Induce Motor Learning Research Articles

Limits of Stability during a Therapeutic Exercise Intervention for Instability: Progression, Responders' and Non-Responders' Analysis and Predictors.

Background/Objectives: Instability is one of the main symptoms in patients with vestibular and neurological disorders and therapeutic exercise interventions are increasing in popularity as a form of treatment. Additionally, the limits of stability measurement are known to be a good tool for balance evaluation and monitoring of these interventions. The aim of this work is to better understand how a specific protocol provokes changes on this variable and to study the characteristics of those who do and do not respond to it. Methods: A retrospective study was developed with the data of 40 patients treated in the Otorhinolaryngology department in Clínica Universidad de Navarra (Madrid, Spain). They had an initial reduction in limits of stability, completed the proposed protocol with home-based and hospital-based exercises and with frequent limits of stability remeasurement, and were assisted to a follow-up retest after 1-2 months. Results: A progressive improvement in limits of stability measure was developed through the intervention and was partially retained at follow-up visit. Several differences were found between those patients who improved with the treatment (responders) and those who did not improve (non-responders). More specifically an initial measure of the limits of stability was able to differentiate those groups with a cut-off data of 56 cm2. Conclusions: The proposed protocol was able to induce motor learning in patients included in this study with good retention after 1-2 months. Furthermore, there is some variability in how patients respond to the treatment. Age and diagnosis should be considered and an interesting cut-off data for clinal decision making was found.

Short-term learning of the vestibulo-ocular reflex induced by a custom interactive computer game.

Retinal image slip during head rotation drives motor learning in the rotational vestibulo-ocular reflex (VOR) and forms the basis of gaze-stability exercises that treat vestibular dysfunction. Clinical exercises, however, are unengaging, cannot easily be titrated to the level of impairment, and provide neither direct feedback nor tracking of the patient's adherence, performance, and progress. To address this, we have developed a custom application for VOR training based on an interactive computer game. In this study, we tested the ability of this game to induce VOR learning in individuals with normal vestibular function, and we compared the efficacy of single-step and incremental learning protocols. Eighteen participants played the game twice on different days. All participants tolerated the game and were able to complete both sessions. The game scenario incorporated a series of brief head rotations, similar to active head impulses, that were paired with a dynamic acuity task and with a visual-vestibular mismatch (VVM) intended to increase VOR gain (single-step: 300 successful trials at ×1.5 viewing; incremental: 100 trials each of ×1.13, ×1.33, and ×1.5 viewing). Overall, VOR gain increased by 15 ± 4.7% (mean ± 95% CI, P < 0.001). Gains increased similarly for active and passive head rotations, and, contrary to our hypothesis, there was little effect of the learning strategy. This study shows that an interactive computer game provides robust VOR training and has the potential to deliver effective, engaging, and trackable gaze-stability exercises to patients with a range of vestibular dysfunctions.NEW & NOTEWORTHY This study demonstrates the feasibility and efficacy of a customized computer game to induce motor learning in the high-frequency rotational vestibulo-ocular reflex. It provides a physiological basis for the deployment of this technology to clinical vestibular rehabilitation.

Generalization of visuomotor adaptation associated with use-dependent learning across different movement workspaces and limb postures

Use-dependent learning has been investigated to some extent, although how motor patterns obtained through use-dependent learning are generalized across different movement conditions remains to be further understood. Here, we investigate the generalizability of use-dependent learning by determining how visuomotor adaptation associated with use-dependent learning was generalized across different workspaces and limb postures. In our experiments, participants first adapted to a visuomotor rotation while reaching from a given starting position toward a training target in a given limb posture. They concurrently experienced repetitive passive movements from varying starting positions (Exp. 1) or in varying limb postures (Exp. 2). Following that, they adapted to the same rotation while reaching from the original start circle to a transfer target. Regardless of the workspaces or limb postures experienced, passive training facilitated visuomotor adaptation in the transfer session, indicating that visuomotor adaptation can generalize across different movement conditions. However, the extent of generalization decreased as the experienced workspaces or limb postures deviated from the original condition experienced. Our findings indicate that use-dependent learning results in motor instances that are workspace and limb-posture specific, although they are still useful for enhancing the generalization of motor learning across varying conditions.

