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Results for “specificity of motor learning”

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At least 19 recordsLinked to original sources
PubMed1999

Reacquisition deficits in prism adaptation after muscimol microinjection into the ventral premotor cortex of monkeys.

A small amount of muscimol (1 microl; concentration, 5 microg/microl) was injected into the ventral and dorsal premotor cortex areas (PMv and PMd, respectively) of monkeys, which then were required to perform a visually guided reaching task. For the task, the monkeys were required to reach for a target soon after it was presented on a screen. While performing the task, the monkeys' eyes were covered with left 10 degrees, right 10 degrees, or no wedge prisms, for a block of 50-100 trials. Without the prisms, the monkeys reached the targets accurately. When the prisms were placed, the monkeys initially misreached the targets because the prisms displaced the visual field. Before the muscimol injection, the monkeys adapted to the prisms in 10-20 trials, judging from the horizontal distance between the target location and the point where the monkey touched the screen. After muscimol injection into the PMv, the monkeys lost the ability to readapt and touched the screen closer to the location of the targets as seen through the prisms. This deficit was observed at selective target locations, only when the targets were shifted contralaterally to the injected hemisphere. When muscimol was injected into the PMd, no such deficits were observed. There were no changes in the reaction and movement times induced by muscimol injections in either area. The results suggest that the PMv plays an important role in motor learning, specifically in recalibrating visual and motor coordinates.

Adaptation, Physiological↗
PubMed2002

Learning-induced multiple synapse formation in rat cerebellar cortex.

Strengthening of synaptic connections has been proposed to underlie information storage in the brain, and experience-dependent increases in synapse number have been observed. However, the effect of these new synapses on the specific connectivity, and thus function, of a given brain area remains largely unknown. We report here that motor learning specifically induces the formation of multiple synapses--two post-synaptic contacts at a single pre-synaptic varicosity--in the cerebellum. Rats undergoing motor learning had more multiple synapses (two Purkinje cell spines contacting a given parallel fiber varicosity) per Purkinje cell than did active or inactive controls. The formation of multiple synapses provides an additional connection between a given parallel fiber and Purkinje cell, thereby enhancing particular pathways, and may constitute a fundamental mechanism of neural encoding.

Animals↗
PubMed2002

Specific plasticity of parallel fiber/Purkinje cell spine synapses by motor skill learning.

New synapse formation may underlie learning and memory. To examine specific synaptic plasticity by motor learning, we conducted quantitative analysis of synapses between parallel fibers and Purkinje cell dendritic spines in cerebella of rats trained to complete various obstacle courses. Synapses between parallel fibers and Purkinje cell spines were classified into single synapse boutons, multiple synapse boutons, and multiple synapse spines by their different contact features. Acrobat-trained animals had more single and multiple synaptic boutons, without change of multiple synapse spines, than motor control animals. These results may suggest that motor learning induces specific synaptogenesis and Purkinje cell spines are primary sites in motor learning-dependent cerebellar synaptic plasticity.

Animals↗
PubMed1998

Full weight-bearing hindlimb standing following stand training in the adult spinal cat.

Behavioral and physiological characteristics of standing were studied in nontrained spinal cats and in spinal cats that received daily stand training of the hindlimbs for 12 wk. Training consisted of assisting the cats to stand with full weight support either on both hindlimbs or on one hindlimb (30 min/day, 5 days/wk). Extensor muscle electromyographic (EMG) amplitude and extension at the knee and ankle joints during full weight bearing recovered to prespinal levels in both stand-trained and nontrained spinal cats. However, full weight bearing of the hindquarters was sustained for up to approximately 20 min in the spinal cats that received bilateral stand training compared with approximately 4 min in cats that were not trained to stand. Unilateral stand training selectively improved weight bearing on the trained limb based on ground reaction forces and extensor muscle EMG activity levels measured during bilateral standing. These results suggest that the capacity of the adult lumbar spinal cord to generate full weight-bearing standing can be improved by as much as fivefold by the repetitive activation of selected neural pathways in the spinal cord after supraspinal connectivity has been eliminated. Given that stepping is improved in response to step training, it appears that the recovery of standing provides another example of training-specific motor learning in the spinal cord, i.e., the spinal cord learns to perform hindlimb standing by practicing that specific task.

Animals↗
PubMed2003

Behavioural and electrophysiological correlates of visuomotor learning during a visual search task.

