Untrained Hand Research Articles

Learning not to feel: reshaping the resolution of tactile perception

We asked whether biased feedback during training could cause human subjects to lose perceptual acuity in a vibrotactile frequency discrimination task. Prior to training, we determined each subject's vibration frequency discrimination capacity on one fingertip, the Just Noticeable Difference (JND). Subjects then received 850 trials in which they performed a same/different judgment on two vibrations presented to that fingertip. They gained points whenever their judgment matched the computer-generated feedback on that trial. Feedback, however, was biased: the probability per trial of “same” feedback was drawn from a normal distribution with standard deviation twice as wide as the subject's JND. After training, the JND was significantly widened: stimulus pairs previously perceived as different were now perceived as the same. The widening of the JND extended to the untrained hand, indicating that the decrease in resolution originated in non-topographic brain regions. In sum, the acuity of subjects' sensory-perceptual systems shifted in order to match the feedback received during training.

Tactile perceptual learning: learning curves and transfer to the contralateral finger

Tactile perceptual learning has been shown to improve performance on tactile tasks, but there is no agreement about the extent of transfer to untrained skin locations. The lack of such transfer is often seen as a behavioral index of the contribution of early somatosensory brain regions. Moreover, the time course of improvements has never been described explicitly. Sixteen subjects were trained on the Ludvigh task (a tactile vernier task) on four subsequent days. On the fifth day, transfer of learning to the non-trained contralateral hand was tested. In five subjects, we explored to what extent training effects were retained approximately 1.5years after the final training session, expecting to find long-term retention of learning effects after training. Results showed that tactile perceptual learning mainly occurred offline, between sessions. Training effects did not transfer initially, but became fully available to the untrained contralateral hand after a few additional training runs. After 1.5years, training effects were not fully washed out and could be recuperated within a single training session. Interpreted in the light of theories of visual perceptual learning, these results suggest that tactile perceptual learning is not fundamentally different from visual perceptual learning, but might proceed at a slower pace due to procedural and task differences, thus explaining the apparent divergence in the amount of transfer and long-term retention.

Optical illusion alters M1 excitability after mirror therapy: a TMS study

The contralesional primary motor cortex (M1) has been suggested to be involved in the motor recovery after mirror therapy, but whether the ipsilesional M1 is influenced by the contralesional M1 via transcallosal interhemispheric inhibition (IHI) is still unclear. The present study investigated the change of IHI as well as the intracortical inhibition and intracortical facilitation of both M1 induced by training in a mirror with the use of transcranial magnetic stimulation (TMS). In this 2 × 2 factorial design (time × group), healthy subjects exercised standardized motor skills with their right hand on four consecutive days. Either a mirror (mirror group) or a board (control group) was positioned between their hands. Before and after training TMS was applied along with training tests of both hands. Tests were the same motor skills exercised daily by both groups. Tests of the untrained left hand improved significantly more in the mirror group than in the control group after training (P = 0.02) and showed a close correlation with an increase of intracortical inhibition of M1(left). IHI did not show any difference between investigation time points and groups. The present study confirms the previous suggestion of the involvement of the "contralesional" left-side (ipsilateral to the hand behind the mirror) M1 after mirror therapy, which is not mediated by IHI. Even with the same motor skill training (both groups performed same motor skills) but with different visual information, different networks are involved in training-induced plasticity.

Dissociation of motor task-induced cortical excitability and pain perception changes in healthy volunteers.

BackgroundThere is evidence that interventions aiming at modulation of the motor cortex activity lead to pain reduction. In order to understand further the role of the motor cortex on pain modulation, we aimed to compare the behavioral (pressure pain threshold) and neurophysiological effects (transcranial magnetic stimulation (TMS) induced cortical excitability) across three different motor tasks.Methodology/Principal FindingsFifteen healthy male subjects were enrolled in this randomized, controlled, blinded, cross-over designed study. Three different tasks were tested including motor learning with and without visual feedback, and simple hand movements. Cortical excitability was assessed using single and paired-pulse TMS measures such as resting motor threshold (RMT), motor-evoked potential (MEP), intracortical facilitation (ICF), short intracortical inhibition (SICI), and cortical silent period (CSP). All tasks showed significant reduction in pain perception represented by an increase in pressure pain threshold compared to the control condition (untrained hand). ANOVA indicated a difference among the three tasks regarding motor cortex excitability change. There was a significant increase in motor cortex excitability (as indexed by MEP increase and CSP shortening) for the simple hand movements.Conclusions/SignificanceAlthough different motor tasks involving motor learning with and without visual feedback and simple hand movements appear to change pain perception similarly, it is likely that the neural mechanisms might not be the same as evidenced by differential effects in motor cortex excitability induced by these tasks. In addition, TMS-indexed motor excitability measures are not likely good markers to index the effects of motor-based tasks on pain perception in healthy subjects as other neural networks besides primary motor cortex might be involved with pain modulation during motor training.