Effects of Augmented Feedback and Motor Learning Adaptation on Human–Automation Interaction Factors

Increased interest in body–machine interfaces necessitates understanding how to train users to use nontraditional inputs. In this study, a control task driven by subject-activated surface electromyography was developed as a testbed to observe the effects of automated training methodologies on the development of performance, workload, and trust. Forty-eight subjects learned to use a surface-electromyography-based command system to perform a Fitts’s-law-style cursor-to-target task with 120 training trials and 40 evaluation trials. Subjects were divided into four groups: control, concurrent feedback, terminal feedback, and adaptive threshold. The control group trained and learned through repetition using the visual feedback of the cursor position. The concurrent feedback group received additional concurrent visual feedback during command input, and the terminal feedback group had supplementary visual feedback after command input. The adaptive threshold group did not have any additional feedback, but experienced changes in the cursor control designed to induce motor learning adaptation. The results indicate that 1) additional visual feedback improves task performance, workload, and trust during training, and 2) the groups converged in their command proficiency by the end of training.

Forced use of paretic leg induced by constraining the non-paretic leg leads to motor learning in individuals post-stroke.

The purpose of this study was to determine whether applying repetitive constraint forces to the non-paretic leg during walking would induce motor learning of enhanced use of the paretic leg in individuals post-stroke. Sixteen individuals post chronic (> 6months) stroke were recruited in this study. Each subject was tested in two conditions, i.e., applying a constraint force to the non-paretic leg during treadmill walking and treadmill walking only. For the constraint condition, subjects walked on a treadmill with no force for 1min (baseline), with force for 7min (adaptation), and then without force for 1min (post-adaptation). For the treadmill only condition, a similar protocol was used but no force was applied. EMGs from muscles of the paretic leg and ankle kinematic data were recorded. Spatial-temporal gait parameters during overground walking pre and post treadmill walking were also collected. Integrated EMGs of ankle plantarflexors and hip extensors during stance phase significantly increased during the early adaptation period, and partially retained (15-21% increase) during the post-adaptation period for the constraint force condition, which were significantly greater than that for the treadmill only (3-5%) condition. The symmetry of step length during overground walking significantly improved (p = 0.04) after treadmill walking with the constraint condition, but had no significant change after treadmill walking only. Repetitively applying constraint force to the non-paretic leg during treadmill walking may lead to a motor learning of enhanced use of the paretic leg in individuals post-stroke, which may transfer to overground walking.

The Macaque Cerebellar Flocculus Outputs a Forward Model of Eye Movement.

The central nervous system (CNS) achieves fine motor control by generating predictions of the consequences of the motor command, often called forward models of the movement. These predictions are used centrally to detect not-self generated sensations, to modify ongoing movements, and to induce motor learning. However, finding a neuronal correlate of forward models has proven difficult. In the oculomotor system, we can identify neuronal correlates of forward models vs. neuronal correlates of motor commands by examining neuronal responses during smooth pursuit at eccentric eye positions. During pursuit, torsional eye movement information is not present in the motor command, but it is generated by the mechanic of the orbit. Importantly, the directionality and approximate magnitude of torsional eye movement follow the half angle rule. We use this rule to investigate the role of the cerebellar flocculus complex (FL, flocculus and ventral paraflocculus) in the generation of forward models of the eye. We found that mossy fibers (input elements to the FL) did not change their response to pursuit with eccentricity. Thus, they do not carry torsional eye movement information. However, vertical Purkinje cells (PCs; output elements of the FL) showed a preference for counter-clockwise (CCW) eye velocity [corresponding to extorsion (outward rotation) of the ipsilateral eye]. We hypothesize that FL computes an estimate of torsional eye movement since torsion is present in PCs but not in mossy fibers. Overall, our results add to those of other laboratories in supporting the existence in the CNS of a predictive signal constructed from motor command information.