Visuomotor association learning involves learning specific motor responses to arbitrary cues, and is dependent on a distributed and highly flexible network in the brain. We investigated the behavioural and electrophysiological correlates of arbitrary visuomotor learning in 20 normal participants. An experimental group learned an arbitrary association between a visual stimulus and a motor response during a training block. Their performance was compared with that of untrained controls on a subsequent visual discrimination task in which the learned association was a crucial element. Event-related brain potentials (ERPs) were recorded from the scalp of each participant during learning and discrimination blocks. Reaction times to stimuli in the discrimination task were significantly faster in the trained group compared to controls. There was a corresponding difference in the ERP waveforms recorded during the task, with larger P3b amplitude for the trained group over midline and centroparietal scalp areas. A latency difference in P3b was also observed for trained targets compared to distractors. RTs during the training block decreased in a manner consistent with learning effects. We conclude that training of a visuomotor association facilitates subsequent performance on a related task, and that the waveform correlates found here may reflect the involvement of parts of the network underlying arbitrary association mapping.

Adult↗
PubMed1994

Can the mammalian lumbar spinal cord learn a motor task?

Progress toward restoring locomotor function in low thoracic spinal transected cats and the application of similar techniques to patients with spinal cord injury is reviewed. Complete spinal cord transection (T12-T13) in adult cats results in an immediate loss of locomotor function in the hindlimbs. Limited locomotor function returns after several months in cats that have not received specific therapies designed to restore hindlimb stepping. Training transected cats to step on a treadmill for 30 min.d-1 and 5 d.wk-1 greatly improves their stepping ability. The most successful outcome was in cats where training began early, i.e., 1 wk after spinal transection. Cats trained to stand instead of stepping had great difficulty using the hindlimbs for locomotion. These effects were reversible over a 20-month period such that cats unable to step as a result of standing training could be trained to step and, conversely, locomotion in stepping-trained cats could be abolished by standing training. These results indicate that the spinal cord is capable of learning specific motor tasks. It has not been possible to elicit locomotion in patients with clinically complete spinal injuries, but appropriately coordinated EMG activity has been demonstrated in musculature of the legs during assisted locomotion on a treadmill.

Animals↗
PubMed1994

Effects of bandwidth goals and bandwidth knowledge of results on motor learning.

An experiment is reported that contrasted two recent hypotheses about the guiding effects of knowledge of results (KR) on motor learning. Specifically, the purpose was to compare the impact of the nature of the KR itself versus the effect of the information conveyed by the KR on learning. We compared four groups of subjects, comprising a factorial combination of KR conditions (specific or bandwidth) and the movement timing goal (specific or bandwidth). All subjects performed 100 acquisition trials and 20 retention trials. The results revealed that bandwidth KR conditions facilitated learning, regardless of the specificity of the movement goal. These effects support the hypothesis that when error KR is provided, its very provision can block error detection activities that are important for retention performance.

Adult↗
PubMed1992

A sensorimotor basis for motor learning: evidence indicating specificity of practice.

Our previous work (Proteau, Marteniuk, Girouard, & Dugas, 1987) was concerned with determining whether with relatively extensive practice on a movement aiming task, as the skill theoretically starts becoming open-loop, there would be evidence for a decreasing emphasis on visual feedback for motor control. We eliminated vision of the moving limb after moderate and extensive practice and found that the movement became more dependent on this feedback with greater amounts of practice. In the present study, we wished to test the hypothesis, developed from our previous work, that at the base of movement learning is a sensorimotor representation that consists of integrated information from central processes and sensory feedback derived from previous experiences on the movement task. A strong test of this hypothesis would be the prediction that for an aiming task, the addition of vision, after moderate and relatively extensive practice without vision, would lead to an increasingly large movement decrement, relative to appropriate controls. We found good support for this prediction. From these and our previous results, and the idea of the sensorimotor representation underlying learning, we develop the idea that learning is specific to the conditions that prevail during skill acquisition. This has implications for the ideas of the generalized motor program and schema theory.

Feedback↗
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↗
PubMed1979

Orienting task specificity in incidental motor learning.

