Acquisition Of New Motor Skills Research Articles

Adaptation and learning as strategies to maximize reward in neurofeedback tasks.

Adaptation and learning have been observed to contribute to the acquisition of new motor skills and are used as strategies to cope with changing environments. However, it is hard to determine the relative contribution of each when executing goal directed motor tasks. This study explores the dynamics of neural activity during a center-out reaching task with continuous visual feedback under the influence of rotational perturbations. Results for a brain-computer interface (BCI) task performed by two non-human primate (NHP) subjects are compared to simulations from a reinforcement learning agent performing an analogous task. We characterized baseline activity and compared it to the activity after rotational perturbations of different magnitudes were introduced. We employed principal component analysis (PCA) to analyze the spiking activity driving the cursor in the NHP BCI task as well as the activation of the neural network of the reinforcement learning agent. Our analyses reveal that both for the NHPs and the reinforcement learning agent, the task-relevant neural manifold is isomorphic with the task. However, for the NHPs the manifold is largely preserved for all rotational perturbations explored and adaptation of neural activity occurs within this manifold as rotations are compensated by reassignment of regions of the neural space in an angular pattern that cancels said rotations. In contrast, retraining the reinforcement learning agent to reach the targets after rotation results in substantial modifications of the underlying neural manifold. Our findings demonstrate that NHPs adapt their existing neural dynamic repertoire in a quantitatively precise manner to account for perturbations of different magnitudes and they do so in a way that obviates the need for extensive learning.

Generalization in de novo learning of virtual upper limb movements is influenced by motor exploration.

The acquisition of new motor skills from scratch, also known as de novo learning, is an essential aspect of motor development. In de novo learning, the ability to generalize skills acquired under one condition to others is crucial because of the inherently limited range of motor experiences available for learning. However, the presence of generalization in de novo learning and its influencing factors remain unclear. This study aimed to elucidate the generalization of de novo motor learning by examining the motor exploration process, which is the accumulation of motor experiences. To this end, we manipulated the exploration process during practice by changing the target shape using either a small circular target or a bar-shaped target. Our findings demonstrated that the amount of learning during practice was generalized across different conditions. Furthermore, the extent of generalization is influenced by movement variability in the control space, which is irrelevant to the task, rather than the target shapes themselves. These results confirmed the occurrence of generalization in de novo learning and suggest that the exploration process within the control space plays a significant role in facilitating this generalization.

Observational learning of atypical biological kinematics in autism.

Observing and voluntarily imitating the biological kinematics displayed by a model underpins the acquisition of new motor skills via sensorimotor processes linking perception with action. Differences in voluntary imitation in autism could be related to sensorimotor processing activity during action-observation of biological motion, as well as how sensorimotor integration processing occurs across imitation attempts. Using an observational practice protocol, which minimized the active contribution of the peripheral sensorimotor system, we examined the contribution of sensorimotor processing during action-observation. The data showed that autistic participants imitated both the temporal duration and atypical kinematic profile of the observed movement with a similar level of accuracy as neurotypical participants. These findings suggest the lower-level perception-action processes responsible for encoding biological kinematics during the action-observation phase of imitation are operational in autism. As there was no task-specific engagement of the peripheral sensorimotor system during observational practice, imitation difficulties in autism are most likely underpinned by sensorimotor integration issues related to the processing of efferent and (re)afferent sensorimotor information during trial-to-trial motor execution.

Signatures of contextual interference in implicit sensorimotor adaptation.

Contextual interference refers to the phenomenon whereby a blocked practice schedule results in faster acquisition but poorer retention of new motor skills compared to a random practice schedule. While contextual interference has been observed under a broad range of tasks, it remains unclear if this effect generalizes to the implicit and automatic recalibration of an overlearned motor skill. To address this question, we compared blocked and random practice schedules in a visuomotor rotation task that isolates implicit adaptation. In experiment 1, we found robust signatures of contextual interference in implicit adaptation: compared to participants tested under a blocked training schedule, participants tested under a random training schedule exhibited a reduced rate of learning during the training phase but better retention during a subsequent no-feedback assessment phase. In experiment 2, we again observed an advantage in retention following random practice and showed that this result was not due to a change in context between the training and assessment phases (e.g. a blocked training schedule followed by a random assessment schedule). Taken together, these results indicate that contextual interference is not limited to the acquisition of new motor skills but also applies to the implicit adaptation of established motor skills.

