Functional imaging studies have revealed recruitment of ipsilateral motor areas during the production of sequential unimanual finger movements. This phenomenon is more prominent in the left hemisphere during left-hand movements than in the right hemisphere during right-hand movements. Here we investigate whether this lateralization pattern is related specifically to the sequential structure of the unimanual action or generalizes to other complex movements. Using event-related fMRI, we measured activation changes in the motor cortex during three types of unimanual movements: repetitions of a sequence of movements with multiple fingers, repetitive "chords" composed of three simultaneous key presses, and simple repetitive tapping movements with a single finger. During sequence and chord movements, strong ipsilateral activation was observed and was especially pronounced in the left hemisphere during left-hand movements. This pattern was evident for both right-handed and, to a lesser degree, left-handed individuals. Ipsilateral activation was less pronounced in the tapping condition. The site of ipsilateral activation was shifted laterally, ventrally, and anteriorly with respect to that observed during contralateral movements and the time course of activation implied a role in the execution rather than planning of the movement. A control experiment revealed that strong ipsilateral activity in left motor cortex is specific to complex movements and does not depend on the number of required muscles. These findings indicate a prominent role of left hemisphere in the execution of complex movements independent of the sequential nature of the task.

This study examined the representational nature of configural response learning using a task that required simultaneous keypresses with 2 or 3 fingers, similar to the production of chords on the piano. If the benefits of learning are related to the retrieval of individual stimulus-response mappings, performance should depend on the frequencies of the individual responses forming each chord. Alternatively, learning may involve the encoding of configural information concerning the relationship between the chord elements. In Experiment 1, training was restricted to a subset of the 120 possible 3-element chords. Probe blocks included the practiced chords, chords composed of novel configurations of practiced elements (reconfigured), and chords that contained a new element (new). Practiced chords were performed faster than reconfigured chords, indicating learning involves the encoding of configural information. Experiment 2 showed that learning was not restricted to configurations within each hand. Experiments 3 and 4 demonstrated that learning was largely response based.

While early cortical visual areas contain fine scale spatial organization of neuronal properties, such as orientation preference, the spatial organization of higher-level visual areas is less well understood. The fMRI demonstration of face-preferring regions in human ventral cortex and monkey inferior temporal cortex ("face patches") raises the question of how neural selectivity for faces is organized. Here, we targeted hundreds of spatially registered neural recordings to the largest fMRI-identified face-preferring region in monkeys, the middle face patch (MFP), and show that the MFP contains a graded enrichment of face-preferring neurons. At its center, as much as 93% of the sites we sampled responded twice as strongly to faces than to nonface objects. We estimate the maximum neurophysiological size of the MFP to be ϳ6 mm in diameter, consistent with its previously reported size under fMRI. Importantly, face selectivity in the MFP varied strongly even between neighboring sites. Additionally, extremely face-selective sites were ϳ40 times more likely to be present inside the MFP than outside. These results provide the first direct quantification of the size and neural composition of the MFP by showing that the cortical tissue localized to the fMRI defined region consists of a very high fraction of face-preferring sites near its center, and a monotonic decrease in that fraction along any radial spatial axis.

The basal ganglia and cerebellum have both been implicated in motor skill acquisition. Recent hypotheses concerning cognitive functions of the basal ganglia and cerebellum have emphasized that these subcortical structures may also contribute to nonmotor learning. To explore this issue, patients with Parkinson's disease (PD) and patients with cerebellar lesions (CB) were tested on two category-learning tasks. Identical stimulus displays were used for the two tasks, consisting of a reference line and target line. In the length task, the two categories were defined based on the length of the target line. In the distance task, the two categories were defined by the distance between the target and reference lines. Thus, both categories could be defined by a simple rule in which attention must be restricted to a single relevant dimension. Consistent with previous results, the patients with PD were impaired on both tasks compared with neurologically healthy controls. In contrast, the CB patients performed similar to the control participants. Model-based analyses indicate that the patients with PD were able to select the appropriate categorization rule, but that they adopted suboptimal category boundaries in both conditions and were more variable in the application of the selected rule. These results provide an important neuropsychological dissociation on a non-motor-learning task between the effects of basal ganglia and cerebellar lesions. Moreover, the modeling work suggests that at least part of the Parkinson patients' impairment on these tasks reflect a tendency to exhibit strong response biases.