Efeito da associação de prática imagética e física na aprendizagem motora em crianças

Imagética dos próprios movimentos tem mostrado induzir aprendizagem motora em adultos, porém são escassas evidências similares em crianças. O objetivo deste experimento foi avaliar o efeito da associação entre prática imagética e prática física em comparação com prática física pura em uma habilidade manual em crianças de 9-10 anos de idade. A tarefa consistiu em transportar um bloco e encaixá-lo em um suporte com rapidez e estabilidade, avaliando-se o tempo de movimento para completar os componentes de “alcance” e “transporte”. As crianças foram distribuídas em três grupos: (a) prática física (FIS) (240 tentativas), (b) combinação (COMB) de prática imagética (180 tentativas) e prática física (60 tentativas), e (c) controle (CON), com associação de rotação visual (180 tentativas) e prática física (60 tentativas). O desempenho foi avaliado imediatamente e 24 h após a prática. Os resultados indicaram que o grupo FIS obteve ganho persistente de desempenho no componente “transporte”, porém não no componente “alcance”, enquanto o grupo COMB alcançou ganho persistente de desempenho em ambos os componentes de movimento; não foram encontradas diferenças significantes para o grupo CON. Estes resultados sugerem que a prática imagética aprimora a representação mental da tarefa motora em crianças, enquanto que a prática física oferece informação de feedback sensorial sobre o os movimentos realizados. Como conclusão, nossos resultados sugerem que a combinação de prática física e imagética é um procedimento que pode ser mais efetivo do que prática física pura para aprendizagem motora em crianças.

Median nerve stimulation induced motor learning in healthy adults: A study of timing of stimulation and type of learning.

Median nerve stimulation (MNS) has been shown to change brain metaplasticity over the somatosensory networks, based on a bottom-up mechanism and may improve motor learning. This exploratory study aimed to test the effects of MNS on implicit and explicit motor learning as measured by the serial reaction time task (SRTT) using a double-blind, sham-controlled, randomized trial, in which participants were allocated to one of three groups: (a) online active MNS during acquisition, (b) offline active MNS during early consolidation and (c) sham MNS. SRTT was performed at baseline, during the training phase (acquisition period), and 30min after training. We assessed the effects of MNS on explicit and implicit motor learning at the end of the training/acquisition period and at retest. The group receiving online MNS (during acquisition) showed a significantly higher learning index for the explicit sequences compared to the offline group (MNS during early consolidation) and the sham group. The offline group also showed a higher learning index as compared to sham. Additionally, participants receiving online MNS recalled the explicit sentence significantly more than the offline MNS and sham groups. MNS effects on motor learning have a specific effect on type of learning (explicit vs. implicit) and are dependent on timing of stimulation (during acquisition vs. early consolidation). More research is needed to understand and optimize the effects of peripheral electrical stimulation on motor learning. Taken together, our results show that MNS, especially when applied during the acquisition phase, is a promising tool to modulate motor leaning.

Multisession anodal transcranial direct current stimulation induces motor cortex plasticity enhancement and motor learning generalization in an aging population