Early sleep after action observation and motor imagery training boosts improvements in manual dexterity

The systematic observation and imagination of actions promotes acquisition of motor skills. Furthermore, studies demonstrated that early sleep after practice enhances motor learning through an offline stabilization process. Here, we investigated behavioral effects and neurodynamical correlates of early sleep after action observation and motor imagery training (AO + MI-training) on motor learning in terms of manual dexterity. Forty-five healthy participants were randomized into three groups receiving a 3 week intervention consisting of AO + MI-training immediately before sleeping or AO + MI-training at least 12 h before sleeping or a control stimulation. AO + MI-training implied the observation and motor imagery of transitive manual dexterity tasks, whereas the control stimulation consisted of landscape video-clips observation. Manual dexterity was assessed using functional tests, kinematic and neurophysiological outcomes before and after the training and at 1-month follow-up. AO + MI-training improved manual dexterity, but subjects performing AO + MI-training followed by early sleep had significantly larger improvements than those undergoing the same training at least 12 h before sleeping. Behavioral findings were supported by neurodynamical correlates during motor performance and additional sleep-dependent benefits were also detected at 1 month follow-up. These findings introduce a new approach to enhance the acquisition of new motor skills or facilitate recovery in patients with motor impairments.

Infant motor development predicts the dynamics of movement during sleep.

The characteristics of infant sleep change over the first year. Generally, infants wake and move less at night as they grow older. However, acquisition of new motor skills leads to temporary increases in night waking and movement at night. Indeed, sleep-dependent movement at night is important for sensorimotor development. Nevertheless, little is known about how movement during sleep changes as infants accrue locomotor experience. The current study investigated whether infant sleep and movement during sleep were predicted by infants' walking experience. Seventy-eight infants wore an actigraph to measure physical activity during sleep. Parents reported when their infants first walked across a room >10 feet without stopping or falling. Infants in the midst of walking skill acquisition had worse sleep than an age-group estimate. Infants with more walk experience had more temporally sporadic movement during sleep and a steeper hourly increase in physical activity over the course of the night. Ongoing motor skill consolidation changes the characteristics of movement during sleep and may alter sleep state-dependent memory consolidation. We propose a model whereby changes in gross motor activity during night sleep reflect movement-dependent consolidation.

The Proactive Synergy Between Action Observation and Execution in the Acquisition of New Motor Skills.

Motor learning can be defined as a process that leads to relatively permanent changes in motor behavior through repeated interactions with the environment. Different strategies can be adopted to achieve motor learning: movements can be overtly practiced leading to an amelioration of motor performance; alternatively, covert strategies (e.g., action observation) can promote neuroplastic changes in the motor system even in the absence of real movement execution. However, whether a training regularly alternating action observation and execution (i.e., Action Observation Training, AOT) may surpass the pure motor practice (MP) and observational learning (OL) remains to be established. To address this issue, we enrolled 54 subjects requiring them to learn tying nautical knots via one out of three types of training (AOT, MP, OL) with the scope to investigate which element mostly contributes to motor learning. We evaluated the overall improvement of each group, along with the predictive role that neuropsychological indexes exert on each treatment outcome. The AOT group exhibited the highest performance improvement (42%), indicating that the regular alternation between observation and execution biases participants toward a better performance. The reiteration of this sequence provides an incremental, adjunct value that super-adds onto the efficacy of motor practice or observational learning in isolation (42% > 25% + 10%, i.e., OL + MP). These findings extend the use of the AOT from clinical and rehabilitative contexts to daily routines requiring the learning and perfectioning of new motor skills such as sports training, music, and occupational activities requiring fine motor control.

