LEARNING IN THE HUMAN MOTOR CORTEX

描述：（改编自研究者摘要）： 本研究旨在了解大脑皮层激活的动态变化， 是内隐运动学习的基础。在目前的提案中，我们使用序列号 Nissen和Bullemer的反应时任务（SRTT）作为内隐运动模型 学习和学习过程中皮层运动区的功能激活 使用分块设计和事件相关功能磁共振成像的性能。具体目标 （1）研究学习的神经基质， SRTT，其中受试者指向不同的空间目标集合，（2） 评估内隐学习障碍的功能相关性， 在等长条件下发生，（3）确定神经基质 基于表现的内隐学习的条件下， 通过改变刺激呈现的速率来操纵学习，以及（4） 在SRTT中，研究学习期间皮质运动区的激活， 事件相关功能磁共振成像为每个目标收集的数据将使我们能够 解决以下问题：（i）运动行为的哪个方面是编码的 什么是它的神经基板，（ii）本体感受的作用是什么？ 内隐学习中的反馈，以及它调节的方式 功能激活告诉我们关于学习过程本身，（iii）将 我们所观察到的学习和表现之间的分离， 在运动区域的差异激活中， 知识转化为行动，以及（iv）学习在多大程度上反映在变化中 皮层运动区之间激活的相对时间。我们的许多 运动行为是基于内隐学习的，内隐学习有可能 学习范式可以用于有益的运动康复， 中风

DESCRIPTION: (Adapted from the Investigator's Abstract): The long-term goal of this research is to understand the dynamic changes in cortical activation which underlie implicit motor learning. In the current proposal we use the serial reaction time task (SRTT) of Nissen and Bullemer as a model of implicit motor learning and study functional activation in cortical motor areas during its performance using both blocked design and event-related fMRI. The specific aims are as follows: (1) To study the neural substrate of learning in a variant of the SRTT in which subjects point to different sets of spatial targets, (2) to evaluate the functional correlates of an impairment in implicit learning which occurs under isometric conditions, (3) to determine the neural substrate of performance-based implicit learning in conditions in which the expression of learning is manipulated by varying the rate of stimulus presentation, and (4) to examine activation in cortical motor areas during learning in the SRTT using event-related fMRI. The data collected for each of the aims will enable us to address the following issues: (i) Which aspect of the motor behavior is encoded and what is its neural substrate, (ii) What is the role of proprioceptive feedback in implicit learning, and does the way in which it modulates functional activation inform us about the learning process itself, (iii) Will the dissociation we have observed between learning and performance be reflected in the differential activation of motor areas important for the translation of knowledge into action, and (iv) to what extent is learning reflected in changes in the relative timing of activation among cortical motor areas. As much of our motor behavior is based on implicit learning it is possible that implicit learning paradigms could be used beneficially for motor rehabilitation in stroke.