scholarly journals Resting-state brain network features associated with short-term skill learning ability in humans and the influence of N-methyl-d-aspartate receptor antagonism

2018 ◽  
Vol 2 (4) ◽  
pp. 464-480 ◽  
Author(s):  
Zhenxiang Zang ◽  
Lena S. Geiger ◽  
Urs Braun ◽  
Hengyi Cao ◽  
Maria Zangl ◽  
...  
Keyword(s):  
Motor Learning ◽  
Skill Acquisition ◽  
Resting State ◽  
Intraclass Correlation ◽  
Brain Network ◽  
Skill Learning ◽  
Learning Ability ◽  
Short Term ◽  
Characteristic Path Length ◽  
Good Reliability

Graph theoretical functional magnetic resonance imaging (fMRI) studies have demonstrated that brain networks reorganize significantly during motor skill acquisition, yet the associations between motor learning ability, brain network features, and the underlying biological mechanisms remain unclear. In the current study, we applied a visually guided sequential pinch force learning task and graph theoretical analyses to investigate the associations between short-term motor learning ability and resting-state brain network metrics in 60 healthy subjects. We further probed the test-retest reliability ( n = 26) and potential effects of the N-methyl-d-aspartate (NMDA) antagonist ketamine ( n = 19) in independent healthy volunteers. Our results show that the improvement of motor performance after short-term training was positively correlated with small-worldness ( p = 0.032) and global efficiency ( p = 0.025), whereas negatively correlated with characteristic path length ( p = 0.014) and transitivity ( p = 0.025). In addition, using network-based statistics (NBS), we identified a learning ability–associated ( p = 0.037) and ketamine-susceptible ( p = 0.027) cerebellar-cortical network with fair to good reliability (intraclass correlation coefficient [ICC] > 0.7) and higher functional connectivity in better learners. Our results provide new evidence for the association of intrinsic brain network features with motor learning and suggest a role of NMDA-related glutamatergic processes in learning-associated subnetworks.

New roles for dopamine in motor skill acquisition: Lessons from primates, rodents, and songbirds

2021 ◽  
Author(s):  
Alynda N Wood
Keyword(s):  
Basal Ganglia ◽  
Motor Learning ◽  
Associative Learning ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Human Life ◽  
Skill Learning ◽  
Motor Skill Acquisition ◽  
Model Free ◽  
Species Comparisons

Motor learning is a core aspect of human life, and appears to be ubiquitous throughout the animal kingdom. Dopamine, a neuromodulator with a multifaceted role in synaptic plasticity, may be a key signaling molecule for motor skill learning. Though typically studied in the context of reward-based associative learning, dopamine appears to be necessary for some types of motor learning. Mesencephalic dopamine structures are highly conserved among vertebrates, as are some of their primary targets within the basal ganglia, a subcortical circuit important for motor learning and motor control. With a focus on the benefits of cross-species comparisons, this review examines how "model-free" and "model-based" computational frameworks for understanding dopamine's role in associative learning may be applied to motor learning. The hypotheses that dopamine could drive motor learning either by functioning as a reward prediction error, through passive facilitating of normal basal ganglia activity, or through other mechanisms are examined in light of new studies using humans, rodents, and songbirds. Additionally, new paradigms that could enhance our understanding of dopamine's role in motor learning by bridging the gap between the theoretical literature on motor learning in humans and other species are discussed.

scholarly journals Skill acquisition is enhanced by reducing trial-to-trial repetition

2020 ◽  
Vol 123 (4) ◽  
pp. 1460-1471 ◽  
Author(s):  
Lore W. E. Vleugels ◽  
Stephan P. Swinnen ◽  
Robert M. Hardwick
Keyword(s):  
Data Analysis ◽  
Skill Acquisition ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Short Term ◽  
Beneficial Effects ◽  
Learning Tasks ◽  
Block Level ◽  
Term Performance ◽  
Learning Data