Motor adaptation is promoted by an incongruent Stroop task, but not by a congruent Stroop task.

Motor adaptation plays an important role in the acquisition of new motor skills. It has been reported that cognitive tasks can promote motor adaptation; however, which cognitive tasks effectively promote motor adaptation remains unknown. This study aimed to examine what factors of cognitive tasks contribute to promoting motor adaptation. Forty-two healthy young adults were randomly assigned to one of three groups: incongruent Stroop task group (iSTG), congruent Stroop task group (cSTG), and control group (CG). All participants underwent 20 blocks of a mouse-tracking task on the 1st and 2nd days. Before the mouse tracking task on the 1st day, the iSTG and cSTG completed the incongruent and congruent Stroop tasks, respectively. Participants in the CG did not perform any cognitive tasks. On the 28th day, all participants underwent 3 blocks of the mouse tracking task to evaluate their retention of motor adaptation. As a result, on the 1st day, the mouse tracking task performance improved equally for both groups. However, on the 2nd and 28th days, the mouse tracking task performance in the iSTG showed greater improvements for all blocks compared to those in the CG. These results suggest that the incongruent Stroop task promotes motor adaptation, but the congruent Stroop task does not. In addition, it is suggested that factors, which are primarily involved in the incongruent Stroop task, might promote motor adaptation.

Corticospinal and spinal adaptations to motor skill and resistance training: Potential mechanisms and implications for motor rehabilitation and athletic development.

Optimal strategies for enhancing strength and improving motor skills are vital in athletic performance and clinical rehabilitation. Initial increases in strength and the acquisition of new motor skills have long been attributed to neurological adaptations. However, early increases in strength may be predominantly due to improvements in inter-muscular coordination rather than the force-generating capacity of the muscle. Despite the plethora of research investigating neurological adaptations from motor skill or resistance training in isolation, little effort has been made in consolidating this research to compare motor skill and resistance training adaptations. The findings of this review demonstrated that motor skill and resistance training adaptations show similar short-term mechanisms of adaptations, particularly at a cortical level. Increases in corticospinal excitability and a release in short-interval cortical inhibition occur as a result of the commencement of both resistance and motor skill training. Spinal changes show evidence of task-specific adaptations from the acquired motor skill, with an increase or decrease in spinal reflex excitability, dependant on the motor task. An increase in synaptic efficacy of the reticulospinal projections is likely to be a prominent mechanism for driving strength adaptations at the subcortical level, though more research is needed. Transcranial electric stimulation has been shown to increase corticospinal excitability and augment motor skill adaptations, but limited evidence exists for further enhancing strength adaptations from resistance training. Despite the logistical challenges, future work should compare the longitudinal adaptations between motor skill and resistance training to further optimise exercise programming.

Induced Contention Therapy and functional bandage in children with cerebral palsy: Case report

Background: The decrease in the manual activity of hemiparetic children, affects their functionality and independence. Among the therapies used to improve manual function, there is Induced Contention Therapy (ICT) and functional bandaging (FB). Such approaches aim to improve the use and decrease the disuse learned from the upper limb in subjects with hemiparesis. Objective: Identify the effect of ICT, associated with the application of functional bandaging on the affected upper limb, in the function of the upper limb and on the handgrip of a child with spastic hemiplegic cerebral palsy. Methods: A 5-year-old child received ICT for three hours daily for three consecutive weeks associated with FB in the right upper limb. The use of the upper limb was evaluated using the Pediatric Upper Extremity Motor Activity Log (PMAL) scale, the acquisition of new motor standards using the Inventory of New Motor Activities and Program (INMAP) scale, the motor skill by the Pediatric Arm Functional Test (PAFT) and the handgrip strength by the dynamometer. Results: There was an improvement in the quantity and quality of use of the paretic upper limb after the application of ICT, which remained after one month of therapy. In addition, it was observed the acquisition of new motor skills and improvement in handgrip strength. Conclusion: This study had a potential positive effect on handgrip strength, functionality and quality of use of the paretic upper limb of a child with spastic CP after the application of ICT associated with functional bandaging.

