.3 mg/kg) or 0.9% saline for 12 days. Measures of tray-reaching performance were obtained before the administration of nicotine and every other week for a total of 7 weeks. Starting on week 8, animals were given a novel motor skill problem that required them to learn to use a forepaw to reach through a slot in a cage for single food pellets located on an external shelf. Pyramidal cells in the forelimb area of both hemispheres were then examined for dendritic length and branching using a Golgi-Cox procedure. Animals treated with saline displayed excellent performance in both reaching tasks and an increase in neuronal branching in Layer V pyramidal cells in the motor cortex contralateral to the reaching paw. In contrast, animals treated with nicotine showed bilateral increases in neuronal branching. Behavioral results showed that nicotine improved forelimb use in the concurrently administered tray-reaching task, but severely degraded quantitative and qualitative scores of skilled forelimb use in the subsequently administered single-pellet reaching task. The results suggest that plasticity coincidence with skilled training is essential to skilled motor learning, but this expenditure can impair subsequent learning.
Animals↗
Patterns of regional brain activation associated with different forms of motor learning.
To examine the variations in regional cerebral blood flow during execution and learning of reaching movements, we employed a family of kinematically and dynamically controlled motor tasks in which cognitive, mnemonic and executive features of performance were differentiated and characterized quantitatively. During 15O-labeled water positron emission tomography (PET) scans, twelve right-handed subjects moved their dominant hand on a digitizing tablet from a central location to equidistant targets displayed with a cursor on a computer screen in synchrony with a tone. In the preceding week, all subjects practiced three motor tasks: 1) movements to a predictable sequence of targets; 2) learning of new visuomotor transformations in which screen cursor motion was rotated by 30 degrees -60 degrees; 3) learning new target sequences by trial and error, by using previously acquired routines in a task placing heavy load on spatial working memory. The control condition was observing screen and audio displays. Subtraction images were analyzed with Statistical Parametric Mapping to identify significant brain activation foci. Execution of predictable sequences was characterized by a modest decrease in movement time and spatial error. The underlying pattern of activation involved primary motor and sensory areas, cerebellum, basal ganglia. Adaptation to a rotated reference frame, a form of procedural learning, was associated with decrease in the imposed directional bias. This task was associated with activation in the right posterior parietal cortex. New sequences were learned explicitly. Significant activation was found in dorsolateral prefrontal and anterior cingulate cortices. In this study, we have introduced a series of flexible motor tasks with similar kinematic characteristics and different spatial attributes. These tasks can be used to assess specific aspects of motor learning with imaging in health and disease.
Adult↗
Selective enhancement of emotional, but not motor, learning in monoamine oxidase A-deficient mice.
Mice deficient in monoamine oxidase A (MAOA), an enzyme that metabolizes monoamines such as norepinephrine and serotonin, have elevated norepinephrine and serotonin levels in the frontal cortex, hippocampus, and cerebellum, compared with normal wild-type mice. Since monoamines in these areas are critically involved in a variety of behaviors, we examined learning and memory (using emotional and motor tasks) in MAOA mutant mice. The MAOA-deficient mice exhibited significantly enhanced classical fear conditioning (freezing to both tone and contextual stimuli) and step-down inhibitory avoidance learning. In contrast, eyeblink conditioning was normal in these mutant mice. The female MAOA-deficient mice also displayed normal species-typical maternal behaviors (nesting, nursing, and pup retrieval). These results suggest that chronic elevations of monoamines, due to a deletion of the gene encoding MAOA, lead to selective alterations in emotional behavior.
Animals↗
The effect of early musical training on adult motor performance: evidence for a sensitive period in motor learning.
Developmental changes in the human brain coincide with and underlie changes in a wide range of motor and cognitive abilities. Neuroimaging studies have shown that musical training can result in structural and functional plasticity in the brains of musicians, and that this plasticity is greater for those who begin training early in life. However, previous studies have not controlled for differences between early-trained (ET) and late-trained (LT) musicians in the total number of years of musical training and experience. In the present experiment, we tested musicians who began training before and after the age of 7 on learning of a timed motor sequence task. The groups were matched for years of musical experience, years of formal training and hours of current practice. Results showed that ET musicians performed better than LT musicians, and that this performance advantage persisted after 5 days of practice. Performance differences were greatest for a measure of response synchronization, suggesting that early training has its greatest effect on neural systems involved in sensorimotor integration and timing. These findings support the idea that there may be a sensitive period in childhood where enriched motor training through musical practice results in long-lasting benefits for performance later in life. These results are also consistent with the results of studies showing structural changes in motor-related regions of the brain in musicians that are specifically related to training early in life.
Adolescent↗
The variability of practice hypothesis in motor learning: does it apply to Alzheimer's disease?
Based on Schmidt's (1975) variability of practice hypothesis, this study examined acquisition and transfer of a gross motor skill, namely tossing, in 58 patients with Alzheimer's disease (AD) and 58 healthy older adults under constant, blocked, and random practice conditions. While healthy older adults were able to learn the tossing task equally well under the three practice conditions, only AD patients receiving constant practice showed significant improvements. Tests of intermediate transfer yielded the expected random practice advantage in healthy controls but not AD patients. None of the practice conditions facilitated intermediate transfer in AD patients; however, constant practice did benefit these impaired individuals on tests of near transfer. These results indicate that the variability of practice hypothesis does not extend to AD patients. As motor learning and transfer were clearly a function of constant practice, future attempts to retrain basic activities of daily living in AD patients should emphasize consistency in training.