ObjectivesThe present aging study investigated the impact of a multisession anodal-tDCS protocol applied over the primary motor cortex (M1) during motor sequence learning on generalization of motor learning and plasticity-dependent measures of cortical excitability. MethodsA total of 32 cognitively-intact aging participants performed five consecutive daily 20-min sessions of the serial-reaction time task (SRTT) concomitant with either anodal (n = 16) or sham (n = 16) tDCS over M1. Before and after the intervention, all participants performed the Purdue Pegboard Test (PPT) and Transcranial Magnetic Stimulation (TMS) measures of cortical excitability were collected. ResultsRelative to sham, participants assigned to the anodal-tDCS intervention revealed significantly greater performance gains on both the trained SRTT and the untrained PPT as well as a greater disinhibition of long-interval cortical inhibition (LICI). Generalization effects of anodal-tDCS significantly correlated with LICI disinhibition. ConclusionAnodal-tDCS facilitates motor learning generalisation in an aging population through intracortical disinhibition effects. SignificanceThe current findings demonstrate the potential clinical utility of a multisession anodal-tDCS over M1 protocol as an adjuvant to motor training in alleviating age-associated motor function decline. This study also reveals the pertinence of implementing brain stimulation techniques to modulate age-associated intracortical inhibition changes in order to facilitate motor function gains.

Observational Practice Promotes Action-Related Order Formation in Long-Term Memory: Investigating Action Observation and the Development of Cognitive Representation in Complex Motor Action

To date, it is commonly agreed that physical practice, as well as mental types of practice, have the potential to bring about improvements in motor performance and to induce motor learning. The perceptual-cognitive representational background of these changes, however, is still being debated. In this experiment, we investigated the influence of observational practice on the performance and the representation of the golf putt. With this we aimed at adding to the ongoing debate on the particular contribution of observational practice to motor learning. Novices were assigned to one of two groups: observational and combined observational and physical practice. Motor performance and mental representation were measured prior to and after practice and after a three-day retention interval. Performance improved in both practice groups from pre- to retention-test. Together with performance improvements, mental representation structures developed functionally and became more elaborate over the course of the experiment. Interestingly, however, the pattern of changes over the course of the experiment and across the two practice types was different. Combined practice led to improvements in motor performance from pre- to post-test with representations developing alongside these improvements. Observational practice alone did not lead to performance improvement until after task execution, as shown by improvements in motor performance from post- to retention-test, even though mental representations changed from pre- to post-test. From this, observational practice seems to promote the development of representational frameworks of complex action, and thus action-related order formation in long-term memory.

Enhancing Generalization of Visuomotor Adaptation by Inducing Use-dependent Learning

Learning a motor task in one condition typically generalizes to another, although it is unclear why it generalizes substantially in certain situations, but only partially in other situations (e.g., across movement directions and motor effectors). Here, we demonstrate that generalization of motor learning across directions and effectors can be enhanced substantially by inducing use-dependent learning, that is, by having subjects experience motor actions associated with a desired trajectory repeatedly during reaching movements. In Experiments 1 and 2, healthy human adults adapted to a visuomotor rotation while concurrently experiencing repetitive passive movements guided by a robot. This manipulation increased the extent of generalization across movement directions (Expt. 1) and across the arms (Expt. 2) by up to 50% and 42%, respectively, indicating crucial contribution of use-dependent learning to motor generalization. In Experiment 3, we applied repetitive transcranial magnetic stimulation (rTMS) to the left primary motor cortex (M1) of the human subjects prior to passive training with the right arm to increase cortical excitability. This intervention resulted in increased motor-evoked potentials (MEPs) and decreased short-interval intracortical inhibition (SICI) in the rTMS group, but not in the sham group. These changes observed in the rTMS group were accompanied by enhanced generalization of visuomotor adaptation across the arms, which was not the case in the sham group. Collectively, these findings confirm the involvement of M1 in use-dependent learning, and suggest that use-dependent learning can contribute not only to motor learning, but also to motor generalization.

