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At least 19 recordsLinked to original sources

PubMed2003

Hemispheric differences in the relationship between corticomotor excitability changes following a fine-motor task and motor learning.

Motor performance induces a postexercise increase in corticomotor excitability that may be associated with motor learning. We investigated whether there are hemispheric differences in the extent and/or time course of changes in corticomotor excitability following a manipulation task (Purdue pegboard) and their relationship with motor performance. Single- and paired-pulse (3 ms) transcranial magnetic stimulation (TMS) was used to assess task-induced facilitation of the muscle evoked potential (MEP) and intracortical inhibition (ICI) for three intrinsic hand muscles acting on digits 1, 2, and 5. Fifteen right-handed subjects performed three 30-s pegboard trials with left or right hand in separate sessions. TMS was applied to contralateral motor cortex before and after performance. Number of pegs placed was higher with the right hand, and performance improved (motor learning) with both hands over the three trials. MEP facilitation following performance was short-lasting (<15 min), selective for muscles engaged in gripping the pegs, and of similar magnitude in left and right hands. ICI was reduced immediately following performance with the right hand, but not the left. The extent of MEP facilitation was positively correlated with motor learning for the right hand only. We conclude that the pegboard task induces a selective, short-lasting change in excitability of corticospinal neurons controlling intrinsic hand muscles engaged in the task. Only left hemisphere changes were related to motor learning. This asymmetry may reflect different behavioral strategies for performance improvement with left and right upper limb in this task or hemispheric differences in the control of skilled hand movements.

Adolescent↗

PubMed2003

Absence of tissue plasminogen activator gene or activity impairs mouse cerebellar motor learning.

Motor learning is thought to involve modulation of synaptic inputs in the cerebellar cortex, including granule neuron/Purkinje neuron contacts. During a complex motor task requiring mice to walk across irregularly spaced pegs, cerebellar granule neurons show a rapid and transient induction of mRNA for the extracellular protease tissue plasminogen activator (tPA). This induction of tPA mRNA is cerebellar specific, is not seen in the cerebella of exercised or stressed animals, and is distinct from simple performance phenomena. Knock-out mice lacking the tPA gene show a significant reduction in both rate and extent of learning. Furthermore, blocking tPA activity during training dramatically impaired motor learning. Thus, tPA plays an important role in motor learning, in which tPA may facilitate remodeling of the active synaptic zone.

Animals↗

PubMed1998

Recording eye movements in mice: a new approach to investigate the molecular basis of cerebellar control of motor learning and motor timing.

The vestibulocerebellum is involved in the control of compensatory eye movements. To investigate its role in learning and timing of motor behavior, we investigated compensatory eye movements in mice with the use of search coils. Wild-type mice showed the ability to increase the gain of their vestibulo-ocular reflex by visuovestibular training. This adaptation did not occur in lurcher mice, a natural mouse mutant that completely lacks Purkinje cells. During the optokinetic reflex the phase of the eye movements of lurcher mice in reference to the stimulus lagged behind that of wild-type littermates, whereas during the vestibulo-ocular reflex it led that of the wild-type mice. During combined optokinetic and vestibular stimulation, the phase of the lurcher mice lagged behind that of the wild-type mice at the low stimulus frequencies, whereas it led the phase of the wild-type mice at the high frequencies. In addition, the optokinetic response of the lurcher mice showed a significantly longer latency during constant-velocity step stimulation than that of the wild-type mice. We conclude that Purkinje cells are necessary for both learning and timing of compensatory eye movements in mice. The present description of gain adaptation and phase dynamics provides the basis for studies in which the molecular mechanisms of cerebellar control of compensatory eye movements are investigated with the use of genetically manipulated mice.

Adaptation, Physiological↗

PubMedDate not supplied

Multiple motor learning experiences enhance motor adaptability.

Traditional motor learning theory emphasizes that skill learning is specific to the context and task performed. Recent data suggest, however, that subjects exposed to a variety of motor learning paradigms may be able to acquire general, transferable knowledge about skill learning processes. I tested this idea by having subjects learn five different motor tasks, three that were similar to each other and two that were not related. A group of experimental subjects first performed a joystick-aiming task requiring adaptation to three different visuomotor rotations, with a return to the null conditions between each exposure. They then performed the same joystick-aiming task but had to adapt to a change in display gain instead of rotation. Lastly, the subjects used the joystick-aiming task to learn a repeating sequence of movements. Two groups of control subjects performed the same number of trials, but learned only the gain change or the movement sequence. Experimental subjects showed generalization of learning across the three visuomotor rotations. Experimental subjects also exhibited transfer of learning ability to the gain change and the movement sequence, resulting in faster learning than that seen in the control subjects. However, transient perturbations affected the movements of the experimental subjects to a greater extent than those of the control subjects. These data demonstrate that humans can acquire a general enhancement in motor skill learning capacity through experience, but it comes with a cost. Although movement becomes more adaptable following multiple learning experiences, it also becomes less stable to external perturbation.

