SENSORY-MOTOR REPRESENTATION OF A LEARNED SKILL

鸟类发声控制系统为神经系统的许多方面提供了模型。 整合、可塑性和学习。 鸣禽学歌的方法是 模仿外部模型，以及参与发声的主要脑核团 行为已被确认。 这些细胞核是两性异形的， 在荷尔蒙的影响下发育 我建议通过以下方式来探索学习技能的感觉-运动表征： 研究其功能组织、生理特性、解剖结构 连接和发育的粗壮核archistriatalis（RA）， 在运动通路上的歌唱核，已知是必不可少的， [有声读物]有声读物的制作 主要实验方法 将是：1）在RA中定位电刺激的区域 2）绘制RA和RA之间的解剖学联系， 呼吸系统; 3）记录RA中与以下相关的神经活动： 在清醒的鸟类中产生和听到发声; 4）确定 RA的听觉输入来源; 5）研究RA的发展 RA和幼鸟发声系统其他部分之间的联系。 这些实验使用了几种方法来检查运动技能是如何被改变的。 歌曲是在发声控制核中表现的。 这些结果将帮助 阐明1）学习和未学习的成分如何结合， 产生复杂的行为，2）感知和运动的方式， 学习技能的各个方面在大脑中表现出来，3）学习技能的方式 大脑的结构在感觉运动的影响下发展 体验. 更好地理解这种形式所涉及的原则 可能反过来暗示了细胞机制， 鼓励或限制某种形式的学习。

The avian vocal control system provides a model for many aspects of neural integration, plasticity and learning. Songbirds learn their songs by imitating external models, and the major brain nuclei involved in vocal behavior have been identified. These nuclei are sexually dimorphic and develop under hormonal influence. I propose to explore the sensory-motor representation of a learned skill by studying the functional organization, physiological properties, anatomical connections and development of nucleus robustus archistriatalis (RA) , a nucleus on the motor pathway for song that is known to be essential for the ]production of learned vocalizations. The main experimental approaches will be: 1) Localizing areas in RA where electrical stimulation elicits song-like vocalizations; 2) mapping anatomical connections between RA and the respiratory system; 3) Recording neural activity in RA related to producing and hearing vocalizations in awake birds; 4) Determining the sources of auditory input to RA; and 5) Studying the development of connections between RA and other parts of the vocal system in young birds. These experiments use several approaches to examine how the motor skill of song is represented within a vocal control nucleus. The results will help to elucidate 1) how learned and unlearned components are combined to produce a complex behavior, 2) the way in which perceptual and motor aspects of a learned skill are represented in the brain, and 3) the way the structure of the brain develops under the influence of sensory-motor experience. A better understanding of the principles involved in this form of sensorimotor memory may in turn suggest cellular mechanisms that encourage or limit some forms of learning.