The Effect of a Single Bout of Exercise on the Motor Learning of a Drop Vertical Jump Landing Strategy

PURPOSE: A single bout of cardiovascular exercise improves cognitive learning, but effects on motor learning have been scarcely researched with mixed results. Key questions remain, including the intensity of exercise required to achieve behavioral effects. The purpose of this study is to test the effect of moderate intensity exercise (ModEx) on the retention of a drop vertical jump (DVJ) landing strategy. METHODS: 40 healthy females (mean age: 20.1, range: 18-22) with no history of leg injury in the past 12 months attended a 1 hour session, first performing 2 DVJs to gather baseline data. Peak vertical ground reaction forces (PVGRF) and hip flexion (HF) angles at the deepest point of landing were measured with a force plate and 2D motion capture software. Next they performed 30 DVJs with feedback for enhanced “soft” landing mechanics. Individuals were then randomized to the ModEx group (n=20), to perform 30 minutes of biking at 55-65% heart rate reserve, or the control (C) group (n=20) for 30 minutes of sham electrical stimulation. After 1 week, a retention session was performed to assess PVGRF and HF during 2 DVJs. RESULTS: Baseline performance did not differ between groups (C: mean PVGRF=48 N/kg, (SD=12), ModEx PVGRF=45 N/kg (12), p=0.84; C: HF angle=96° (23), ModEx: HF angle=94° (24), p=0.62). Both groups reduced PVGRF and HF angles after training (C:PVGRF=38.5 N/kg (11.5), 56°(14), ModEx: PVGRF= 39 N/kg (10), 62° (14), p<0.01) and at retention (C:PVGRF=42 N/kg (10), 58°(15), ModEx: PVGRF= 41 N/kg (8), 60° (15), p<0.01). There was a group by time interaction effect on relative retention (percent change from training to retention) for PVGRF (d=0.21) and HF (d=0.31), which failed to reach statistical significance (p>0.05). CONCLUSION: Training methods were sufficient to induce motor learning, however the effect of ModEx on retention of the skill was small, and these results fail to statistically support the hypothesis that ModEx enhances motor learning of landing strategies. Recommendations for use of ModEx to enhance motor learning cannot be made on the basis of these results. Due to substantial variability, further study with a larger sample will strengthen conclusions. Other considerations for further investigation include exercise timing and dosage, motor skill complexity, and length of the retention period.

Intermanual transfer characteristics of dynamic learning: direction, coordinate frame, and consolidation of interlimb generalization.

Intermanual transfer, i.e., generalization of motor learning across hands, is a well-accepted phenomenon of motor learning. Yet, there are open questions regarding the characteristics of this transfer, particularly the intermanual transfer of dynamic learning. In this study, we investigated intermanual transfer in a force field adaptation task concerning the direction and the coordinate frame of transfer as well as the influence of a 24-h consolidation period on the transfer. We tested 48 healthy human subjects for transfer from dominant to nondominant hand, and vice versa. We considered two features of transfer. First, we examined transfer to the untrained hand using force channel trials that suppress error feedback and learning mechanisms to assess intermanual transfer in the form of a practice-dependent bias. Second, we considered transfer by exposing the subjects to the force field with the untrained hand to check for faster learning of the dynamics (interlimb savings). Half of the subjects were tested for transfer immediately after adaptation, whereas the other half were tested after a 24-h consolidation period. Our results showed intermanual transfer both from dominant to nondominant hand and vice versa in extrinsic coordinates. After the consolidation period, transfer effects were weakened. Moreover, the transfer effects were negligible compared with the subjects' ability to rapidly adapt to the force field condition. We conclude that intermanual transfer is a bidirectional phenomenon that vanishes with time. However, the ability to transfer motor learning seems to play a minor role compared with the rapid adaptation processes.

Evidence of multiple coordinate representations during generalization of motor learning.

Several studies have suggested that the motor system takes advantage of a coordinate system when learning a novel sensorimotor environment. Such investigations, however, have not distinguished between initial preferences of a coordinate system versus possible changes due to learning. Here, we present experimental methods that specifically entertain the possibility of multiple coordinate systems during generalization. Subjects trained with their right arm on a viscous force field. We evaluated their performances for both arms in an untrained workspace before and after training using three fields, each representing extrapolation with a candidate coordinate system. Surprisingly, our results showed evidence of improvement (pre to post) in all fields for both limbs. These findings are consistent with the hypothesis of multiple, simultaneous coordinate systems involved in generalization. We also investigated how feedback might affect the results and found in several cases that performance was better for visual displays that were aligned with the limb (in first person) versus non-aligned.