Sequence Specific Motor Performance Gains after Memory Consolidation in Children and Adolescents

Memory consolidation for a trained sequence of finger opposition movements, in 9- and 12-year-old children, was recently found to be significantly less susceptible to interference by a subsequent training experience, compared to that of 17-year-olds. It was suggested that, in children, the experience of training on any sequence of finger movements may affect the performance of the sequence elements, component movements, rather than the sequence as a unit; the latter has been implicated in the learning of the task by adults. This hypothesis implied a possible childhood advantage in the ability to transfer the gains from a trained to the reversed, untrained, sequence of movements. Here we report the results of transfer tests undertaken to test this proposal in 9-, 12-, and 17-year-olds after training in the finger-to-thumb opposition sequence (FOS) learning task. Our results show that the performance gains in the trained sequence partially transferred from the left, trained hand, to the untrained hand at 48-hours after a single training session in the three age-groups tested. However, there was very little transfer of the gains from the trained to the untrained, reversed, sequence performed by either hand. The results indicate sequence specific post-training gains in FOS performance, as opposed to a general improvement in performance of the individual, component, movements that comprised both the trained and untrained sequences. These results do not support the proposal that the reduced susceptibility to interference, in children before adolescence, reflects a difference in movement syntax representation after training.

Functional Plasticity Induced by Mirror Training

Background. Mirror therapy (MT) is a promising therapeutic approach in stroke patients with severe hand paresis. Objective. The ipsilateral (contralesional) primary sensorimotor cortex (SMC) and the mirror neuron system have been suggested to play decisive roles in the MT network. The present study investigated its underlying neural plasticity. Methods. Two groups of healthy participants (n = 13 in each group) performed standardized fine motor tasks moving pegs and marbles (20 min/d for 4 days) with their right hand with either a mirror (mirror training group, MG) or a nonreflective board (control training group, CG) positioned orthogonally in front of them. The number of items moved by each hand was tested after each training session. Functional MRI (fMRI) was acquired before and after the training procedure to investigate the mirror training (MTr)-specific network by the analysis of the factors Time and Group. Results. The hand performance test of the trained right hand did not differ between the 2 groups. The untrained left hand improved significantly more in the MG compared with the CG. fMRI analysis of action observation and imitation of grasping tasks demonstrated MTr-specific activation changes within the right dorsal and left ventral premotor cortex as well as in the left SMC (SMCleft). Analysis of functional and effective connectivity showed a MTr-specific increase of functional coupling between each premotor region and the left supplementary motor area, which in turn showed an increased functional interaction with the ipsilateral SMCleft. Conclusions. MTr remodels the motor system by functionally connecting hand movement to the ipsilateral SMC. On a system level, it leads to interference of the neural circuit related to motor programming and observation of the trained hand with the illusionary movement of the untrained hand.

Learning in tactile channels.

Vibrotactile intensity-discrimination thresholds for sinusoidal stimuli applied to the thenar eminence of the hand declined as a function of practice. However, improvement was confined to the tactile information-processing channel in which learning had occurred. Specifically, improvements in performance with training within the Pacinian-corpuscle (PC) channel with a 250-Hz stimulus failed to transfer to performance within the rapidly adapting (RA) nerve fiber channel and the slowly adapting Type I (SA I) nerve fiber channel with a 20-Hz stimulus; similarly, improvements in performance with training within the RA/SA I channels failed to transfer to the PC channel. The hypothesis that tactile intensity-discrimination learning involves changes in sensory processes rather than the acquisition of the general skills required to perform the intensity-discrimination task is supported by the finding that improvements in performance with practice did not transfer to the untrained contralateral hand and by the finding of no transfer of training across channels. Within the PC channel, improvements in intensity discrimination with training transferred from the training intensity level (20-dB SL) to an untrained intensity level (10-dB SL), showing that learning within the PC channel under a specific stimulus condition can generalize to another stimulus condition provided both stimuli are processed by the PC channel. The finding that intensity-discrimination training, which resulted in a substantial reduction in the intensity difference limen, had no effect on the slope of the sensation-magnitude function suggests that tactile intensity-discrimination learning results primarily from a progressive reduction in neural noise over the course of training.

