MODULATION OF MUSCLE RESPONSES EVOKED BY TRANSCRANIAL MAGNETIC STIMULATION DURING THE ACQUISITION OF NEW FINE MOTOR-SKILLS
MODULATION OF MUSCLE RESPONSES EVOKED BY TRANSCRANIAL MAGNETIC STIMULATION DURING THE ACQUISITION OF NEW FINE MOTOR-SKILLS
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DOI：
10.1152/jn.1995.74.3.1037
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发表时间：
1995-09-01
影响因子：
2.5
通讯作者：
HALLETT, M
中科院分区：
文献类型：
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作者：
PASCUALLEONE, A;DANG, N;HALLETT, M
1.我们使用经颅磁刺激（TMS）来研究人体运动系统的可塑性变化在获得新的精细运动技能中的作用。我们绘制了学习单手五指钢琴练习的受试者的针对对侧长指屈肌和伸肌的皮质运动区。在第二个实验中，我们研究了同一五指练习的心理和身体练习对针对任务所涉及肌肉的皮质运动区的调节的不同影响。在 5 天的过程中，当受试者通过每天 2 小时的手动练习课程学习单手、五指运动时，针对长手指屈肌和伸肌的皮层运动区域扩大，其激活阈值降低。这种变化仅限于练习中使用的手的皮质表征。每天接受 TMS 映射但根本不练习钢琴的对照组受试者（对照组 1）的皮质运动输出没有发生变化。3。我们研究了在没有特定技能学习的情况下增加手部使用的效果，受试者每天只用右手随意弹钢琴 2 小时，但没有接受五指练习（对照组 2），也没有练习任何特定任务。在这些对照受试者中，皮质运动输出的变化与学习新技能的测试受试者中发生的变化相似，但明显不那么明显。4。在第二个实验中，受试者被随机分配到身体练习组、心理练习组或对照组。各练习组的受试者在身体或精神上独立练习五指钢琴练习，每天2小时，持续5天。对照组不进行练习。所有受试者每天都进行针对长指屈肌和伸肌的皮质运动区的 TMS 绘图。5。在5天的时间里，仅靠心理练习就能使五指练习的表现得到显着改善，但这种改善明显小于仅靠身体练习所产生的效果。然而，单独的心理练习会导致运动系统发生可塑性变化，这与通过重复的身体练习获得技能所发生的变化相同。6．我们得出的结论是，正确演奏五指钢琴练习所需的运动技能的获得与任务中涉及的肌肉的皮质运动输出的调制有关。这种快速调节可能是通过增加现有神经回路中的突触功效（长期增强）或由于去抑制而暴露现有连接来实现的。7。仅心理练习似乎就足以促进参与运动技能学习早期阶段的神经回路的调节。这种调节不仅可以显着提高表现，而且似乎可以使受试者以最少的身体练习来进一步学习技能。
1. We used transcranial magnetic stimulation (TMS) to study the role of plastic changes of the human motor system in the acquisition of new fine motor skills. We mapped the cortical motor areas targeting the contralateral long finger flexor and extensor muscles in subjects learning a one-handed, five-finger exercise on the piano. In a second experiment, we studied the different effects of mental and physical practice of the same five-finger exercise on the modulation of the cortical motor areas targeting muscles involved in the task.2. Over the course of 5 days, as subjects learned the one-handed, five-finger exercise through daily 2-h manual practice sessions, the cortical motor areas targeting the long finger flexor and extensor muscles enlarged, and their activation threshold decreased. Such changes were limited to the cortical representation of the hand used in the exercise. No changes of cortical motor outputs occurred in control subjects who underwent daily TMS mapping but did not practice on the piano at all (control group 1).3. We studied the effect of increased hand use without specific skill learning in subjects who played the piano at will for 2 h each day using only the right hand but who were not taught the five-finger exercise (control group 2) and who did not practice any specific task. In these control subjects, the changes in cortical motor outputs were similar but significantly less prominent than in those occurring in the test subjects, who learned the new skill.4. In the second experiment, subjects were randomly assigned to a physical practice group, a mental practice group, or a control group. Subjects in each practice group physically or mentally practiced the five-finger piano exercise independently for 2 h daily for 5 days. The control group did not practice the exercise. All subjects had daily TMS mapping of the cortical motor areas targeting the long finger flexor and extensor muscles.5. Over the course of 5 days, mental practice alone led to significant improvement in the performance of the five-finger exercise, but the improvement was significantly less than that produced by physical practice alone. However, mental practice alone led to the same plastic changes in the motor system as those occurring with the acquisition of the skill by repeated physical practice.6. We conclude that acquisition of the motor skills needed for the correct performance of a five-finger piano exercise is associated with modulation of the cortical motor outputs to the muscles involved in the task. This rapid modulation may occur through an increase of synaptic efficacy in existing neural circuits (long-term potentiation) or unmasking of existing connections due to disinhibition.7. Mental practice alone seems to be sufficient to promote the modulation of neural circuits involved in the early stages of motor skill learning. This modulation not only results in marked performance improvement but also seems to place the subjects at an advantage for further skill learning with minimal physical practice.