Motor skill acquisition during a balance task as a process of optimization of motor primitives.

It has been argued that the central nervous system relies on combining simple movement elements (i.e. motor primitives) to generate complex motor outputs. However, how movement elements are generated and combined during the acquisition of new motor skills is still a source of debate. Herein, we present results providing new insights into the role of movement elements in the acquisition of motor skills that we obtained by analysing kinematic data collected while healthy subjects learned a new motor task. The task consisted of playing an interactive game using a platform with embedded sensors whose aggregate output was used to control a virtual object in the game. Subjects learned the task over multiple blocks. The analysis of the kinematic data was carried out using a recently developed technique referred to as "movement element decomposition." The technique entails the decomposition of complex multi-dimensional movements in one-dimensional elements marked by a bell-shaped velocity profile. We computed the number of movement elements during each block and measured how closely they matched a theoretical velocity profile derived by minimizing a cost function accounting for the smoothness of movement and the cost of time. The results showed that, in the early stage of motor skill acquisition, two mechanisms underlie the improvement in motor performance: 1)a decrease in the number of movement elements composing the motor output and 2)a gradual change in the movement elements that resulted in a shape matching the velocity profile derived by using the above-mentioned theoretical model.

Activation of Mirror Neuron Regions Is Altered in Developmental Coordination Disorder (DCD)-Neurophysiological Evidence Using an Action Observation Paradigm.

Children with Developmental Coordination Disorder (DCD) have difficulty performing and learning motor skills. Automatic activation of the mirror neuron system (MNS) during action observation and its coupling to the motor output system are important neurophysiological processes that underpin observational motor learning. In the present study, we tested the hypothesis that MNS function is disrupted in children with DCD by using sensitive electroencephalography (EEG)-based measures of MNS activation during action observation. Specifically, we predicted reduced mu-suppression and coherence in DCD compared with typically developing children. Neural activation of the motor network was measured by EEG, specifically event-related desynchronization (ERD) of mu rhythms and fronto-parietal coherence. Children (15 DCD/15 controls) were tested under two task conditions: observational learning (imitation of an observed action) and detection (report a deviant movement after observation). EEG-metrics were compared between groups using linear mixed-effects models. As predicted, children with DCD showed lower levels of mu suppression and reduced modulation of coherence during the observational learning task compared with their non-DCD peers. Notably, mu suppression was reduced in DCD over the entire imitation task (repetitions, and both observation and pause intervals). Action observation can be used for the acquisition of new motor skills. This form of learning entails the transposition of the observed action to the existing internal representations of the observer’s own motor system. The present neurophysiological results suggest that this process of learning is impaired in children with DCD. The results are discussed in relation to current hypotheses on mechanisms of DCD.

Repetition of a cognitive task promotes motor learning

Motor learning plays an important role in the acquisition of new motor skills. In this study, we investigated whether repetition of a cognitive task promoted motor learning. Fifty-one young adults were assigned to either the early, late, or control groups. All participants completed a mouse tracking task in which they manipulated a mouse to track a moving target on a screen. The cursor was rotated 165° in the counterclockwise direction from the actual mouse position, requiring participants to learn how to use a new tool. To determine the task performance, we calculated the distance between the cursor and target position. In addition, to assess the effects of a cognitive task on the progress of motor learning, curve fitting of the learning curves was performed for the total distance. Experiments were conducted as per the following schedule: learning day 1 (L1), learning day 2 (L2: the day after learning day 1), retention day 1 (R1: 2 weeks after learning day 1), and retention day 2 (R2: 4 weeks after learning day 1). Participants underwent mouse tracking for 20 min on L1 and L2 and for 3 min on R1 and R2. As a cognitive task, we adopted the N-back task. The early or late group performed the N-back task for 20 min before performing motor tracking task on L1 or L2, respectively. The control group did not perform the N-back task. Based on curve fitting analysis, it was observed that the rate of change for motor learning in the early group was higher than that in the control group. The retention of motor learning did not differ between all groups. Our results indicate that the repetition of a cognitive task enhanced in the early phase of motor learning of the mouse tracking task.