Trainability of cold induced vasodilatation in fingers and toes

Subjects that repeatedly have to expose the extremities to cold may benefit from a high peripheral temperature to maintain dexterity and tissue integrity. Therefore, we investigated if repeated immersions of a hand and a foot in cold water resulted in increased skin temperatures. Nine male and seven female subjects (mean 20.4; SD 2.2 years) immersed their right (trained) hand and foot simultaneously in 8°C water, 30 min daily for 15 days. During the pre and post-test (days 1 and 15, respectively) the left (untrained) hand and foot were immersed as well. Pain, tactile sensitivity and skin temperatures were measured every day. Mean (SD) toe temperature of the trained foot increased from 9.49°C (0.89) to 10.03°C (1.38) (p < 0.05). The trained hand, however, showed a drop in mean finger temperature from 9.28°C (0.54) to 8.91°C (0.44) (p < 0.001) and the number of cold induced vasodilation (CIVD) reactions decreased from 52% during the first test to 24% during the last test. No significant differences occurred in the untrained extremities. Pain diminished over time and tactile sensitivity decreased with skin temperature. The combination of less CIVD responses in the fingers after training, reduced finger skin temperatures in subjects that did show CIVD and the reduced pain and tactile sensitivity over time may lead to an increased risk for finger cold injuries. It is concluded that repeated cold exposure of the fingers does not lead to favorable adaptations, but may instead increase the injury risk.

Keeping an eye on imagery: the role of eye movements during motor imagery training

We recently found that spontaneous eye movements occur during motor imagery of hand movements, which are similar to those made during physical execution. In physical execution, eye movements have been shown to play an important role during training. In motor imagery practice, however, their effect remains unclear. Therefore, in the present study, we examined the role of eye movements during motor imagery practice with specific interest in the impact of task complexity and effector specificity. Thirty-six young healthy participants were tested before and after 4 days of visual motor imagery training on a Virtual Radial Fitts' task with different indices of difficulty. Training was performed with the nondominant hand only. Subjects were divided into a group that trained while spontaneous eye movements were allowed, one that kept the eyes fixed during training, and a control group. Electro-oculography and electromyography signals were monitored to guarantee task compliance during imagery. The results indicated that eye movements during imagery did not affect the temporal parameters of the trained movement. They did, however, help to achieve maximal gains in movement accuracy and efficiency. These positive effects on the spatial parameters were most pronounced during conditions with high accuracy demands and were present for both the trained and the untrained hand. These findings contribute to guidelines for optimizing training protocols based on motor imagery.

Impact of instruction on the acquisition of sequence knowledge in a sensorimotor task

We examined whether and to what extent a sequence of finger movements can be learned and transferred to the untrained hand according to the muscle homology depending on the relative salience of response locations and effectors. Participants performed a discrete sequence production task, in which they were asked to learn a sequence of either key locations or of finger movements. Each training block was followed by a transfer block in which responding with the opposite hand was required. Before the last transfer block participants received an unexpected instruction. They had to reproduce the sequence of key locations instead of the sequence of finger movements and conversely, the sequence of finger movements instead of the sequence of key locations. The results do not support the existence of a sequence representation for the order of finger movements irrespective of the hand used.

Absence of cross-limb transfer of performance gains following ballistic motor practice in older adults

The phenomenon of cross-limb transfer, in which unilateral strength training can result in bilateral strength gains, has recently been tested for ballistic movements. Performance gains associated with repetitive motor practice, and the associated transfer, occur within a few minutes. In this study, young and older adults were trained to perform ballistic abductions of their dominant (right) index finger as quickly as possible. Performance was assessed bilaterally before, during, and after this training. Both groups exhibited large performance gains in the right hand as a result of training (P < 0.001; young 84% improvement, older 70% improvement), which were not significantly different between groups (P = 0.40). Transcranial magnetic stimulation revealed that the performance improvements were accompanied by increases in excitability, together with decreases in intracortical inhibition, of the projections to both the trained muscle and the homologous muscle in the contralateral limb (P < 0.05). The young group also exhibited performance improvements as a result of cross-limb transfer in the left (untrained) hand (P < 0.005), equivalent to 75% of the performance increase in the trained hand. In contrast, there were no significant performance gains in the left hand for the older group (P = 0.23). This was surprising given that the older group exhibited a significantly greater degree of mirror activity than the young group (P < 0.01) in the left first dorsal interosseus muscle (FDI) during right hand movements. Our findings suggest that older adults exhibit a reduced capacity for cross-limb transfer, which may have implications for motor rehabilitation programs after stroke.