Developing approaches to improve motor skill learning is of considerable interest across multiple disciplines. Previous research has typically shown that repeating the same action on consecutive trials enhances short-term performance but has detrimental effects on longer term skill acquisition. However, most prior research has contrasted the effects of repetition only at the block level; in the current study we examined the effects of repeating individual trials embedded in a larger randomized block, a feature that is often overlooked when random trial orders are generated in learning tasks. With 4 days of practice, a “Minimal Repeats” group, who rarely experienced repeating stimuli on consecutive trials during training, improved to a greater extent than a “Frequent Repeats” group, who were frequently presented with repeating stimuli on consecutive trials during training. Our results extend the previous finding of the beneficial effects of random compared with blocked practice on performance, showing that reduced trial-to-trial repetition during training is favorable with regard to skill learning. This research highlights that limiting the number of repeats on consecutive trials is a simple behavioral manipulation that can enhance the process of skill learning. Data/analysis code and Supplemental Material are available at https://osf.io/p3278/ . NEW & NOTEWORTHY Numerous studies have shown that performing different subtasks across consecutive blocks of trials enhances learning. We examined whether the same effect would occur on a trial-to-trial level. Our Minimal Repeats group, who primarily responded to different stimuli on consecutive trials, learned more than our Frequent Repeats group, who frequently responded to the same stimulus on consecutive trials. This shows that minimizing trial-to-trial repetition is a simple and easily applicable manipulation that can enhance learning.

Multiple Motor Learning Experiences Enhance Motor Adaptability

2004 ◽  
Vol 16 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Rachael D. Seidler
Keyword(s):  
Motor Learning ◽  
Learning Experiences ◽  
External Perturbation ◽  
Skill Learning ◽  
Learning Ability ◽  
Learning Capacity ◽  
Control Subjects ◽  
Movement Sequence ◽  
Experimental Subjects ◽  
Gain Change

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 joystickaiming 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.

Primary motor cortex disinhibition during motor skill learning

2014 ◽  
Vol 112 (1) ◽  
pp. 156-164 ◽  
Author(s):  
James P. Coxon ◽  
Nicola M. Peat ◽  
Winston D. Byblow
Keyword(s):  
Motor Cortex ◽  
Motor Learning ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Primary Motor Cortex ◽  
Brain Plasticity ◽  
Intracortical Inhibition ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Pinch Grip

Motor learning requires practice over a period of time and depends on brain plasticity, yet even for relatively simple movements, there are multiple practice strategies that can be used for skill acquisition. We investigated the role of intracortical inhibition in the primary motor cortex (M1) during motor skill learning. Event-related transcranial magnetic stimulation (TMS) was used to assess corticomotor excitability and inhibition thought to involve synaptic and extrasynaptic γ-aminobutyric acid (GABA). Short intracortical inhibition (SICI) was assessed using 1- and 2.5-ms interstimulus intervals (ISIs). Participants learned a novel, sequential pinch-grip task on a computer in either a repetitive or interleaved practice structure. Both practice structures showed equivalent levels of motor performance at the end of acquisition and at retention 1 wk later. There was a novel task-related modulation of 1-ms SICI. Repetitive practice elicited a greater reduction of 1- and 2.5-ms SICI, i.e., disinhibition, between rest and task acquisition, compared with interleaved practice. These novel findings support the use of a repetitive practice structure for motor learning because the associated effects within M1 have relevance for motor rehabilitation.

scholarly journals Motor learning characterization in people with autism spectrum disorder: A systematic review

2017 ◽  
Vol 11 (3) ◽  
pp. 276-286 ◽  
Author(s):  
Íbis Ariana Peña de Moraes ◽  
Thais Massetti ◽  
Tânia Brusque Crocetta ◽  
Talita Dias da Silva ◽  
Lilian Del Ciello de Menezes ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Learning ◽  
Skill Acquisition ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Skill Learning ◽  
Spectrum Disorder ◽  
Learning Tasks ◽  
The Individual ◽  
Methodological Aspects

ABSTRACT Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder primarily characterized by deficits in social interaction, communication and implicit skill learning. OBJECTIVE: To analyse the results of research on "motor learning" and the means used for measuring "autistic disorder". METHODS: A systematic literature search was done using Medline/PubMed, Web of Science, BVS (virtual health library), and PsycINFO. We included articles that contained the keywords "autism" and "motor learning". The variables considered were the methodological aspects; results presented, and the methodological quality of the studies. RESULTS: A total of 42 studies were identified; 33 articles were excluded because they did not meet the inclusion criteria. Data were extracted from nine eligible studies and summarized. CONCLUSION: We concluded that although individuals with ASD showed performance difficulties in different memory and motor learning tasks, acquisition of skills still takes place in this population; however, this skill acquisition is related to heterogeneous events, occurring without the awareness of the individual.

