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Functional anatomy of motor skill learning
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Distinct contribution of the cortico-striatal and cortico-cerebellar systems to motor skill learning
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Schendan HE, Searl MM, Melrose RJ, Stern CE: An FMRI study of the role of the medial temporal lobe in implicit and explicit sequence learning. Neuron 2003, 37:1013-1025. Using fMRI at 3.0 Tesla, the authors present the most compelling evidence that both implicit and explicit learning of a sequence of movements requires the contribution of the hippocampus and its associated cortical medio-temporal limbic areas. Thus, this suggests that this type of learning requires not only the usual motor-related structures forming the cortico-striatal and cortico-cerebellar systems but the limbic system also. This finding also emphasizes the notion that these systems can interact together to create new memories, such as motor skilled behaviors.
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Modular organization of internal models of tools in the human cerebellum
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Imamizu H, Kuroda T, Miyauchi S, Yoshioka T, Kawato M: Modular organization of internal models of tools in the human cerebellum. Proc Natl Acad Sci USA 2003, 100:5461-5466. Imamizu and co-workers have already reported that the lateral portion of the cerebellar cortex is crucial for maintaining the internal model necessary to improve on a motor adaptation task. In this subsequent study, the authors demonstrate that this phylogenetically older part of the cerebellum is modular in nature, and thus that it can store at least two different internal models useful to adapt to novel tools.
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Floyer-Lea A, Matthews PM: Changing brain networks for visuomotor control with increased movement automaticity. J Neurophysiol 2004, 92:2405-2412. The authors demonstrate that practice of a visuomotor task requiring continuous adaptation using a sensor pressure device produces dynamic shifts of activation within both the striatum (from caudate to putamen) and the cerebellum (cortex to dentate). In accordance with the results of several other studies, their findings contradict the notion that learning is merely associated with a more proficient cerebral subsystem than the one first recruited at the beginning of the learning process. They are consistent, however, with those of Doyon et al. [23] and Shadmehr and co-workers [28], who have also reported a shift in motor representation from the cerebellar cortex to the deep cerebellar nuclei.
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Floyer-Lea, A.1
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Multiple motor learning experiences enhance motor adaptability
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Seidler RD: Multiple motor learning experiences enhance motor adaptability. J Cogn Neurosci 2004, 16:65-73. This is an interesting behavioral study in healthy volunteers showing that the knowledge acquired through practice of motor adaptation tasks can transfer to other forms of adaptations. More importantly, however, the author also demonstrates that this newly acquired knowledge can result in significant increases of the subject's ability to learn sequential movements. Nonetheless, this ability to shift from one form of learning to another comes with a price, as movements learned under these conditions are less stable when faced with external perturbations.
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Smith MA, Shadmehr R: Intact ability to learn internal models of arm dynamics in Huntington's disease but not cerebellar degeneration. J Neurophysiol 2004. Epub ahead of print. This well-controlled study constitutes an elegant demonstration of the complementary role that the basal ganglia and cerebellum play in motor learning. The authors compare the performance of three groups of patients, one with Huntington's disease, one with a risk of developing Huntington's disease, and one with a circumscribed cerebellar degeneration, on a target-reaching task performed with a robot arm disturbed by a force field. The results demonstrate that the striatum contributes to our ability to correct our on-going movements on-line, whereas the cerebellum participates in our capacity to modify the internal model necessary to adapt to the task on subsequent trials through this feedback mechanism.
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Smith, M.A.1
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