Sequential effects after practice with the dominant and non-dominant hand on the acquisition of a sliding task in schoolchildren

This study was designed to investigate sequential effects after practice with the dominant and non-dominant hand on the acquisition of a new motor task. A total of 64 middle school children were asked to practise a cent-slide task, which required them to slide coins from one side of a cardboard into a circular target on the opposite side. Four groups practised this task within different practice schedules: (1) participants practised only with their dominant hand (right-only group); (2) participants used only their non-dominant hand (left-only group); (3) participants started to practise the skill with their dominant hand and then switched to their non-dominant hand (right-to-left group); or (4) participants started to practise the skill with their non-dominant hand and then switched to their dominant hand (left-to-right group). The acquisition of the task was facilitated after initial practice with the non-dominant hand. This was reflected in a better retention of the task and a stronger performance under a modified testing situation of the left-to-right group when compared to all other groups. Also, the left-only group showed larger interlimb transfer effects to the untrained hand than the right-only group. It is concluded that the sequence in which the dominant and non-dominant hands are used to practise influences the acquisition of new motor tasks.

The ipsilateral motor cortex contributes to cross‐limb transfer of performance gains after ballistic motor practice

Although it has long been known that practicing a motor task with one limb can improve performance with the limb opposite, the mechanisms remain poorly understood. Here we tested the hypothesis that improved performance with the untrained limb on a fastest possible (i.e. ballistic) movement task depends partly on cortical circuits located ipsilateral to the trained limb. The idea that crossed effects, which are important for the learning process, might occur in the 'untrained' hemisphere following ballistic training is based on the observation that tasks requiring strong descending drive generate extensive bilateral cortical activity. Twenty-one volunteers practiced a ballistic index finger abduction task with their right hand, and corticospinal excitability was assessed in two hand muscles (first dorsal interosseus, FDI; adductor digiti minimi, ADM). Eight control subjects did not train. After training, repetitive transcranial magnetic stimulation (rTMS; 15 min at 1 Hz) was applied to the left (trained) or right (untrained) motor cortex to induce a 'virtual lesion'. A third training group received sham rTMS, and control subjects received rTMS to the right motor cortex. Performance and corticospinal excitability (for FDI) increased in both hands for training but not control subjects. rTMS of the left, trained motor cortex specifically reduced training-induced gains in motor performance for the right, trained hand, and rTMS of the right, untrained motor cortex specifically reduced performance gains for the left, untrained hand. Thus, cortical processes within the untrained hemisphere, ipsilateral to the trained hand, contribute to early retention of ballistic performance gains for the untrained limb.

Mechanisms controlling motor output to a transfer hand after learning a sequential pinch force skill with the opposite hand

Training to perform a serial reaction-time task (procedural motor learning) with one hand results in performance improvements in the untrained as well as in the trained hand, a phenomenon referred to as intermanual transfer. The aim of this study was to investigate the neurophysiological changes associated with intermanual transfer associated with learning to perform an eminently different task involving fine force control within the primary motor cortex (M1). We hypothesized that intermanual transfer of learning such a task would reveal intracortical changes within M1. Speed (time to complete each sequence) and accuracy (% of accuracy errors) of motor performance were measured in both hands before and after right (dominant) hand practice. Transcranial magnetic stimulation (TMS) was used to characterize recruitment curves (RC), short intracortical inhibition (SICI), intracortical facilitation (ICF) and interhemispheric inhibition (IHI) from the left to the right M1. Practice resulted in significant improvements in both speed and accuracy in the right trained hand and in the left untrained hand. RC increased in the left M1, SICI decreased in both M1s, and IHI from the left to the right M1 decreased. No changes were identified in ICF nor in RC in the right M1. Our results suggest that some neurophysiological mechanisms operating in the M1 controlling performance of an untrained hand may contribute to optimize the procedure for selecting and implementing correct pinch force levels. These results raise the hypothesis of a contribution of modulation of SICI and IHI, or an interaction between both to intermanual transfer after learning a sequential pinch force task.