Retrieval practice in motor learning

In this study we sought to determine whether testing promotes the generalization of motor skills during the process of encoding and/or consolidation. We used a dynamic arm movement task that required participants to reproduce a spatial-temporal pattern of elbow extensions and flexions with their dominant right arm. Generalization of motor learning was tested by the ability to transfer the original pattern (extrinsic transformation) or the mirrored pattern (intrinsic transformation) to the unpractised left arm. To investigate the testing effects during both encoding and consolidation processing, participants were administered an initial testing session during early practice before being evaluated on a post-practice testing session administered either 10min (Testing-Encoding group) or 24hr apart (Testing-Consolidation group), respectively. Control groups were required to perform a post-practice testing session administered after either a 10-min (Control-Encoding group) or 24-hr delay (Control-Consolidation group). The findings revealed that testing produced rapid, within-practice skill improvements, yielding better effector transfer at the 10-min testing for the Testing-Encoding group on both extrinsic and intrinsic transformation tests when compared with the Control-Encoding group. Furthermore, we found better performance for the Testing-Consolidation group at the 24-hr testing for extrinsic and intrinsic transformations of the movement pattern when compared with the Control-Consolidation group. However, our results did not indicate any significant testing advantage on the latent, between-session development of the motor skill representation (i.e., from the 10-min to the 24-hr testing). The testing benefits expressed at the 10-min testing were stabilised but did not extend during the period of consolidation. This indicates that testing contributes to the generalisation of motor skills during encoding but not consolidation.

Mirror visual feedback can induce motor learning in patients with callosal disconnection

Mirror therapy using mirror visual feedback (MVF) has been applied to the stroke rehabilitation of hemiparesis. One possible mechanism of mirror therapy is the functional interhemispheric connectivity between sensorimotor areas via corpus callosum. To test this hypothesis, we investigated the MVF-induced motor learning in 2 patients with callosal disconnection. Callosal connection in patients was evaluated by clinical measures and the interhemispheric inhibition (IHI) using transcranial magnetic stimulation. Both patients suffered from somatosensory cognitive disconnection, and one showed the loss of IHI. Motor training with MVF significantly improved the motor behavior of both patients. Extending our previous study, the results of callosal patients suggested that the visual feedback through a mirror might play the crucial important role for the improvement of motor performance, rather than interhemispheric interaction via corpus callosum.

Virtual Reality for Gait Training: Can It Induce Motor Learning to Enhance Complex Walking and Reduce Fall Risk in Patients With Parkinson's Disease?

Gait and cognitive disturbances are common in Parkinson's disease (PD). These deficits exacerbate fall risk and difficulties with mobility, especially during complex or dual-task walking. Traditional gait training generally fails to fully address these complex gait activities. Virtual reality (VR) incorporates principles of motor learning while delivering engaging and challenging training in complex environments. We hypothesized that VR may be applied to address the multifaceted deficits associated with fall risk in PD. Twenty patients received 18 sessions (3 per week) of progressive intensive treadmill training with virtual obstacles (TT + VR). Outcome measures included gait under usual-walking and dual-task conditions and while negotiating physical obstacles. Cognitive function and functional performance were also assessed. Patients were 67.1 ± 6.5 years and had a mean disease duration of 9.8 ± 5.6 years. Posttraining, gait speed significantly improved during usual walking, during dual task, and while negotiating overground obstacles. Dual-task gait variability decreased (ie, improved) and Trail Making Test times (parts A and B) improved. Gains in functional performance measures and retention effects, 1 month later, were also observed. To our knowledge, this is the first time that TT + VR has been used for gait training in PD. The results indicate that TT + VR is viable in PD and may significantly improve physical performance, gait during complex challenging conditions, and even certain aspects of cognitive function. These findings have important implications for understanding motor learning in the presence of PD and for treating fall risk in PD, aging, and others who share a heightened risk of falls.