Application of Analogy in Learning Badminton Among Older Adults: Implications for Rehabilitation.

This study aimed to investigate the effect of applying analogy instruction for older adults in learning the badminton high serve. It was hypothesized that acquiring this motor skill by analogy instruction would bring the benefits of more robust and durable motor performance under stress and over time. A group of older adults learned badminton high serves by either a set of explicit instructions or an analogy instruction that represented the biomechanical metaphor of the badminton high serve. They were then invited to perform the motor task in two testing conditions: a stress transfer test and a retention test. It was found that the analogy instruction group improved the motor performance in badminton high serves during the learning blocks and maintained high levels of performance in the stress transfer test and retention test, whereas the explicit instruction group did not show any improvement. The analogy instruction group had better motor performance than the explicit instruction group during the stress transfer test. The results showed that analogy instruction facilitated the acquisition of new motor skills in older adults, and the benefit of stress resistance was also evidenced.

The dynamics of cortical GABA in human motor learning.

Key points The ability to learn new motor skills is supported by plasticity in the structural and functional organisation of the primary motor cortex in the human brain.Changes inhibitory to signalling by GABA are thought to be crucial in inducing motor cortex plasticity.This study used magnetic resonance spectroscopy (MRS) to quantify the concentration of GABA in human motor cortex during a period of motor learning, as well as during a period of movement and a period at rest.We report evidence for a reduction in the MRS‐measured concentration of GABA specific to learning. Further, the GABA concentration early in the learning task was strongly correlated with the magnitude of subsequent learning: higher GABA concentrations were associated with poorer learning.The results provide initial insight into the neurochemical correlates of cortical plasticity associated with motor learning, specifically relevant in therapeutic efforts to induce cortical plasticity during recovery from stroke. The ability to learn novel motor skills is a central part of our daily lives and can provide a model for rehabilitation after a stroke. However, there are still fundamental gaps in our understanding of the physiological mechanisms that underpin human motor plasticity. The acquisition of new motor skills is dependent on changes in local circuitry within the primary motor cortex (M1). This reorganisation has been hypothesised to be facilitated by a decrease in local inhibition via modulation of the neurotransmitter GABA, but this link has not been conclusively demonstrated in humans. Here, we used 7 T magnetic resonance spectroscopy to investigate the dynamics of GABA concentrations in human M1 during the learning of an explicit, serial reaction time task. We observed a significant reduction in GABA concentration during motor learning that was not seen in an equivalent motor task lacking a learnable sequence, nor during a passive resting task of the same duration. No change in glutamate was observed in any group. Furthermore, M1 GABA measured early in task performance was strongly correlated with the degree of subsequent learning, such that greater inhibition was associated with poorer subsequent learning. This result suggests that higher levels of cortical inhibition may present a barrier that must be surmounted in order to achieve an increase in M1 excitability, and hence encoding of a new motor skill. These results provide strong support for the mechanistic role of GABAergic inhibition in motor plasticity, raising questions regarding the link between population variability in motor learning and GABA metabolism in the brain.

Acquisition of motor memory determines the interindividual variability of learning-induced plasticity in the primary motor cortex.