scholarly journals Role of beta-band resting-state functional connectivity as a predictor of motor learning ability

NeuroImage ◽  
2020 ◽  
Vol 210 ◽  
pp. 116562 ◽  
Author(s):  
Hisato Sugata ◽  
Kazuhiro Yagi ◽  
Shogo Yazawa ◽  
Yasunori Nagase ◽  
Kazuhito Tsuruta ◽  
...  
Keyword(s):  
Functional Connectivity ◽  
Motor Learning ◽  
Resting State ◽  
Learning Ability ◽  
Beta Band ◽  
Resting State Functional Connectivity

scholarly journals Frontal and parietal EEG alpha asymmetry: a large-scale investigation of short-term reliability on distinct EEG systems

2021 ◽  
Author(s):  
Dorothea Metzen ◽  
Erhan Genç ◽  
Stephan Getzmann ◽  
Mauro F. Larra ◽  
Edmund Wascher ◽  
...  
Keyword(s):  
Resting State ◽  
Large Scale ◽  
Electrode Pair ◽  
Alpha Power ◽  
Short Term ◽  
Good Reliability ◽  
Data Set ◽  
Alpha Asymmetry ◽  
Eyes Closed ◽  
Eeg Alpha

AbstractEEG resting-state alpha asymmetry is one of the most widely investigated forms of functional hemispheric asymmetries in both basic and clinical neuroscience. However, studies yield inconsistent results. One crucial prerequisite to obtain reproducible results is the reliability of the index of interest. There is a body of research suggesting a moderate-to-good reliability of EEG resting-state alpha asymmetry, but unfortunately sample sizes in these studies are typically small. This study presents the first large-scale short-term reliability study of frontal and parietal EEG resting-state alpha asymmetry. We used the Dortmund Vital Study data set containing 370 participants. In each participant, EEG resting state was recorded eight times, twice with their eyes opened, twice with their eyes-closed, each on two different EEG systems. We found good reliability of EEG alpha power and alpha asymmetry on both systems for electrode pairs. We also found that alpha power asymmetry reliability is higher in the eyes-closed condition than in the eyes-open condition. The frontomedial electrode pair showed weaker reliability than the frontolateral and parietal electrode pairs. Interestingly, we found no population-level alpha asymmetry in frontal electrodes, one of the most investigated electrode sites in alpha asymmetry research. In conclusion, our results suggest that while EEG alpha asymmetry is an overall reliable measure, frontal alpha asymmetry should be assessed using multiple electrode pairs.

scholarly journals Skill acquisition increases myelination and strengthens functional connectivity in the sensorimotor circuit of the adult rat

2019 ◽  
Author(s):  
Cassandra Sampaio-Baptista ◽  
Antoin de Weijer ◽  
Annette van der Toorn ◽  
Willem M. Otte ◽  
Anderson M. Winkler ◽  
...  
Keyword(s):  
Functional Connectivity ◽  
Motor Learning ◽  
Skill Acquisition ◽  
Structure And Function ◽  
Skill Learning ◽  
Structural Reorganization ◽  
Adult Rats ◽  
Whole Brain ◽  
And Function

ABSTRACTThe effects of skill acquisition on whole-brain structure and functional networks have been extensively investigated in humans but have yet to be explored in rodents. Forelimb reaching training in rodents results in well-established focal functional and structural reorganization within the motor cortex (M1) and cerebellum, indicating distributed alterations in both structure and function. However, it is unclear how local alterations in structure and function relate to distributed learning-related changes across motor networks. Here we trained adult rats in skilled reaching and used multimodal whole-brain in vivo MRI to assess both structural and functional plasticity over time.We detected increases in a myelin-related MRI metric in white matter, cortical areas, and to a lesser extent in the cerebellum, paralleled by strengthened functional connectivity between M1 and cerebellum, possibly reflecting a decrease in cerebellum inhibition over M1. Skill learning therefore leads to myelin increases in pathways that connect sensorimotor regions, and in functional connectivity increases between areas involved in motor learning, all of which correlate with performance. These findings closely mirror previous reports of network-level changes following motor learning in humans and underlines the correspondence between human and rodent brain circuits for motor learning, despite important differences in the anatomy of physiology of movement circuits between species.