Aged↗
[Experienced and learning motor vehicle drivers. Examination by a psychometric test battery (preliminary note)].
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Accidents↗
[Neuromodulatory effects of bromazepam when individuals were exposed to a motor learning task: quantitative electroencephalography (qEEG)].
The sedative effects of bromazepam on cognitive and performance have been widely investigated. A number of different approaches have assessed the influence of bromazepam when individuals are engaged to a motor task. In this context, the present study aimed to investigate electrophysiological changes when individuals were exposed to a typewriting task after taking 6 mg of bromazepam. qEEG data were simultaneously recorded during the task. In particular, relative power in delta band (0.5-3.5 Hz) was analyzed. Time of execution and errors during the task were registered as behavioral variables. The experimental group, bromazepam 6 mg, showed a better motor performance and higher relative power than control individuals (placebo). These results suggest that the use of bromazepam reduces anxiety levels as expected and thus, produces an increment in motor performance.
Alpha Rhythm↗
Scaling of the metrics of visually-guided arm movements during motor learning in primates.
Hand trajectory, tangential velocity and acceleration, time and distance until peak velocity and reaction time were analyzed during the process of learning a skilled, visually-guided arm movement. Primates were trained to move a cursor with a manipulandum from a start box to target boxes displayed on a horizontal video screen during control conditions and when the relationship (gain) between the cursor and manipulandum was altered. The animals adapted to the altered feedback over 100-200 trials. A subsequent testing phase with randomly interspersed trials using the control gain demonstrated that the animals had modified their movements appropriately for the novel gain. Examination of the kinematics revealed that in adapting to a novel gain, primates scaled movement amplitude, tangential velocity, acceleration, and duration appropriately for the distance the hand needed to travel. Yet time to peak velocity was kept constant. Reaction time also remained unchanged for three of the four animals. Movements were performed in two phases, the first from movement onset to peak velocity and the second from peak velocity until the end of the movement. During the first phase the shape of the trajectory and velocity profile were stereotypic and without evidence of any corrections, consistent with this phase being essentially open loop. However, corrections occurred in the second phase and we propose visual feedback was used to correct for the difference in hand/cursor position. Learning appeared to involve utilizing the errors from previous trials to modify the early feedforward phase of subsequent trials. Peak tangential velocity, total movement duration and distance reached at peak tangential velocity all scaled linearly with the total movement distance required at each gain. Based on regression analyses, for none of these variables were the changes in learning completely adequate to compensate for total distance required. However, distance to peak velocity scaled with peak velocity in relation to the control gain. The results show that non-human primates adopt a consistent strategy when learning to scale a multi-joint movement. The metrics of the movement scaled yet the time to peak velocity remained constant, suggesting independent control of time and amplitude. Keeping time to peak velocity constant as well as the scaling of peak velocity with distance to peak velocity are viewed as ways to simplify the learning process.
Animals↗
Role of the Y-group of the vestibular nuclei and flocculus of the cerebellum in motor learning of the vertical vestibulo-ocular reflex.
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Acclimatization↗
Physiologic basis for motor learning in the vestibulo-ocular reflex.
The vestibulo-ocular reflex has been used extensively for study of the neural mechanisms of learning that is dependent on an intact cerebellum. Anatomic, physiologic, behavioral, and computational approaches have revealed the neural circuits that are used to generate the vestibulo-ocular reflex and have identified two likely sites of plasticity within those circuits. One site of plasticity is in the vestibular inputs to floccular target neurons, which are located in the vestibular nuclei and receive monosynaptic inhibition from Purkinje cells in the floccular complex of the cerebellar cortex. The other site of plasticity is in the vestibular inputs to Purkinje cells in the floccular complex, possibly in the cerebellar cortex. After reviewing the evidence that supports these conclusions, I consider a number of observations showing that the dynamics of neural circuits or cellular mechanisms play important roles in learning in the vestibulo-ocular reflex.
Fixation, Ocular↗
Effects of traditional and reversed bandwidth knowledge of results on motor learning.
The effects of two types of bandwidth (BW) knowledge of results (KR) were investigated on the acquisition and immediate retention of a timing task. Traditional and reversed BW KR groups were compared with two yoked control groups. Forty-eight randomly assigned subjects completed 60 acquisition trials and 20 no-KR retention trials. Acquisition analysis indicated a greater timing accuracy for the traditional BW group in comparison to the reversed BW group. During retention, less absolute constant error was found for both BW groups than for their yoked controls. Absolute performance changes were analyzed to further differentiate the contributions of quantitative and qualitative KR available in both types of BW conditions. This analysis revealed a significant KR x Trial Type interaction. Reliable changes in performance were observed after quantitative trials for the traditional BW group, whereas for the reversed BW group, reliable changes were observed after qualitative trials. This reversed BW group finding, along with the retention accuracy findings, indicated that the qualitative information was used to learn the timing task.
Female↗
Properties of pathways that mediate motor learning in the vestibulo-ocular reflex of monkeys.
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Animals↗