Acquisition of new motor skills induces plastic reorganization in the primary motor cortex (M1). Previous studies have demonstrated the increases in the M1 excitability through motor skill learning. However, this M1 reorganization is highly variable between individuals even though they improve their skill performance through the same training protocol. To reveal the source of this interindividual variability, we examined the relationship between an acquisition of memory-guided feedforward movements and the learning-induced increases in the M1 excitability. Twenty-eight subjects participated in experiment 1. We asked subjects to learn a visuomotor tracking task. The subjects controlled a cursor on a PC monitor to pursue a target line by performing ankle dorsiflexion and plantar flexion. In experiment 1, we removed the online visual feedback provided by the cursor movement once every six trials, which enabled us to assess whether the subjects could perform accurate memory-guided movements. Motor-evoked potentials (MEP) were elicited in the tibialis anterior muscle by transcranial magnetic stimulation of the relevant M1 before and after the learning of the visuomotor tracking task and after half the trials. We found that the MEP amplitude was increased along with the improvement in memory-guided movements. In experiment 2 ( n = 10), we confirmed this relationship by examining whether the improvement in memory-guided movements induces increases in MEP amplitude. The results of this study indicate that the plastic reorganization of the M1 induced by the learning of a visuomotor skill is associated with the acquisition of memory-guided movements. NEW & NOTEWORTHY Acquisition of novel motor skills increases excitability of the primary motor cortex (M1). We recently reported that the amount of increases in the M1 excitability is highly variable between individuals even though they learned the same skill to the similar extent, yet the sources of this interindividual variability still remain unclear. The present study revealed that this interindividual variability is associated with whether individuals acquire a motor memory, which enables them to produce accurate memory-guided movements.

Arterial spin labeling reveals relationships between resting cerebral perfusion and motor learning in Parkinson's disease.

Parkinson's disease (PD) is an age-related neurodegenerative disease that produces changes in movement, cognition, sleep, and autonomic function. Motor learning involves acquisition of new motor skills through practice, and is affected by PD. The purpose of the present study was to evaluate regional differences in resting cerebral blood flow (rCBF), measured using arterial spin labeling (ASL) MRI, during a finger-typing task of motor skill acquisition in PD patients compared to age- and gender-matched controls. Voxel-wise multiple linear regression models were used to examine the relationship between rCBF and several task variables, including initial speed, proficiency gain, and accuracy. In these models, a task-by-disease group interaction term was included to investigate where the relationship between rCBF and task performance was influenced by PD. At baseline, perfusion was lower in PD subjects than controls in the right occipital cortex. The task-by-disease group interaction for initial speed was significantly related to rCBF (p < 0.05, corrected) in several brain regions involved in motor learning, including the occipital, parietal, and temporal cortices, cerebellum, anterior cingulate, and the superior and middle frontal gyri. In these regions, PD patients showed higher rCBF, and controls lower rCBF, with improved performance. Within the control group, proficiency gain over 12 typing trials was related to greater rCBF in cerebellar, occipital, and temporal cortices. These results suggest that higher rCBF within networks involved in motor learning enable PD patients to compensate for disease-related deficits.

Infants' Motor Proficiency and Statistical Learning for Actions.

Prior research has shown that infants learn statistical regularities in action sequences better than they learn non-action event sequences. This is consistent with current theories claiming that the same mechanism guides action observation and action execution. The current eye-tracking study tested the prediction, based on these theories, that infants’ ability to learn statistical regularities in action sequences is modulated by their own motor abilities. Eight- to eleven-month-old infants observed an action sequence containing two deterministic action pairs (i.e., action A always followed by action B) embedded within an otherwise random sequence. One pair was performed with a whole-hand grasp. The second pair was performed with a pincer grasp, a fine motor skill that emerges around 9 months of age. Infants were then categorized into groups according to which grasp was dominant in their motor repertoire. Predictive looks to correct upcoming actions during the deterministic pairs were analyzed to measure whether infants learned and anticipated the sequence regularities. Findings indicate that infants learned the statistical regularities: across motor groups, they made more correct than incorrect predictive fixations to upcoming actions. Overall, learning was not significantly modulated by their dominant grasping abilities. However, infants with a dominant pincer grasp showed an earlier increase in correct predictions for the pincer grasp pair and not the whole-hand grasp. Likewise, infants with a dominant whole-hand grasp showed an early increase in correct predictions for the pair performed with a whole-hand grasp, and not the pincer grasp. Together, these findings suggest that infants’ ability to learn action sequences is facilitated when the observed action matches their own action repertoire. However, findings cannot be explained entirely by motor accounts, as infants also learned the actions less congruent with their own abilities. Findings are discussed in terms of the interplay between the motor system and additional non-motor resources during the acquisition of new motor skills in infancy.