scholarly journals Skill Acquisition is Enhanced by Reducing Trial-To-Trial Repetition

2019 ◽  
Author(s):  
Lore WE Vleugels ◽  
Stephan P Swinnen ◽  
Robert M Hardwick
Keyword(s):  
Data Analysis ◽  
Skill Acquisition ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Short Term ◽  
Beneficial Effects ◽  
Learning Tasks ◽  
Block Level ◽  
Term Performance ◽  
Learning Data

ABSTRACTDeveloping approaches to improve motor skill learning is of considerable interest across multiple disciplines. Previous research has typically shown that repeating the same action on consecutive trials enhances short-term performance, but has detrimental effects on longer term skill acquisition. However, most prior research has contrasted the effects of repetition only at the block level; here we examined the effects of repeating individual trials embedded in a larger randomized block a feature that is often overlooked when generating random trial orders in learning tasks. With four days of practice, a “Minimal Repeats Group”, who rarely experienced repeating stimuli on consecutive trials during training improved to a greater extent than a “Frequent Repeats Group”, who were frequently presented with repeating stimuli on consecutive trials during training. Our results extend the previous finding of the beneficial effects of random as compared to blocked practice on performance, showing that reduced trial-to-trial repetition during training is favorable with regards to skill learning. This research highlights that limiting the number of repeats on consecutive trials is a simple behavioral manipulation that can enhance the process of skill learning. Data/analysis code and supplementary materials available at https://osf.io/p3278/NEW & NOTEWORTHYNumerous studies have shown that performing different sub-tasks across consecutive blocks of trials enhances learning. Here we examined whether the same effect would occur on a trial-to-trial level. Our Minimal Repeats Group, who primarily responded to different stimuli on consecutive trials, learned more than our Frequent Repeats Group, who frequently responded to the same stimulus on consecutive trials. This shows that minimizing trial-to-trial repetition is a simple and easily applicable manipulation that can enhance learning.

scholarly journals Altered Small-World Functional Network Topology in Patients with Optic Neuritis: A Resting-State fMRI Study

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Ke Song ◽  
Juan Li ◽  
Yuanqiang Zhu ◽  
Fang Ren ◽  
Lingcan Cao ◽  
...  
Keyword(s):  
Resting State ◽  
Path Length ◽  
Small World ◽  
Brain Network ◽  
Clustering Coefficient ◽  
Control Group ◽  
Network Efficiency ◽  
Characteristic Path Length ◽  
Brain Functional Connectivity ◽  
The Brain

Aim. This study investigated changes in small-world topology and brain functional connectivity in patients with optic neuritis (ON) by resting-state functional magnetic resonance imaging (rs-fMRI) and based on graph theory. Methods. A total of 21 patients with ON (8 males and 13 females) and 21 matched healthy control subjects (8 males and 13 females) were enrolled and underwent rs-fMRI. Data were preprocessed and the brain was divided into 116 regions of interest. Small-world network parameters and area under the integral curve (AUC) were calculated from pairwise brain interval correlation coefficients. Differences in brain network parameter AUCs between the 2 groups were evaluated with the independent sample t -test, and changes in brain connection strength between ON patients and control subjects were assessed by network-based statistical analysis. Results. In the sparsity range from 0.08 to 0.48, both groups exhibited small-world attributes. Compared to the control group, global network efficiency, normalized clustering coefficient, and small-world value were higher whereas the clustering coefficient value was lower in ON patients. There were no differences in characteristic path length, local network efficiency, and normalized characteristic path length between groups. In addition, ON patients had lower brain functional connectivity strength among the rolandic operculum, medial superior frontal gyrus, insula, median cingulate and paracingulate gyri, amygdala, superior parietal gyrus, inferior parietal gyrus, supramarginal gyrus, angular gyrus, lenticular nucleus, pallidum, superior temporal gyrus, and cerebellum compared to the control group ( P < 0.05 ). Conclusion. Patients with ON show typical “small world” topology that differed from that detected in HC brain networks. The brain network in ON has a small-world attribute but shows reduced and abnormal connectivity compared to normal subjects and likely causes symptoms of cognitive impairment.

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