The motor engram as a dynamic change of the cortical network during early sequence learning: An fMRI study

Hamano, Yuki H.; Sugawara, Sho K.; Yoshimoto, Takaaki; Sadato, Norihiro

doi:10.1016/j.neures.2019.03.004

Cited by 17 publications

(22 citation statements)

References 95 publications

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“…Learning, as Kolb writes, is indeed a continuous process grounded in experience. Parietal areas are involved in representation of even simple information, such as speed of movement (Hamano et al, 2020), so some information flows from SC, but broader C subnetworks are not activated. Brain dynamics of some autistic people may be dominated by processes in the motor networks MM, with repetitive movement or echolalia.…”

Section: Experiential Learning Stylesmentioning

confidence: 99%

Experiential Learning Styles and Neurocognitive Phenomics

Duch

2020

Preprint

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Phenomics is concerned with detailed description of all aspects of organisms, from their physical foundations at genetic, molecular and cellular level, to behavioural and psychological traits. Neuropsychiatric phenomics, endorsed by NIMH, provides such broad perspective to understand mental disorders. It is clear that learning sciences also need similar approach that will integrate efforts to understand cognitive processes from the perspective of the brain development, in temporal, spatial, psychological and social aspects. The brain is a substrate shaped by genetic, epigenetic, cellular and environmental factors including education, individual experiences and personal history, culture, social milieu. Learning sciences should thus be based on the foundation of neurocognitive phenomics. A brief review of selected aspects of such approach is presented, outlining new research directions. Central, peripheral and motor processes in the brain are linked to David Kolb inventory of the learning styles. Even with such simplified model based on connectome for 3 regions 84 brain states may be distinguished. Transitions between such states are quite likely, so it is not clear that human behavior, including learning styles, can be clustered into a small number of meaningful types.

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Section: Experiential Learning Stylesmentioning

confidence: 99%

Experiential Learning Styles and Neurocognitive Phenomics

Duch

2020

Preprint

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“…A previous study using 7T machine showed no change in Glu within M1 during motor sequence learning using a serial reaction time task 17 . It is important to point out that, instead of implicit learning which mainly involved in the M1 31 , we adopted the explicit motor sequence learning, which is known to recruit global brain network 9,32 . The motor engram was shown to be generated in the parietal regions distant from M1 during the explicit learning with the instruction of "tap the sequence as fast and correct as possible" (maximum mode), whereas generated in the M1 and dorsal premotor cortex during the implicit learning through visually guided constant speed execution (constant mode) 9 .…”

Section: Discussionmentioning

confidence: 99%

“…It is important to point out that, instead of implicit learning which mainly involved in the M1 31 , we adopted the explicit motor sequence learning, which is known to recruit global brain network 9,32 . The motor engram was shown to be generated in the parietal regions distant from M1 during the explicit learning with the instruction of "tap the sequence as fast and correct as possible" (maximum mode), whereas generated in the M1 and dorsal premotor cortex during the implicit learning through visually guided constant speed execution (constant mode) 9 . Glu is known to exhibit a global effect on the BOLD response via glutamatergic projections to other cortical regions rather than modulating the BOLD response within the acquired MRS voxel 33,34 .…”

Section: Discussionmentioning

confidence: 99%

“…The difference between a goal and feedback is referred to as a challenge, which is crucial for motor skill learning and retention 4,5 . Challenge makes trainees exert an effort into the relevant training; for example, the sequential nger-tapping learning paradigm is frequently utilized in the neuroimaging eld [6][7][8][9][10][11] wherein participants are usually instructed to practice a given sequence "as fast and as accurately as possible." In these situations, participants must rst retrieve the sequence to conduct the practice.…”

Section: Introductionmentioning

confidence: 99%

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Sequential Finger-tapping Learning Mediated by the Primary Motor Cortex and Fronto-parietal Network: A Combined MRI-MRS Study

Maruyama¹,

Fukunaga²,

Sugawara³

et al. 2021

Preprint

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The primary motor cortex (M1) is crucial for motor learning. However, the interaction of the M1 with other brain areas during motor learning remains unclear. We hypothesized that the fronto-parietal execution network (FPN) provides the learning-related information that is crucial for flexible cognitive control required for practice. We assessed the network-level changes during sequential finger-tapping learning “as fast and as accurately as possible”, by combining magnetic resonance spectroscopy, task functional magnetic resonance imaging (fMRI), and resting-state fMRI methods using a 7T MR machine. An increase in the glutamate/GABA ratio in the right M1 was positively correlated with task performance improvement. There was a motor learning-related increase in preparatory activity in the fronto-parietal region, with an overlap between the FPN and sensorimotor network (SMN). The learning-related increments in M1-seeded functional connectivity with the FPN, but not the SMN, were positively correlated with changes in the glutamate/GABA ratio in M1. These connectivity changes were more prominent in the parietal region than in the frontal region. Our findings indicate that motor learning driven by cognitive control is associated with local variation in the excitatory-inhibitory balance in the M1 that reflects remote connectivity with the FPN, thereby representing the formation of declarative procedural skills.

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“…The ability to transform visual information into motor or somatosensory information is presumably learned by interactions with other individuals and objects (Gazzola & Keysers, 2009;Hamano et al, 2019). From early childhood, people learn to associate visual inputs with motor actions and somatosensory sensations.…”

Section: Transforming Visual Information Into Motor and Somatosensorymentioning

confidence: 99%

Photographs Beyond Concepts: Access to Actions and Sensations

Kislinger

2020

Review of General Psychology

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One of the most important things people see is what other people do. In photographs of actions, people see what other people have done. This analysis focuses on photographs of motor actions or interactions taken in naturally occurring situations. I suggest that such photographs represent special meanings, which I call action-related meanings. I examined the hypothesis that viewers understand these meanings by establishing motor and somatosensory neural representations of pictured actions, which would also be activated if viewers would actually perform these actions. This correspondence provides a special access to bodily meanings of pictured actions. Based on findings on vision and reactions to photographs from multiple research areas, I developed a novel framework that describes the neural basis of understanding action-related meanings of photographs; how these meanings differ from conceptual meanings; the characteristics of pictured actions, which influence the strength of motor and somatosensory responses; the processes making these responses accessible to conscious experiencing; and the potential emotional, social, and cultural value of photographs picturing actions. The proposed framework contains a number of predictions, which can be tested by future empirical investigations. The analysis aims to contribute to a better understanding of the meanings represented by photographs of actions.

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The motor engram as a dynamic change of the cortical network during early sequence learning: An fMRI study

Cited by 17 publications

References 95 publications

Experiential Learning Styles and Neurocognitive Phenomics

Experiential Learning Styles and Neurocognitive Phenomics

Sequential Finger-tapping Learning Mediated by the Primary Motor Cortex and Fronto-parietal Network: A Combined MRI-MRS Study

Photographs Beyond Concepts: Access to Actions and Sensations

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The motor engram as a dynamic change of the cortical network during early sequence learning: An fMRI study

Cited by 17 publications

References 95 publications

Experiential Learning Styles and Neurocognitive Phenomics

Experiential Learning Styles and Neurocognitive Phenomics

Sequential Finger-tapping Learning Mediated by the Primary Motor Cortex and Fronto-parietal Network: A Combined MRI-MRS&nbsp;Study

Photographs Beyond Concepts: Access to Actions and Sensations

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Sequential Finger-tapping Learning Mediated by the Primary Motor Cortex and Fronto-parietal Network: A Combined MRI-MRS Study