The manipulation of the retention of a linear movement by means of different orienting tasks in an incidental learning paradigm was investigated. Subjects were presented with a target position followed by a different nontarget position on each of four presentation trials. After the presentation trials subjects were required to recall the target and nontarget positions. One group made verbal estimates of the distance between the target and nontarget positions, another group discriminated between the target and nontarget positions, while no verbal responses were required for a third group. The verbal-response groups, while not differing from each other, had less error at recall than the nonverbalizing group. These findings were discussed in terms of the levels of processing framework for memory research (Craik & Lockhart, 1972).

Journal Article↗
PubMed2004

Task-dependent role of the cerebellum in motor learning.

This chapter reviews several findings from our laboratory supporting the hypothesis that the cerebellum's role in motor learning is task-dependent. Namely, its contribution is dependent on the specific task being learned. Several studies are reviewed to demonstrate that the effect of temporary or permanent cerebellar lesions on a specific process such as storage varies depending on the behavior. Furthermore, this task-dependency is reflected also in the modulation of Purkinje cells and nuclear neurons recorded during the learning process. The behavioral correlates of this modulation are very paradigm specific. These observations support the above hypothesis and emphasize the importance of paradigm selection in designing experiments focused on elucidating the cerebellum's role in learning a specific motor behavior.

Animals↗
PubMed2005

Rapid modulation of GABA concentration in human sensorimotor cortex during motor learning.

Movement representations within the human primary motor and somatosensory cortices can be altered by motor learning. Decreases in local GABA concentration and its release may facilitate this plasticity. Here we use in vivo magnetic resonance spectroscopy (MRS) to noninvasively measure serial changes in GABA concentration in humans in a brain region including the primary sensorimotor cortex contralateral to the hand used for an isometric motor sequence learning task. Thirty minutes of motor sequence learning reduced the mean GABA concentration within a 2 x 2 x 2-cm3 voxel by almost 20%. This reduction was specific to motor learning: 30 min of similar, movements with an unlearnable, nonrepetitive sequence were not associated with changes in GABA concentration. No significant changes in GABA concentration were found in the primary sensorimotor cortex ipsilateral to the hand used for learning. These changes suggest remarkably rapid, regionally specific short-term presynaptic modulation of GABAergic input that should facilitate motor learning. Although apparently confined to the contralateral hemisphere, the magnitude of changes seen within a large spectroscopic voxel suggests that these changes occur over a wide local neocortical field.

Adult↗
PubMed2001

Obstacle avoidance during human walking: learning rate and cross-modal transfer.

1. The aim of this study was to investigate the significance of specific afferent information during motor learning. Blindfolded subjects stepped over an obstacle on a treadmill while different stimuli (acoustic (ACU), somatosensory (SOM) and light flash (LED)) signalled the approaching obstacle. The effect of the above stimuli was then evaluated and compared to full vision (VIS) locomotion. In the non-visual conditions feedback information about the performance was provided by an acoustic signal. 2. Using each of the different stimuli for information the level of subject performance was assessed by noting foot clearance and analysing both leg muscle electromyographic activity and movement trajectories during three successive runs. Each of these runs consisted of 100 steps over the obstacle. 3. The best performance at the onset of the first run was achieved during the VIS condition. When the VIS condition (run 1 + 2) was followed by ACU or SOM information or when the ACU condition (run 1 + 2) was followed by LED, little cross-modal transfer (CMT) occurred, i.e. adaptation in run 3 started again at a low level of performance. In contrast, if adaptation started with ACU stimuli followed by SOM stimuli, almost full CMT occurred. The absolute level of performance achieved after the second or third runs was similar in the VIS and non-VIS conditions. 4. In conclusion, the course of motor learning depends on specific afferent information, and feedforward control has a special influence on the performance only at the onset of the experiment but not on the rate of learning. The fact that little CMT occurs from visual to non-visual stimuli and from ACU to LED suggests that visual afferent input is processed in a different way to non-visual stimuli.

Acoustic Stimulation↗
PubMed2001

[A specific function of the motor cortex in the reorganization of coordination in motor learning in animals and humans].

The findings suggest that a particular function of MCx in motor learning involves suppression of synergies and co-ordination which interferes with acquisition of new motor patterns. Experimental animal models based on inhibition of certain natural synergies or reflexes in the process of learning new co-ordination have been developed where the MCx is responsible for inhibition of natural motor patterns. Following the MCx lesion the natural synergies dominate again and the learned movement cannot be adequately performed. Similar disturbances occur after combined lesions of the premotor and parietal associative cortex or after lesions of the cerebellar nuclei. However, after the associative cortex or cerebellar lesions the recovery of learned co-ordinations is possible. This suggests the inhibition of inappropriate synergies or co-ordination during motor learning is a specific function of the MCx, the latter taking part in organisation of new co-ordination between posture and movement in humans as well.

