Impairment of Retention But Not Acquisition of a Visuomotor Skill Through Time-Dependent Disruption of Primary Motor Cortex

Hadipour-Niktarash, Arash; Lee, Christine K.; Desmond, John E.; Shadmehr, Reza

doi:10.1523/jneurosci.2570-07.2007

Cited by 167 publications

(148 citation statements)

References 25 publications

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“…Activation of M1 using transcranial direct current stimulation (Galea et al, 2010) during rotation learning led to a slower rate of forgetting of the newly learned visuomotor transformation. Conversely, disruption of M1 activity using transcranial magnetic stimulation resulted in a faster rate of forgetting of the newly learned transformation (Hadipour-Niktarash et al, 2007). In any case, even if the visually induced correlations are in fact a result of a remnant motor program, it is important to stress that this program is activated by a visual cue, which is associated with a motor action.…”

Section: Alternative Interpretationsmentioning

confidence: 99%

The Representation of Visual and Motor Aspects of Reaching Movements in the Human Motor Cortex

Eisenberg¹,

Shmuelof²,

Vaadia³

et al. 2011

J. Neurosci.

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The human primary motor cortex (M1) is robustly activated during visually guided hand movements. M1 multivoxel patterns of functional MRI activation are more correlated during repeated hand movements to the same targets than to greatly differing ones, and therefore potentially contain information about movement direction. It is unclear, however, whether direction specificity is due to the motor command, as implicitly assumed, or to the visual aspects of the task, such as the target location and the direction of the cursor's trajectory. To disambiguate the visual and motor components, different visual-to-motor transformations were applied during an fMRI scan, in which participants made visually guided hand movements in various directions. The first run was the "baseline" (i.e., visual and motor mappings were matched); in the second run ("rotation"), the cursor movement was rotated by 45°with respect to the joystick movement. As expected, positive correlations were seen between the M1 multivoxel patterns evoked by the baseline run and by the rotation run, when the two movements were matched in their movement direction but the visual aspects differed. Importantly, similar correlations were observed when the visual elements were matched but the direction of hand movement differed. This indicates that M1 is sensitive to both motor and visual components of the task. However, repeated observation of the cursor movement without concurrent joystick control did not elicit significant activation in M1 or any correlated patterns of activation. Thus, visual aspects of movement are encoded in M1 only when they are coupled with motor consequences.

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Section: Alternative Interpretationsmentioning

confidence: 99%

The Representation of Visual and Motor Aspects of Reaching Movements in the Human Motor Cortex

Eisenberg¹,

Shmuelof²,

Vaadia³

et al. 2011

J. Neurosci.

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“…This idea is supported by data indicating that during saccade adaptation in patients with cerebellar cortical damage, there is a profound loss in the fast timescales of adaptation but less impairment in the slower adaptive processes (Xu-Wilson et al, 2009a). In reaching movements, transcranial magnetic stimulation of the lateral posterior parietal cortex (Della-Maggiore et al, 2004) or the motor cortex (Richardson et al, 2006;Hadipour-Niktarash et al, 2007) appears to specifically affect the slower adaptive processes. Interestingly, stimulation of posterior parietal cortex appears to have a stronger effect than stimulation of motor cortex.…”

Section: The Multiple Timescales Of Adaptationmentioning

confidence: 84%

Error Correction, Sensory Prediction, and Adaptation in Motor Control

Shadmehr¹,

Smith

Krakauer

2010

Annu. Rev. Neurosci.

1,523

1,274

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Motor control is the study of how organisms make accurate goal-directed movements. Here we consider two problems that the motor system must solve in order to achieve such control. The first problem is that sensory feedback is noisy and delayed, which can make movements inaccurate and unstable. The second problem is that the relationship between a motor command and the movement it produces is variable, as the body and the environment can both change. A solution is to build adaptive internal models of the body and the world. The predictions of these internal models, called forward models because they transform motor commands into sensory consequences, can be used to both produce a lifetime of calibrated movements, and to improve the ability of the sensory system to estimate the state of the body and the world around it. Forward models are only useful if they produce unbiased predictions. Evidence shows that forward models remain calibrated through motor adaptation: learning driven by sensory prediction errors.