P 119 Implicit and explicit motor learning in Parkinson’s disease and spinocerebellar ataxia

Motor learning is a fundamental skill in everyday life. Acquisition of new motor skills engage cortico-striatal-cerebellar connectivity. Particularly patients with Parkinson”s disease and spinocerebellar ataxia are affected but these patient groups fundamentally differ in their behaviour in implicit motor learning tasks. Yet little is known about motor learning in relation to rule-based motor sequence learning. The aim of the current study was to test whether there are differences or similarities in implicit and explicit motor learning tasks in PD, SCA and healthy controls. Eye movements were recorded in 22 patients with Parkinson”s disease (PD), 20 patients with spinocerebellar ataxia (SCA) and 20 age-matched healthy control subjects. The subjects had to perform an implicit motor learning task (two runs of saccade adaptation) and an explicit motor learning task with an implicit sequence-learning paradigm. Healthy subjects were able to adapt in both runs and stored the adapted gain between the sessions. PD patients were able to adapt to the transient displacement of the target but did not store the information between the two learning sessions. Patients with SCA did not adapt in the first run but in the second run. In the explicit motor learning task, all participants showed a general motor learning. Patients performed better in the implicit learning trials but needed twice the time of healthy participants. We conclude that PD patients are not impaired in learning the implicit motor adaptation task. However, their storage of motor learning is selectively impaired possibly due to reduced functioning of cortico-striatal-cerebellar loops and their connections to motor memory systems. SCA patients, in contrast, lack implicit saccade learning because the cerebellum is crucially involved in saccade adaptation. Interestingly, they show a moderate storage of the adapted saccade gain form the first to the second learning session. This might suggest that SCA patients can still use storage signals of the cortico-striatal-cerebellar network.

EP 24. The functional significance of the left premotor cortex for implicit motor learning - A transcranial direct current stimulation (tDCS) study

For the seemingly effortless acquisition of new motor skills, a distributed network of cortical and subcortical structures is required. While a specific significance of the primary motor cortex (M1) for implicit motor sequence learning has been highlighted, the premotor cortex (PMC) has been related to consolidation of the newly learned sequence. To gain more insight into the contribution of the PMC to implicit sequence learning and early consolidation transcranial direct current stimulation (tDCS) was applied to the left PMC. In total 36 healthy right-handed volunteers (age: 24.0 ± 0.4 years, 18 male) participated in the study. Half of them received anodal, cathodal or sham tDCS prior to motor learning (experiment 1) while the other half received tDCS during learning (experiment 2). Stimulation duration was ten minutes, respectively. To induce implicit motor sequence learning a serial reaction time task (SRTT) with a repetitive fixed sequence interleaved by a random pattern was employed. Reaction times (RT) were determined separately for random and sequential trials at baseline (t1), end of acquisition (t2), and after presentation of an interfering random pattern (t3) in order to estimate consolidation of the trained sequence. In both experiments, at t2, facilitation of RT during sequential as compared to random trials was found in the sham condition indicating sequence learning. For active tDCS at t2 RT did not significantly differ between random and sequential trials suggesting a non-specific facilitation of RT. At t3 cathodal tDCS applied prior to SRTT yielded significantly faster RT in sequential as compared to random trials suggesting reduced susceptibility to interference. The present data support the hypothesis that the left PMC is not involved in the acquisition of an implicitly learned motor sequence. Interestingly enough, cathodal tDCS applied prior to learning resulted in reduced susceptibility to an interfering pattern revealing evidence for the assumption that suppression of left PMC excitability is beneficial for early consolidation of an implicit motor sequence.