Intermanual transfer effects in sequential tactuomotor learning: evidence for effector independent coding

Results from our earlier brain imaging studies regarding motor learning have shown different areas activated during naive and practiced performance. When right handed participants moved a pen either with the dominant or non-dominant hand continuously through a cut-out maze as quickly and accurately as possible, practice resulted in decreased brain activity in right premotor and parietal areas as well as left cerebellum, while increased activity was found in the supplementary motor area (SMA). These lateralized practiced-related changes in brain activation suggest effector-independent abstract coding of information. To test this hypothesis more extensively, intermanual transfer of learning was examined in 24 male and female participants (12 right- and 12 left-handed) using the same maze-learning task. It was hypothesized that if an abstract representation of the movement is learned and stored, intermanual transfer effects should be more pronounced when participants transferred to a same maze as opposed to a mirror image of the maze. Errors and velocity were measured during the following conditions: initial naive performance (Naive); after practice on the maze (Prac); during intermanual transfer to the same maze (Transfer Identical); and to the mirror maze (Transfer Mirror). Transfer direction was tested from the dominant to non-dominant hand and vice versa. No significant differences were found between right- and left-handed participants, males and females, and transfer directions. However, intermanual transfer of learning was significantly greater to the identical maze as opposed to the mirror maze. These results showed that learning was indeed taking place at an abstract effector independent level

The role of the cerebellum in motor cognition.

Cerebellar data from five experiments using different groups of subjects performing the same motor learning task are presented. Positron emission tomography (pet) as well as functional magnetic resonance imaging (fmri) was used to study changes in cerebellar activations as an effect of learning. Cerebellar brain activations obtained during the performance of a new motor task were compared to activations during the performance of the same task after as well as during practice. To account for changes in velocity and somatosensory processing as an effect of practice, two control conditions were included. Behavioral data showed that as an effect of practice performance speed as well as accuracy increased in all five experiments and groups. Neuroimaging data from adults as well as children showed differential changes in brain activations in different cerebellar areas. In all experiments an area in the left lateral cerebellum showed practice-related decreases, which were most likely related to a decrease in errors. In two experiments a highly significant correlation was found between the decrease in errors and the decrease in left cerebellar activation. An area in the right lateral cerebellum and one in the ipsilateral anterior vermis showed activations that seemed related to the level of capacity at which the subjects were performing and might refer to timing-related aspects of the task

Functional changes in brain activity during acquisition and practice of movement sequences

In the present study, brain activations were measured using positron emission tomography (PET) over the course of practice. Fourteen right-handed participants were scanned during six 1-min periods of practice tracing a cutout maze design with their eyes closed. Practice-related decreases were found in the right premotor and posterior parietal cortex and left cerebellum, increases in the supplementary motor area (SMA) and primary motor cortex. The decrease in right premotor activity and the increase in SMA was significantly correlated with a decrease in the number of stops, implying involvement in learning and storing the movement sequence. The significant correlation between decreases in errors and left cerebellar and right posterior parietal activity suggests a role in accuracy. Involvement of the primary motor cortex in motor execution is indicated by the correlation of increased activation and movement speed. These results suggest that different neural structures (involving a premotor-parietalcerebellar circuit) play a role in a sequential maze learning task