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“…13) and enhancing it (using anodal tDCS in our study) may have opposite effects on consolidation. It is therefore conceivable that M1 is involved in early consolidation of motor skills and that this consolidation can be enhanced or disrupted by noninvasive cortical stimulation (14,51) either through a direct effect on M1 or indirectly through effects on other motor regions connected with M1. Whether there is a categorical difference when the between-session period includes sleep, as recently suggested by a study using rTMS and a variant of the SRTT (8), will require future investigation.…”

Section: Discussionmentioning

confidence: 99%

Noninvasive cortical stimulation enhances motor skill acquisition over multiple days through an effect on consolidation

Reis

Schambra

Cohen

et al. 2009

Proc. Natl. Acad. Sci. U.S.A.

1,221

1,130

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Motor skills can take weeks to months to acquire and can diminish over time in the absence of continued practice. Thus, strategies that enhance skill acquisition or retention are of great scientific and practical interest. Here we investigated the effect of noninvasive cortical stimulation on the extended time course of learning a novel and challenging motor skill task. A skill measure was chosen to reflect shifts in the task's speed-accuracy tradeoff function (SAF), which prevented us from falsely interpreting variations in position along an unchanged SAF as a change in skill. Subjects practiced over 5 consecutive days while receiving transcranial direct current stimulation (tDCS) over the primary motor cortex (M1). Using the skill measure, we assessed the impact of anodal (relative to sham) tDCS on both within-day (online) and betweenday (offline) effects and on the rate of forgetting during a 3-month follow-up (long-term retention). There was greater total (online plus offline) skill acquisition with anodal tDCS compared to sham, which was mediated through a selective enhancement of offline effects. Anodal tDCS did not change the rate of forgetting relative to sham across the 3-month follow-up period, and consequently the skill measure remained greater with anodal tDCS at 3 months. This prolonged enhancement may hold promise for the rehabilitation of brain injury. Furthermore, these findings support the existence of a consolidation mechanism, susceptible to anodal tDCS, which contributes to offline effects but not to online effects or long-term retention.long-term retention ͉ motor cortex ͉ motor learning ͉ transcranial direct current stimulation (tDCS) ͉ transcranial magnetic stimulation (TMS) A ccurate motor performance is essential to almost everything we do, from typing, to driving, to playing sports. Having a motor skill implies a level of performance in a given task that is only achievable through practice (1). Evidence indicates that motor skill learning can continue over a prolonged time period (2-5). Within-session performance improvements (online effects) occur in the minutes or hours of a single training session and continue over days and weeks of repeated training sessions until performance nears asymptotic levels. Changes in performance can also occur between training sessions (offline effects), i.e., performance at the beginning of session n ϩ 1 is different from performance at the end of session n (6, 7). We have intentionally chosen to avoid the use of the term ''offline learning'' because it has been used to refer to both a physiological process (consolidation) (6) and a particular measurement result (a positive offline effect) (8). Offline effects could also be negative, presumably because of forgetting processes (7). Skills can be retained to varying degrees over weeks to months after the completion of training (long-term retention) (5). Here we investigated the effect of noninvasive cortical stimulation on measurements of these 3 temporal components of skill learning (online effects, of...

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Impairment of Retention But Not Acquisition of a Visuomotor Skill Through Time-Dependent Disruption of Primary Motor Cortex

Cited by 167 publications

References 25 publications

The Representation of Visual and Motor Aspects of Reaching Movements in the Human Motor Cortex

The Representation of Visual and Motor Aspects of Reaching Movements in the Human Motor Cortex

Error Correction, Sensory Prediction, and Adaptation in Motor Control

Noninvasive cortical stimulation enhances motor skill acquisition over multiple days through an effect on consolidation

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