Adaptation, Physiological↗

PubMedDate not supplied

Neurochemical specificity of learning: dopamine and motor learning.

In previous reports of studies of patients with alcoholic Korsakoff's psychosis, data were presented showing significant correlations between neuropsychometric measures of amnesia and the CSF levels of the major brain metabolite of norepinephrine (NE), which was consistently reduced among a large group of experimental subjects. Dopamine (DA) metabolite concentrations in the CSF of this same patient population were also significantly lowered but to a lesser degree and less consistently than the NE metabolite. CSF levels of the DA metabolite did not correlate with any measures of amnesia but did significantly correlate with performance on the Digit-Symbol Substitution Test (DSST) of the Wechsler Adult Intelligence Scale (WAIS), which involves psychomotor skill learning. DSST performance did not correlate with CSF levels of the NE metabolite. These findings led to the hypothesis that the acquisition of motor learning skills is related to brain DA activity. In this study, we tested the hypothesis by correlating the ability of a group of Korsakoff patients to learn two different motor tasks (rotary pursuit and mirror tracing) with the concentrations of CSF metabolites of NE, DA, and serotonin. For both tasks, improvement in performance over three daily testing sessions significantly correlated only with the DA metabolite levels. The data are consistent with the hypothesis of a specific role for DA in motor learning.

Alcohol Amnestic Disorder↗

PubMed2004

Development of early motor learning and topical motor skills in a model of cerebellar degeneration.

The development of motor learning and topical motor skills has been studied during the first month of life in neurodeficient Lurcher mutant mice derived from C3H strain. The examination of motor functions was conducted using four methods when animals were consecutively placed on: a horizontal wire, a rotating cylinder, a bridge and slanting ladder (on the rotating cylinder and slanting ladder in three different starting positions). A total of 150 animals were used, half being heterozygous mutants (+/Lc), the remaining consisting of their healthy littermates, homozygous wild-type mice (+/+). Some animals of both types were confronted with the tasks in four testing days without practice while the others were trained in all of these methods one time daily at the age of 3, 6, 9, 12, 15, 20, 25 and 30 days. The results of the research are expressed as a percentage of reaching criteria in the trained and untrained mice of both types (+/Lc, +/+), respectively on days 15, 20, 25, and 30. Because of their motor handicap, Lurcher mutants showed significantly worse results than normal mice in almost all of the tests. The most interesting observations of the study were obtained on the rotating cylinder and the slanting ladder tests where mainly untrained mutants were unable to cope promptly with the different starting position and failed. However, in 30-day-old Lurchers the effect of learning was relatively better in some tests when compared with the wild-type of mice. Experiments showed that, in spite of progressive cerebellar degeneration, the ability of motor learning in Lurcher mutants survived to a certain degree. The worsening of results after frequent training in both trained Lurchers and normal mice aged 20 days as compared with untrained ones is discussed within the context of the "overtraining reversal effect" and other possible hypotheses.

Animals↗

PubMed1998

Structural stability within the lateral cerebellar nucleus of the rat following complex motor learning.

Complex motor learning, but not mere motor activity, has been previously shown to induce structural modifications within the cerebellar cortex. The present experiment examined whether similar changes occur within one of the primary output targets of the region of the cerebellar cortex in which these structural changes were described, the lateral cerebellar nucleus (LCN; dentate nucleus). Adult female rats were randomly allocated to one of three training conditions. Acrobatic condition (AC) rats were trained to complete a complex motor learning task consisting of a series of elevated obstacles while motor control (MC) condition animals were forced to traverse a flat obstacle-free runway equal in length to the AC task. Inactive condition (IC) animals received no motor training. Unbiased stereological techniques and electron microscopy were used to obtain estimates of synapse number and postsynaptic density (PSD) length within the LCN. Results showed that neither synapse number nor PSD length was significantly altered as a function of training condition. These results indicate that complex motor skill learning is associated with structural plasticity within the cerebellar cortex and with structural stability within the lateral cerebellar nucleus.

Analysis of Variance↗

PubMed2005

Impaired motor learning in mice expressing torsinA with the DYT1 dystonia mutation.

