Training-Induced Plasticity in Human Motor and Sensory Systems

描述（由申请人提供）：对运动系统可塑性的研究在很大程度上是与对感觉可塑性的研究分开发展的，好像训练引起的大脑变化是孤立地影响这些系统的。计划中的研究探索了这样一种观点，即学习的影响更为广泛，在感觉运动系统中，从大脑的运动区域传播到体感区域，反之亦然。本研究将系统探讨两种关于神经可塑性的假设：(1)运动学习改变了大脑的感知功能和体感区域的功能；(2)体感训练改变了大脑的运动功能和运动区域。我们的计划是解决运动学习对感觉系统的影响和体感知觉训练对运动系统的影响，通过使用一种凝聚力的方法，这两种假设是相似的，并结合了心理物理学，神经生理学和神经影像学技术。对于第一个假设，我们将对运动学习和感知变化具有相似的时间过程，并且在运动学习之后，运动遵循改变的感知边界的想法进行行为测试。我们将使用fMRI静息状态功能连通性分析来测试运动学习与大脑感觉区域的变化有关的想法，这些变化与学习和感知变化的行为测量有关。我们将通过使用脑电图（EEG）记录体感诱发电位（SEPs）来测试感觉功能的皮质变化，并将SEPs的变化与运动学习的测量联系起来。对于第二个假设，我们将对体感知觉训练提高运动学习速度并产生持续运动变化的想法进行行为测试，这种变化可以在长达一周的时间内进行测量。我们将使用静息状态成像来测试体感训练加强大脑运动区域的双侧功能连接的想法。我们将使用经颅磁刺激（TMS）来测试与初级运动皮层兴奋性的体感训练相关的变化。量化伴随体感训练和运动学习的大脑可塑性变化的能力，可能使我们更好地理解神经康复对感觉运动障碍的更广泛影响。对与体感和运动学习相关的大脑感觉和运动网络进行成像也可能有助于更好地诊断和跟踪治疗期间的脑神经可塑性。

DESCRIPTION (provided by applicant): Research on plasticity in motor systems has for the most part developed separately from work on sensory plasticity, as if training-induced changes to the brain affected each of these systems in isolation. The planned studies explore the idea that influences of learning are more extensive, and in the sensorimotor system, spread from motor to somatosensory areas of the brain and vice versa. The proposed studies will systematically explore two hypotheses about neuroplasticity: (1) that motor learning changes perceptual function and the function of somatosensory areas of the brain, and (2) that somatosensory training changes both motor function and motor areas of the brain. Our plan is to address the effects of motor learning on sensory systems and of somatosensory perceptual training on motor systems by using a cohesive approach that is similar for both hypotheses and combines psychophysical, neurophysiological and neuroimaging techniques. With respect to the first hypothesis, we will conduct behavioral tests of the idea that motor learning and perceptual change have a similar time course and that after motor learning, movements follow altered perceptual boundaries. We will use fMRI resting-state functional connectivity analyses to test the idea that motor learning is associated with changes to sensory areas of the brain and these changes are linked to behavioral measures of learning and perceptual change. We will test for cortical changes in sensory function by using electroencephalography (EEG) to record somatosensory evoked-potentials (SEPs) and relate changes in SEPs to measures of motor learning. For the second hypothesis, we will conduct behavioral tests of the idea that somatosensory perceptual training improves the rate of motor learning and produces persistent changes in movement that can be measured for periods of up to one week. We will use resting state imaging to test the idea that somatosensory training strengthens functional connectivity bilaterally in motor areas of the brain. We will use trans-cranial magnetic stimulation (TMS) to test for changes associated with somatosensory training in the excitability of primary motor cortex. The ability to quantify changes to brain plasticity that accompany both somatosensory training and motor learning may permit a better understanding of the broader effects of neurological rehabilitation on sensorimotor disorders. Imaging the sensory and motor networks of the brain that are associated with both somatosensory and motor learning may also lead to better diagnoses and tracking of brain neuroplasticity during therapy.