Online feedback enhances early consolidation of motor sequence learning and reverses recall deficit from transcranial stimulation of motor cortex.
Online feedback enhances early consolidation of motor sequence learning and reverses recall deficit from transcranial stimulation of motor cortex.
复制标题
DOI：
10.1016/j.cortex.2015.06.012
复制
发表时间：
2015-10
期刊：
影响因子：
--
通讯作者：
Wassermann EM
中科院分区：
文献类型：
--
作者：
Wilkinson L;Steel A;Mooshagian E;Zimmermann T;Keisler A;Lewis JD;Wassermann EM
反馈和金钱奖励可以促进运动技能的学习，表明奖励系统的参与。连续θ波爆发（cTBS）经颅磁刺激初级运动区（M1）破坏加工，降低兴奋性和损害运动学习。为了观察反馈和奖励是否能克服与M1 cTBS相关的学习障碍，我们在两组参与者执行有反馈和没有反馈的运动序列学习任务之前，对他们进行了真实或虚假的刺激。参与者接受了两个混合序列的训练，一个发生85%的时间（“可能”序列），另一个发生15%的时间（“不可能”序列）。我们以反应时间（RT）和错误率（RT和错误率差异得分）在可能和不可能试验之间的差异来衡量序列学习。在cTBS后60分钟，用相同的学习指标测试了参与者的序列回忆。真实刺激对初始序列学习和序列知识回忆的影响以误差差分衡量，对序列知识回忆的影响以RT差分衡量。与非反馈学习相比，在真实刺激组和假刺激组中，在序列学习过程中引入反馈改善了以RT差值为指标的后续序列知识回忆，并且反馈逆转了我们在非反馈学习条件下观察到的基于RT差值的真实cTBS序列知识回忆障碍。只有在非反馈条件下的真实cTBS组在研究结束时测试时没有显示出明确的序列知识的证据。反馈提高了内隐和外显运动序列知识的回忆，并能保护序列知识免受M1抑制的影响。在运动技能学习中加入反馈和金钱奖励/惩罚可能有助于克服记忆障碍或加速临床和其他环境中的训练。
Feedback and monetary reward can enhance motor skill learning, suggesting reward system involvement. Continuous theta burst (cTBS) transcranial magnetic stimulation of the primary motor area (M1) disrupts processing, reduces excitability and impairs motor learning. To see whether feedback and reward can overcome the learning impairment associated with M1 cTBS, we delivered real or sham stimulation to two groups of participants before they performed a motor sequence learning task with and without feedback. Participants were trained on two intermixed sequences, one occurring 85% of the time (the “probable” sequence) and the other 15% of the time (the “improbable” sequence). We measured sequence learning as the difference in reaction time (RT) and error rate between probable and improbable trials (RT and error difference scores). Participants were also tested for sequence recall with the same indices of learning 60 min after cTBS. Real stimulation impaired initial sequence learning and sequence knowledge recall as measured by error difference scores and impaired sequence knowledge recall as measured by RT difference score. Relative to non-feedback learning, the introduction of feedback during sequence learning improved subsequent sequence knowledge recall indexed by RT difference score, in both real and sham stimulation groups and feedback reversed the RT difference score based sequence knowledge recall impairment from real cTBS that we observed in the non-feedback learning condition. Only the real cTBS group in the non-feedback condition showed no evidence of explicit sequence knowledge when tested at the end of the study. Feedback improves recall of implicit and explicit motor sequence knowledge and can protect sequence knowledge against the effect of M1 inhibition. Adding feedback and monetary reward/punishment to motor skill learning may help overcome retention impairments or accelerate training in clinical and other settings.