Primary early-onset generalized dystonia is an autosomal dominant disorder caused by a deletion (DeltaGAG) in the DYT1 gene encoding torsinA. The gene defect has incomplete penetrance, with approximately 30% of carriers developing clinically evident dystonia. We describe lines of transgenic mice that express either human mutant torsinA (hMT) or human wild-type (hWT) torsinA. All mice demonstrated moderately increased levels of torsinA in the brain by Western blot analysis and normal subcellular distribution of torsinA in neurons by confocal microscopy. No animals had dystonic features. However, mice overexpressing hMT, but not hWT, torsinA displayed a reduced ability to learn motor skills in an accelerating rotarod paradigm. This pattern resembles the impaired motor sequence learning demonstrated in human nonmanifesting carriers of the DeltaGAG mutation. Open-field testing showed no differences in spontaneous activity between transgenic mice and their nontransgenic littermates, indicating that mice overexpressing hMT torsinA did not develop overtly abnormal motor behavior. Together, these data suggest that these transgenic mice provide a useful model of the DeltaGAG carrier state that can be used to probe genetic and environmental factors that can trigger the dystonic state.

Animals↗

PubMed1988

Reconsideration of measurement of error in human motor learning.

Human motor learning is often measured by error scores. The convention of using mean absolute error, mean constant error, and variable error shows lack of desirable parsimony and interpretability. This paper provides the background of error measurement and states criticisms of conventional methodology. A parsimonious model of error analysis is provided, along with operationalized interpretations and implications for motor learning. Teaching, interpreting, and using error scores in research may be simplified and facilitated with the model.

Humans↗

PubMed2005

Conditional motor learning in the nonspatial domain: effects of errorless learning and the contribution of the fornix to one-trial learning.

Conditional motor learning contributes importantly to behavioral flexibility. In previous work, the authors found that fornix transections impaired the ability of macaque monkeys (Macaca mulatta) to learn conditional motor associations between the nonspatial features of visual stimuli and nonspatially differentiated responses. In the present study, they found that significant 1-trial learning of such associations also depended on the fornix. Furthermore, removal of the hippocampus, subiculum, and subjacent parahippocampal cortex, added to fornix transection, had no effect, thus demonstrating that fornix transections eliminated the contribution of the hippocampal system. In addition, the authors examined the effect of errorless learning and found, in control monkeys, that errors made prior to the 1st correct response retarded 1-trial learning.

Animals↗

PubMed2001

Neuronal correlates of motor performance and motor learning in the primary motor cortex of monkeys adapting to an external force field.

The primary motor cortex (M1) is known to control motor performance. Recent findings have also implicated M1 in motor learning, as neurons in this area show learning-related plasticity. In the present study, we analyzed the neuronal activity recorded in M1 in a force field adaptation task. Our goal was to investigate the neuronal reorganization across behavioral epochs (before, during, and after adaptation). Here we report two main findings. First, memory cells were present in two classes. With respect to the changes of preferred direction (Pd), these two classes complemented each other after readaptation. Second, for the entire neuronal population, the shift of Pd matched the shift observed for muscles. These results provide a framework whereby the activity of distinct neuronal subpopulations combines to subserve both functions of motor performance and motor learning.

Animals↗

PubMed2003

Prediction precedes control in motor learning.

Skilled motor behavior relies on the brain learning both to control the body and predict the consequences of this control. Prediction turns motor commands into expected sensory consequences, whereas control turns desired consequences into motor commands. To capture this symmetry, the neural processes underlying prediction and control are termed the forward and inverse internal models, respectively. Here, we investigate how these two fundamental processes are related during motor learning. We used an object manipulation task in which subjects learned to move a hand-held object with novel dynamic properties along a prescribed path. We independently and simultaneously measured subjects' ability to control their actions and to predict their consequences. We found different time courses for predictor and controller learning, with prediction being learned far more rapidly than control. In early stages of manipulating the object, subjects could predict the consequences of their actions, as measured by the grip force they used to grasp the object, but could not generate appropriate actions for control, as measured by their hand trajectory. As predicted by several recent theoretical models of sensorimotor control, our results indicate that people can learn to predict the consequences of their actions before they can learn to control their actions.

Biophysical Phenomena↗

PubMed2003

Dissociation of visual associative and motor learning in Drosophila at the flight simulator.

Ever since operant conditioning was studied experimentally, the relationship between associative learning and possible motor learning has become controversial. Although motor learning and its underlying neural substrates have been extensively studied in mammals, it is still poorly understood in invertebrates. The visual discriminative avoidance paradigm of Drosophila at the flight simulator has been widely used to study the flies' visual associative learning and related functions, but it has not been used to study the motor learning process. In this study, newly-designed data analysis was employed to examine the flies' solitary behavioural variable that was recorded at the flight simulator-yaw torque. Analysis was conducted to explore torque distributions of both wild-type and mutant flies in conditioning, with the following results: (1) Wild-type Canton-S flies had motor learning performance in conditioning, which was proved by modifications of the animal's behavioural mode in conditioning. (2) Repetition of training improved the motor learning performance of wild-type Canton-S flies. (3) Although mutant dunce(1) flies were defective in visual associative learning, they showed essentially normal motor learning performance in terms of yaw torque distribution in conditioning. Finally, we tentatively proposed that both visual associative learning and motor learning were involved in the visual operant conditioning of Drosophila at the flight simulator, that the two learning forms could be dissociated and they might have different neural bases.