The Bidirectionality of Motor Learning in the Vestibulo-ocular Reflex Is a Function of Cerebellar mGluR1 Receptors

Bidirectional changes in synaptic transmission have the potential to optimize the control of movement. However, it can be difficult to establish a causal relationship between the bidirectionality of synaptic plasticity and bidirectional changes in the speed of actual movements. We asked whether metabotropic glutamate receptor 1 (mGluR1) receptors, which participate in cerebellar long-term depression (LTD), are necessary for bidirectional motor learning in the vestibulo-ocular reflex (VOR). Cerebellar LTD and long-term potentiation (LTP) are thought to cause increases and decreases, respectively, in the gain of the VOR; the direction of learning depends on the behavioral protocol. We injected either the mGluR1 agonist (S)-DHPG or the antagonist YM 298198 bilaterally into the flocculus of alert cats, and then induced motor learning. In the presence of YM 298198, the VOR gain decreased in gain-up, as well as in gain-down protocols. (S)-DHPG augmented gain-up learning. Gain-down learning was not significantly affected by either drug. These results supported the hypothesis that gain-up learning relies on cerebellar LTD, but gain-down learning relies on a different mechanism. In the absence of mGluR1 activity, cerebellar LTD may be replaced with LTP, permitting learning in only one direction.

Motor learning after stroke: Is skill acquisition a prerequisite for contralesional neuroplastic change?

Limited data directly characterize the dynamic evolution of brain activity associated with motor learning after stroke. The current study considered whether sequence-specific motor skill learning or increasing non-specific use of the hemiparetic upper extremity drive functional reorganization of the contralesional motor cortex after stroke. Eighteen individuals with chronic middle cerebral artery stroke practiced one of two novel motor tasks; a retention test occurred on a separate fifth day. Using the hemiparetic arm, participants performed a serial targeting task during two functional MRI scans (day one and retention). Participants were randomized into either a task-specific group, who completed three additional sessions of serial targeting practice, or a general arm use group, who underwent three training sessions of increased but non-task specific use of the hemiparetic arm. Both groups performed a repeated sequence of responses that may be learned, and random sequences of movement, which cannot be learned. Change in reaction and movement time for the repeated sequence indexed motor learning; shifts in the laterality index (LI) within primary motor cortex (M1) for repeated and random sequences illustrated training effects on brain activity. Task-specific practice of the repeated sequence facilitated motor learning and shifted the LI for M1 as shown by a reduced volume of contralesional cortical activity. Random sequence performance did not stimulate motor learning or alter the LI within the task-specific training group. Further, between-group comparisons showed that increasing general arm use did not induce motor learning or alter brain activity for either random or repeated sequences. Motor skill learning of a repeated sequence altered cortical activation by inducing a more normal, contralateral pattern of brain activation. Our data suggest that task-specific motor learning may be an important stimulant for neuroplastic change and can remediate maladaptive patterns of brain activity after stroke.

Elimination of climbing fiber instructive signals during motor learning

The climbing fiber input to the cerebellum from the inferior olive is thought to act as a teacher whose activity controls the induction of motor learning. We designed training conditions that did not elicit instructive signals in the climbing fibers, but nevertheless induced robust and consistent motor learning in the vestibulo-ocular reflex of rhesus monkeys. Our results indicate that instructive signals in the climbing fibers are not necessary for cerebellum-dependent learning. Instead, instructive signals carried by either the climbing fibers or Purkinje cell simple spikes may be sufficient to induce motor learning, with additive effects occurring when both instructive signals are present during training.