Functional Brain Changes Following Cognitive and Motor Skills Training

Patel, Ronak; Spreng, R. Nathan; Turner, Gary R.

doi:10.1177/1545968312461718

Cited by 85 publications

(73 citation statements)

References 73 publications

(39 reference statements)

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“…While models we discussed here exist to explain the general distinction between novel and well-practiced tasks, there is a gap in this literature in understanding how this shift occurs. Although these changes may be obscured in traditional analysis (Kelly & Garavan, 2005;Patel et al, 2013;Poldrack, 2000) there is evidence that, even over the course of an initial pre-training scan, changes in neural activation attributable to learning the stimuli can be found (Petersen et al, 1998). Our approach offers an alternative for both identifying when shifts in cognitive processing occur and also for building hypotheses concerning the expected impact cognitive changes have on neural activation.…”

Section: Models Of Practice and The Brainmentioning

confidence: 89%

“…Much of the prior work exploring the impact of practice on neural activation forgoes an exploration of the continuous changes associated with practice in favor of pre-and post-training contrasts (for reviews: Kelly & Garavan, 2005;Patel et al, 2013). While models we discussed here exist to explain the general distinction between novel and well-practiced tasks, there is a gap in this literature in understanding how this shift occurs.…”

Section: Models Of Practice and The Brainmentioning

confidence: 93%

“…Many studies on the impact of practice occur over long periods of time, such as hours or days (e.g. Lee et al, 2012;Tang & Posner, 2014), using contrasts between trained and untrained tasks to observe gross structural changes (Lövdén, Wenger, Mårtensson, Lindenberger, & Bäckman, 2013), as well as changes in functional activation (Patel, Spreng, & Turner, 2013). In a review of this literature, Kelly and Garavan (2005) acknowledge the importance of considering the impact of practice on strategic changes in how the task is performed.…”

Section: Models Of Practice and The Brainmentioning

confidence: 97%

“…The scaffolding framework is one of a family of frameworks researchers have pieced together to interpret changes in neural activation that occur during skill acquisition (e.g. Kelly & Garavan, 2005;Patel et al, 2013). While these studies often mention the previously described models of skill acquisition (e.g.…”

Section: Models Of Practice and The Brainmentioning

confidence: 98%

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Phases of learning: How skill acquisition impacts cognitive processing

Tenison

Fincham

Anderson

2016

Cognitive Psychology

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This fMRI study examines the changes in participants' information processing as they repeatedly solve the same mathematical problem. We show that the majority of practice-related speedup is produced by discrete changes in cognitive processing. Because the points at which these changes take place vary from problem to problem, and the underlying information processing steps vary in duration, the existence of such discrete changes can be hard to detect. Using two converging approaches, we establish the existence of three learning phases. When solving a problem in one of these learning phases, participants can go through three cognitive stages: Encoding, Solving, and Responding. Each cognitive stage is associated with a unique brain signature. Using a bottom-up approach combining multi-voxel pattern analysis and hidden semi-Markov modeling, we identify the duration of that stage on any particular trial from participants brain activation patterns. For our top-down approach we developed an ACT-R model of these cognitive stages and simulated how they change over the course of learning. The Solving stage of the first learning phase is long and involves a sequence of arithmetic computations. Participants transition to the second learning phase when they can retrieve the answer, thereby drastically reducing the duration of the Solving stage. With continued practice, participants then transition to the third learning phase when they recognize the problem as a single unit and produce the answer as an automatic response. The duration of this third learning phase is dominated by the Responding stage.

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Section: Models Of Practice and The Brainmentioning

confidence: 89%

Section: Models Of Practice and The Brainmentioning

confidence: 93%

Section: Models Of Practice and The Brainmentioning

confidence: 97%

Section: Models Of Practice and The Brainmentioning

confidence: 98%

See 2 more Smart Citations

Phases of learning: How skill acquisition impacts cognitive processing

Tenison

Fincham

Anderson

2016

Cognitive Psychology

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“…Yet, more recent research has provided evidence that these two domains are more interrelated than previously thought. A number of studies have provided evidence for links between motor and cognitive brain regions through neuroimaging or neuroanatomical studies [1,2]. It has also been shown that both motor and cognitive areas of the brain are co-activated during the performance of motor or cognitive tasks [1].…”

Section: Introductionmentioning

confidence: 99%

Relating motor and cognitive interventions in animals and humans

Carruthers¹,

Zampieri²,

Damiano³

2014

Translational Neuroscience

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Cognition and motor performance are essential components of human functioning. Recent research has provided evidence that these two domains are more interrelated than previously thought. This is a potentially important area of research with many questions that warrant further exploration and have practical implications to the field of neurological rehabilitation. In this review of literature we included animals and humans in healthy conditions as well as pathological conditions affecting the central nervous system. Our primary goal was to comprehensively review the relevant basic science and clinical literature on the e ects of motor interventions on cognitive function and vice versa. We found more evidence supporting positive effects of exercise on cognition than effects of cognitive training on motor function. In addition, we examined the extent to which findings from animal literature have been or can be translated to humans. We found that, with the exception of one study in monkeys, most animal studies which investigate rodents are somewhat challenging to translate to human studies, independent of the intervention employed. It is difficult to find a human parallel to exercise in rodents, because both the voluntary and forced exercise paradigms used in rodents happen in a di erent context than humans. In addition it is difficult to find an animal parallel to cognitive training in humans, because the environmental enrichment intervention cannot be considered "purely" cognitive stimulation as it also involves sensory, motor and social components. We conclude the review by suggesting avenues for future research and intervention strategies.

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Neuroanatomy of Violence and Aggression

Yang

2017

The Wiley Handbook of Violence and Aggression

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An increasing number of structural imaging studies have investigated the neural bases of violent behavior and aggression in recent years. Findings from these studies have suggested that violent behavior and aggression may be consequences of deficits in multiple brain regions involved in behavioral control, emotional regulation, and reward processing. In addition, some evidence points to potential distinct neural mechanisms underlying different forms of aggression. Evidence from lesion studies further suggests the possibility of a causal relationship between brain deficits and the development of violent behavior and aggression. The chapter also considers whether genetic vulnerabilities may interact with environmental risk in the development of brain structure, leading to violent and aggressive behavior. Last, it is noted that further development of effective intervention and treatment is needed to explore the possibility of reversing and remediating brain deficits to alleviate the impact of violence and aggression on the individual and society.

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Functional Brain Changes Following Cognitive and Motor Skills Training

Cited by 85 publications

References 73 publications

Phases of learning: How skill acquisition impacts cognitive processing

Phases of learning: How skill acquisition impacts cognitive processing

Relating motor and cognitive interventions in animals and humans

Neuroanatomy of Violence and Aggression

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