Aged↗
PubMed2004

[Changes in cortical power distribution produced by memory consolidation as a function of a typewriting skill].

The present study aimed to investigate alterations in EEG patterns in normal, right-handed individuals, during the process of learning a specific motor skill (typewriting). Recent studies have shown that the cerebral cortex is susceptible to several changes during a learning process and that alterations in the brain's electrical patterns take place as a result of the acquisition of a motor skill and memory consolidation. In this context, subjects' brain electrical activity was analyzed before and after the motor task. EEG data were collected by a Braintech 3000 and analyzed by Neurometrics. For the statistical analysis, the behavioral variables "time" and "number of errors" were assessed by a one-way ANOVA. For the neurophysiological variable "Absolute Power", a paired t-Test was performed for each pair of electrodes CZ-C3/CZ-C4, in the theta and alpha frequency bands. The main results demonstrated a change in performance, through both behavioral variables ("time" and "number of errors"). At the same time, no changes were observed for the neurophysiological variable ("Absolute Power") in the theta band. On the other hand, a significant increase was observed in the alpha band in central areas (CZ-C3/CZ-C4). These results suggest an adaptation of the sensory-motor cortex, as a consequence of the typewriting training.

Adult↗
PubMed2006

Reduced size of the pre-supplementary motor cortex and impaired motor sequence learning in first-episode schizophrenia.

Increasing evidence suggests that schizophrenia is associated with various morphological and functional abnormalities of the frontal cortex. So far research has concentrated on the dorsolateral and orbitofrontal cortex. Behavioral evidence suggests however that regions responsible for higher motor control are compromised in schizophrenia as well. The current study assessed volumes of the anterior supplementary motor area (pre-SMA) and implicit motor sequence learning in 15 subjects with first-episode schizophrenia and 15 healthy matched controls. Pre-SMA volumes were assessed by three-dimensional structural magnetic resonance imaging (3D-MRI) and manual parcellation according to an established protocol. Implicit motor sequence learning was assessed using the Serial Reaction-Time Task (SRTT). Compared with control subjects, schizophrenia subjects had significantly smaller volumes of the left pre-SMA (16%). Subjects with schizophrenia were severely impaired on sequence-specific implicit motor learning. Size of the left pre-SMA of schizophrenia subjects was significantly related to impaired implicit learning. We conclude that subjects with first-episode schizophrenia have a morphological abnormality of the left pre-SMA that might predispose them to develop disturbances of higher motor control during acute episodes of psychosis. These structural and behavioral abnormalities might be conceptualized within a broader model that views schizophrenia as a disorder of disturbed coordination of thought and action.

Adult↗
PubMed2001

Prefrontal lesions impair the implicit and explicit learning of sequences on visuomotor tasks.

OBJECTIVE: (1) To verify whether the prefrontal cortex (PFC) is specifically involved in visuomotor sequence learning as opposed to other forms of motor learning and (2) to establish the role of executive functions in visuomotor sequence learning. BACKGROUND: Visuomotor skill learning depends on the integrity of the premotor and parietal cortex; the prefrontal cortex, however, is essential when the learning of a sequence is required. METHODS: We studied 25 patients with PFC lesions and 86 controls matched for age and educational level. Participants performed: (1) a Pursuit Tracking Task (PTT), composed of a random tracking task (perceptual learning) and a pattern tracking task (explicit motor sequence learning with learning indicated by the decrease in mean root square error across trial blocks), (2) a 12-item sequence version of a serial reaction time task (SRTT) with specific implicit motor sequence learning indicated by the rebound increase in response time when comparing the last sequence block with the next random block, and (3) a neuropsychological battery that assessed executive functions. RESULTS: PFC patients were impaired in sequence learning on the pattern tracking task of the PTT and on the SRTT as compared to controls, but performed normally on the PTT random tracking task. Learning on the PTT did not correlate with learning on the SRTT. PTT performance correlated with planning functions while SRTT performance correlated with working memory capacity. CONCLUSIONS: The PFC is specifically involved in explicit and implicit motor sequence learning. Different PFC regions may be selectively involved in such learning depending on the cognitive demands of the sequential task.

Adult↗