Muscle synergies as a predictive framework for the EMG patterns of new hand postures

Synchronous muscle synergies have been suggested as a framework for dimensionality reduction in muscle coordination. Many studies have shown that synergies form a descriptive framework for a wide variety of tasks. We examined if a muscle synergy framework could accurately predict the EMG patterns associated with untrained static hand postures, in essence, if they formed a predictive framework. Hand and forearm muscle activities were recorded while subjects statically mimed 33 postures of the American Sign Language alphabet. Synergies were extracted from a subset of training postures using non-negative matrix factorization and used to predict the EMG patterns of the remaining postures. Across the subject population, as few as 11 postures could form an eight-dimensional synergy framework that allowed for at least 90% prediction of the EMG patterns of all 33 postures, including trial-to-trial variations. Synergies were quite robust despite using different postures in the training set, and also despite using a varied number of postures. Estimated synergies were categorized into those which were subject-specific and those which were general to the population. Population synergies were sparser than the subject-specific synergies, typically being dominated by a single muscle. Subject-specific synergies were more balanced in the coactivation of multiple muscles. We suggest as a result that global muscle coordination may be a combination of higher order control of robust subject-specific muscle synergies and lower order control of individuated muscles, and that this control paradigm may be useful in the control of EMG-based technologies, such as artificial limbs and functional electrical stimulation systems.

M1 contributes to the intrinsic but not the extrinsic components of motor-skills

Procedural skills consist of several components that can be simultaneously acquired. During a motor-learning task we can distinguish between how a “movement” is performed (intrinsic component) and the spatial-related (extrinsic) component of this movement. The intrinsic movement component is thought to be supported by motor loops, including primary motor cortex (M1) as assessed with neuroimaging studies. Here we want to test further whether M1 makes a critical contribution to the movement rather than spatial-related component of skill-learning.To this purpose, we used repetitive Transcranial Magnetic Stimulation (rTMS) and the serial reaction time (SRT) task. Twenty right-handed participants performed the SRT-task starting with their left or right hand. After this learning session, participants switched to the untrained hand by performing original (spatial-related) and mirror-ordered (movement-based) sequences. rTMS was applied to M1 ipsi- or contralateral to the transfer-hand and both sequences were retested. Results revealed rTMS-interference with motor-skill transfer of mirror-ordered but not original sequences, showing that M1 is critically involved in the retrieval/transformation of the intrinsic but not the extrinsic movement coordinates. rTMS-interference in the mirror-condition consisted of both (i) disruption and (ii) release of motor-skill transfer depending on the stimulated hemisphere and on transfer-hand. The pattern of results suggests (i) contralateral (right) M1 involvement in retrieval/transformation of motor information during left-hand reproduction of previously acquired right-hand motor-skills; and (ii) modulatory interactions of inhibitory nature from the dominant (left) to the non-dominant (right) M1 in the same transfer-condition. These results provide further evidence that M1 is essential to intrinsic movement-based skill-learning and novel insight on models of motor-learning and hemispheric specialization, suggesting the involvement of interhemispheric inhibition.

Interpreting ambiguous visual information in motor learning

Previous studies have shown that learning to reach accurately with an imposed visuomotor rotation requires a remapping of the relationship between vision and motor output. In this preliminary study, we examine how the brain works out the appropriate motor adjustments, in this case for both arms, based on visual images. Specifically, we investigate how visual errors seen while adapting reaches to visual targets affect the movements of both the trained and untrained hand. In our task subjects learned to make accurate reaches to targets in four visual feedback conditions: rotated 45 degrees, rotated 105 degrees, reversed left to right and rotated 45 degrees plus reversed. In all conditions the rotation was applied to the subject's feedback of their hand and not the targets. In the reversed and rotated-reversed condition, when the subject used their right hand, the feedback looked like their left hand (and vice versa). After a training period with one hand (e.g., right) subjects were tested with the opposite hand (e.g., left) on the same task. We predicted that after reaching with the right hand with reversed visual feedback the control of the left arm would also be altered-more so than after learning an equal-sized adjustment to right-arm reaching with a rotated, but non-reversed, view of their hand movements. Our results showed that people were able to learn the visuomotor adaptation with reversed visual feedback, but more interestingly, that learning occurred for the untrained hand as well for the reversed conditions alone. Here, vision alone--when it resembles the image of the opposite hand--led to improved initial performance for this opposite, untrained arm when reaching in a similar task. The brain seems to take advantage of reversed visual feedback of the arm to adjust the motor commands to the untrained arm in a way that facilitates transfer of the adaptation from one arm to the other.

