Motor-Skill Learning in a Novel Running-Wheel Paradigm: Long-Term Memory Consolidated by D1 Receptors in the Striatum

2009 ◽  
pp. 255-267
Author(s):  
Ingo Willuhn ◽  
Heinz Steiner
Keyword(s):  
Motor Skill ◽  
Skill Learning ◽  
D1 Receptors ◽  
Long Term Memory ◽  
Motor Skill Learning ◽  
Running Wheel ◽  
Term Memory

Distinguishable Brain Activation Networks for Short- and Long-Term Motor Skill Learning

2005 ◽  
Vol 94 (1) ◽  
pp. 512-518 ◽  
Author(s):  
A. Floyer-Lea ◽  
P. M. Matthews
Keyword(s):  
Motor Skill ◽  
Isometric Force ◽  
Brain Activation ◽  
Skill Learning ◽  
Anterior Cingulate ◽  
Motor Skill Learning ◽  
Short Term ◽  
Learning Stage ◽  
The Right

The acquisition of a new motor skill is characterized first by a short-term, fast learning stage in which performance improves rapidly, and subsequently by a long-term, slower learning stage in which additional performance gains are incremental. Previous functional imaging studies have suggested that distinct brain networks mediate these two stages of learning, but direct comparisons using the same task have not been performed. Here we used a task in which subjects learn to track a continuous 8-s sequence demanding variable isometric force development between the fingers and thumb of the dominant, right hand. Learning-associated changes in brain activation were characterized using functional MRI (fMRI) during short-term learning of a novel sequence, during short-term learning after prior, brief exposure to the sequence, and over long-term (3 wk) training in the task. Short-term learning was associated with decreases in activity in the dorsolateral prefrontal, anterior cingulate, posterior parietal, primary motor, and cerebellar cortex, and with increased activation in the right cerebellar dentate nucleus, the left putamen, and left thalamus. Prefrontal, parietal, and cerebellar cortical changes were not apparent with short-term learning after prior exposure to the sequence. With long-term learning, increases in activity were found in the left primary somatosensory and motor cortex and in the right putamen. Our observations extend previous work suggesting that distinguishable networks are recruited during the different phases of motor learning. While short-term motor skill learning seems associated primarily with activation in a cortical network specific for the learned movements, long-term learning involves increased activation of a bihemispheric cortical-subcortical network in a pattern suggesting “plastic” development of new representations for both motor output and somatosensory afferent information.

scholarly journals Dual-tDCS Enhances Online Motor Skill Learning and Long-Term Retention in Chronic Stroke Patients

2013 ◽  
Vol 6 ◽  
Author(s):  
S. Lefebvre ◽  
P. Laloux ◽  
A. Peeters ◽  
P. Desfontaines ◽  
J. Jamart ◽  
...  
Keyword(s):  
Motor Skill ◽  
Chronic Stroke ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Stroke Patients ◽  
Term Retention ◽  
Long Term Retention

scholarly journals Fatigue induces long-lasting detrimental changes in motor-skill learning

eLife ◽  
2019 ◽  
Vol 8 ◽  
Author(s):  
Meret Branscheidt ◽  
Panagiotis Kassavetis ◽  
Manuel Anaya ◽  
Davis Rogers ◽  
Han Debra Huang ◽  
...  
Keyword(s):  
Motor Skill ◽  
Neurological Diseases ◽  
Physical Exertion ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Negative Effects ◽  
Series Of Experiments ◽  
The Common ◽  
Rehabilitation Exercises

Fatigue due to physical exertion is a ubiquitous phenomenon in everyday life and especially common in a range of neurological diseases. While the effect of fatigue on limiting skill execution are well known, its influence on learning new skills is unclear. This is of particular interest as it is common practice to train athletes, musicians or perform rehabilitation exercises up to and beyond a point of fatigue. In a series of experiments, we describe how muscle fatigue, defined as degradation of maximum force after exertion, impairs motor-skill learning beyond its effects on task execution. The negative effects on learning are evidenced by impaired task acquisition on subsequent practice days even in the absence of fatigue. Further, we found that this effect is in part mediated centrally and can be alleviated by altering motor cortex function. Thus, the common practice of training while, or beyond, fatigue levels should be carefully reconsidered, since this affects overall long-term skill learning.

scholarly journals Fatigue induces long lasting detrimental changes in motor skill learning

2018 ◽  
Author(s):  
Meret Branscheidt ◽  
Panagiotis Kassavetis ◽  
Davis Rogers ◽  
Martin A. Lindquist ◽  
Pablo Celnik
Keyword(s):  
Motor Skill ◽  
Neurological Diseases ◽  
Physical Exertion ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Negative Effects ◽  
Series Of Experiments ◽  
The Common ◽  
Rehabilitation Exercises

ABSTRACTFatigue due to physical exertion is a ubiquitous phenomenon in everyday life and especially common in a range of neurological diseases. While the effect of fatigue on limiting skill execution are well known, its influence on learning new skills is unclear. This is of particular interest as it is common practice to train athletes, musicians or perform rehabilitation exercises up to and beyond a point of fatigue. In a series of experiments, we describe how fatigue impairs motor skill learning beyond its effects on task execution. The negative effects on learning are evidenced by impaired task acquisition on subsequent practice days even in the absence of fatigue. Further, we found that this effect is in part mediated centrally and can be alleviated by altering motor cortex function. Thus, the common practice of training while, or beyond, fatigue levels should be carefully reconsidered, since this affects overall long-term skill learning.

High-Density Electromyography and Motor Skill Learning for Robust Long-Term Control of a 7-DoF Robot Arm

2016 ◽  
Vol 24 (4) ◽  
pp. 424-433 ◽  
Author(s):  
Mark Ison ◽  
Ivan Vujaklija ◽  
Bryan Whitsell ◽  
Dario Farina ◽  
Panagiotis Artemiadis
Keyword(s):  
Motor Skill ◽  
High Density ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Robot Arm

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

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