Journal Article↗

PubMed1993

Motor learning deficits in aged rats are correlated with loss of cerebellar noradrenergic function.

We have demonstrated that aged rats show impairments in learning patterned motor movements. Similar behavioral impairment is observed in rats with noradrenergic lesions. Norepinephrine is known to act as a neuromodulator in the cerebellar cortex because it can augment the action of GABA and other neurotransmitters. This effect of NE to augment the signal to noise ratio of GABAergic inputs to cerebellar Purkinje neurons is a possible substrate for NE's effect on motor learning. Aged rats demonstrate deficits in the modulatory actions of NE to augment GABAergic inhibitions when both substances are locally applied onto cerebellar Purkinje neurons. In this report, we examined how motor learning and cerebellar noradrenergic function varied in individual young and 20-month-old Fischer 344 rats. There was a significant correlation between the loss of the neuromodulatory actions of norepinephrine (NE) in the cerebellar cortex and the rate of learning a novel motor task in individual rats. This report thus demonstrates for the first time a correlation between age-related impairments in motor plasticity and specific neurophysiological deficits in cerebellar Purkinje neurons in individual animals.

Aging↗

PubMed2006

Proactive interference as a result of persisting neural representations of previously learned motor skills in primary motor cortex.

Learning to control movements in different dynamic environments is marked by proactive interference; learning a first skill interferes with the subsequent learning of a second one. The neural basis of this effect is poorly understood. We tested the idea that proactive interference results from persisting neural representations of previously learned skills in the primary motor cortex (M1). We used repetitive transcranial magnetic stimulation (rTMS) of M1 to disrupt retention of a recently learned motor skill. If interference results from the retention of this skill then its disruption should be associated with reduced interference. Subjects reached to targets while interacting with a robotic arm that applied force fields to the limb. Fifteen minutes of 1-Hz rTMS to M1 impaired the retention of a first force field, and more importantly, reduced proactive interference when subjects learned a second one. Our findings suggest that retention and interference are linked at the level of M1.

Algorithms↗

PubMed2004

Viewing and doing: similar cortical mechanisms for perceptual and motor learning.

Historically, different groups of researchers have investigated the mechanisms of perceptual learning and motor learning. For sensory cortex, neurophysiological and psychophysical findings have linked changes in perception with altered neuronal tuning properties. However, less information has been forthcoming from motor cortex. This review compares recent findings on perceptual and motor learning, and suggests that similar mechanisms govern both. These mechanisms involve changes in both the center of neuronal tuning functions and their width or slope. The former reflects the values of the sensory or motor parameters that a neuron encodes, and the latter adjusts the encoding sensitivity. These similarities suggest that specific unifying principles for neural coding and computation exist across sensory and motor domains.

Animals↗

PubMed1994

The role of the striatum in motor learning: dissociations between isometric motor control processes in Parkinson's disease.

Studies of Parkinson's disease (PD) have been used to support the hypothesis that the striatum serves procedural learning but interpretation of the results is confounded by extra-striate pathology and coincidental non-procedural cognitive deficits. The motor deficit of PD involves particularly internally cued movement, without visual feedback, because of disruption to frontostriatal circuits. Thus, we used a non-visual isometric task as a sensitive measure of motor learning in early non-demented patients with PD and examined the effects of dopamine replacement. The PD group showed disproportionate under-shooting of the target but normal motor learning. Learning correlated with some cognitive measures but not clinical motor disability or depression. Treatment had no effect on performance, despite clinical improvement. The results indicate dissociations between motor control processes resulting from striatal pathology. Putaminal circuits are involved in force generation and prediction but not critically in motor learning.

Basal Ganglia↗

PubMed2005

Motor learning by observing.

Learning complex motor behaviors like riding a bicycle or swinging a golf club is based on acquiring neural representations of the mechanical requirements of movement (e.g., coordinating muscle forces to control the club). Here we provide evidence that mechanisms matching observation and action facilitate motor learning. Subjects who observed a video depicting another person learning to reach in a novel mechanical environment (imposed by a robot arm) performed better when later tested in the same environment than subjects who observed similar movements but no learning; moreover, subjects who observed learning of a different environment performed worse. We show that this effect is not based on conscious strategies but instead depends on the implicit engagement of neural systems for movement planning and control.

Adult↗