Unilateral practice of a ballistic movement causes bilateral increases in performance and corticospinal excitability

It has long been known that practicing a task with one limb can result in performance improvements with the opposite, untrained limb. Hypotheses to account for cross-limb transfer of performance state that the effect is mediated either by neural adaptations in higher order control centers that are accessible to both limbs, or that there is a "spillover" of neural drive to the opposite hemisphere that results in bilateral adaptation. Here we address these hypotheses by assessing performance and corticospinal excitability in both hands after unilateral practice of a ballistic finger movement. Participants (n = 9) completed 300 practice trials of a ballistic task with the right hand, the aim of which was to maximize the peak abduction acceleration of the index finger. Practice caused a 140% improvement in right-hand performance and an 82% improvement for the untrained left hand. There were bilateral increases in the amplitude of responses to transcranial magnetic stimulation, but increased corticospinal excitability was not correlated with improved performance. There were no significant changes in corticospinal excitability or task performance for a control group that did not train (n = 9), indicating that performance testing for the left hand alone did not induce performance or corticospinal effects. Although the data do not provide conclusive evidence whether increased corticospinal excitability in the untrained hand is causally related to the cross-transfer of ballistic performance, the finding that ballistic practice can induce bilateral corticospinal adaptations may have important clinical implications for movement rehabilitation.

Effects of intermanual transfer induced by repetitive precision grip on input–output properties of untrained contralateral limb muscles

Although there were many reports relating to intermanual transfer of behavioral motor tasks in humans, it is still not well-known whether the transfer phenomenon between the trained and untrained hand is accompanied by corresponding changes in motor system. In the present study we applied transcranial magnetic stimulation to investigate the practice effects of unilateral fingertip precision grip on corticospinal excitability, regarding both the trained and untrained hand muscles. The results showed that after practice fingertip grip force became steady and safety margin dramatically decreased not only in the trained hand, but also in the untrained hand. Regarding MEP and background EMG (B.EMG) activities, the regression slope of MEP/B.EMG ratio in the first dorsal interosseous (FDI) muscle became significantly steeper after practice in both hands, but in the thenar (TH) muscle there were no clear modulations. These results indicated that through practice qualitative or functional changes of corticospinal systems related to the reorganization for a fingertip precision grip prominently reflect only on FDI muscle which plays a dominant role in the task. More importantly, such effects were simultaneously seen in the untrained hand correspondent to the trained hand, i.e., changes of input-output property in M1 occur not only in the trained hand, but also in the untrained hand. Based on the present results, we suggest that training-induced neural adaptations of the central nervous system may include improvement of its predicting fingertip grip force for self-lifting of the object in the untrained hand.

Enhancement of force after action observation: Behavioural and neurophysiological studies

We tested here the hypothesis that observing others’ actions can facilitate basic aspects of motor performance, such as force production, even if subjects are not required to immediately reproduce the observed actions and if they are not aware that observation can form the basis for procedural training. To this end, we compared in healthy volunteers the effects of repeated actual execution (MOV) or observation (OBS) of a simple intransitive movement (abduction of the right index and middle fingers). In a first experiment, we found that both actual and observational training significantly increased the finger abduction force of both hands. In the MOV group, force increases over pre-training values were significantly higher in the trained than in the untrained hand (50% versus 33%), whereas they were similar for the two hands in the OBS group (32% versus 30%). No force change was found in the control, untrained group. In a second experiment, we found that both training conditions significantly increased the isometric force exerted during right index finger abduction, whereas no post-training change in isometric force was found during abduction of the right little finger. Actual performance, imagination and, to a lower extent, observation of fingers movement enhanced the excitability of the corticospinal system targeting the first dorsal interosseus muscle, as tested by transcranial magnetic stimulation; pre- and post-training effects were of similar magnitude.These results show a powerful, specific role of action observation in motor training, likely exerted through premotor areas, which may prove useful in physiological and rehabilitative conditions.