scholarly journals Using high-definition transcranial direct current stimulation to investigate the role of the dorsolateral prefrontal cortex in explicit sequence learning

2019 ◽  
Author(s):  
Hannah K. Ballard ◽  
Sydney M. Eakin ◽  
Ted Maldonado ◽  
Jessica A. Bernard
Keyword(s):  
Prefrontal Cortex ◽  
Skill Acquisition ◽  
Direct Current ◽  
Sequence Learning ◽  
Dorsolateral Prefrontal Cortex ◽  
Motor Sequence Learning ◽  
Motor Sequence ◽  
High Definition ◽  
Dorsolateral Prefrontal

AbstractThough we have a general understanding of the brain areas involved in motor sequence learning, there is more to discover about the neural mechanisms underlying skill acquisition. Skill acquisition may be subserved, in part, by interactions between the cerebellum and prefrontal cortex through a cerebello-thalamo-prefrontal network. In prior work, we investigated this network by targeting the cerebellum; here, we explored the consequence of stimulating the dorsolateral prefrontal cortex using high-definition transcranial direct current stimulation (HD-tDCS) before administering an explicit motor sequence learning paradigm. Using a mixed within- and between-subjects design, we employed anodal (n = 24) and cathodal (n = 25) HD-tDCS (relative to sham) to temporarily alter brain function and examine effects on skill acquisition. The results indicate that both anodal and cathodal prefrontal stimulation impedes motor sequence learning, relative to sham. These findings suggest an overall negative influence of active prefrontal stimulation on the acquisition of a sequential pattern of finger movements. Collectively, this provides novel insight on the role of the dorsolateral prefrontal cortex in initial skill acquisition, when cognitive processes such as working memory are used. Exploring methods that may improve motor learning is important in developing therapeutic strategies for motor-related diseases and rehabilitation.

scholarly journals Using high-definition transcranial direct current stimulation to investigate the role of the dorsolateral prefrontal cortex in explicit sequence learning

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0246849
Author(s):  
Hannah K. Ballard ◽  
Sydney M. Eakin ◽  
Ted Maldonado ◽  
Jessica A. Bernard
Keyword(s):  
Prefrontal Cortex ◽  
Skill Acquisition ◽  
Direct Current ◽  
Sequence Learning ◽  
Dorsolateral Prefrontal Cortex ◽  
Motor Sequence Learning ◽  
Motor Sequence ◽  
High Definition ◽  
Dorsolateral Prefrontal

Though we have a general understanding of the brain areas involved in motor sequence learning, there is more to discover about the neural mechanisms underlying skill acquisition. Skill acquisition may be subserved, in part, by interactions between the cerebellum and prefrontal cortex through a cerebello-thalamo-prefrontal network. In prior work, we investigated this network by targeting the cerebellum; here, we explored the consequence of stimulating the dorsolateral prefrontal cortex using high-definition transcranial direct current stimulation (HD-tDCS) before administering an explicit motor sequence learning paradigm. Using a mixed within- and between- subjects design, we employed anodal (n = 24) and cathodal (n = 25) HD-tDCS (relative to sham) to temporarily alter brain function and examine effects on skill acquisition. The results indicate that both anodal and cathodal prefrontal stimulation impedes motor sequence learning, relative to sham. These findings suggest an overall negative influence of active prefrontal stimulation on the acquisition of a sequential pattern of finger movements. Collectively, this provides novel insight on the role of the dorsolateral prefrontal cortex in initial skill acquisition, when cognitive processes such as working memory are used. Exploring methods that may improve motor learning is important in developing therapeutic strategies for motor-related diseases and rehabilitation.

scholarly journals Improving online and offline gain from repetitive practice using anodal tDCS at dorsal premotor cortex

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Taewon Kim ◽  
John J. Buchanan ◽  
Jessica A. Bernard ◽  
David L. Wright
Keyword(s):  
Direct Current ◽  
Sequence Learning ◽  
Transcranial Direct Current Stimulation ◽  
Premotor Cortex ◽  
Anodal Tdcs ◽  
Motor Sequence Learning ◽  
Motor Sequence ◽  
Dorsal Premotor Cortex ◽  
Recent Claim

AbstractAdministering anodal transcranial direct current stimulation at the left dorsal premotor cortex (PMd) but not right PMd throughout the repetitive practice of three novel motor sequences resulted in improved offline performance usually only observed after interleaved practice. This gain only emerged following overnight sleep. These data are consistent with the proposed proprietary role of left PMd for motor sequence learning and the more recent claim that PMd is central to sleep-related consolidation of novel skill memory.

scholarly journals Effects of cerebellar transcranial direct current stimulation on the cognitive stage of sequence learning

2019 ◽  
Vol 122 (2) ◽  
pp. 490-499 ◽  
Author(s):  
Hannah K. Ballard ◽  
James R. M. Goen ◽  
Ted Maldonado ◽  
Jessica A. Bernard
Keyword(s):  
Direct Current ◽  
Sequence Learning ◽  
Transcranial Direct Current Stimulation ◽  
Motor Sequence ◽  
High Definition ◽  
Direct Current Stimulation ◽  
Cerebellar Function ◽  
Specific Effects ◽  
Anodal Stimulation

Though the cerebellum has been previously implicated in explicit sequence learning, the exact role of this structure in the acquisition of motor skills is not completely clear. The cerebellum contributes to both motor and nonmotor behavior. Thus, this structure not only may contribute to the motoric aspects of sequence learning but may also play a role in the cognitive components of these learning paradigms. Therefore, we investigated the consequence of both disrupting and facilitating cerebellar function using high-definition transcranial direct current stimulation (tDCS) before the completion of an explicit motor sequence learning paradigm. Using a mixed within- and between-subjects design, we employed cathodal ( n = 21) and anodal ( n = 23) tDCS (relative to sham), targeting the lateral posterior cerebellum, to temporarily modulate function and investigate the resulting effects on the acquisition of a sequential pattern of finger movements. Results indicate that cathodal stimulation has a positive influence on learning while anodal stimulation has the opposite effect, relative to sham. Though the cerebellum is presumed to be primarily involved in motor function and movement coordination, our results support a cognitive contribution that may come into play during the initial stages of learning. Using tDCS targeting the right posterior cerebellum, which communicates with the prefrontal cortex via closed-loop circuits, we found polarity-specific effects of cathodal and anodal stimulation on sequence learning. Thus, our results substantiate the role of the cerebellum in the cognitive aspect of motor learning and provide important new insights into the polarity-specific effects of tDCS in this area. NEW & NOTEWORTHY The cerebellum contributes to motor and cognitive processes. Investigating the cognitive contributions of the cerebellum in explicit sequence learning stands to provide new insights into this learning domain, and cerebellar function more generally. Using high-definition transcranial direct current stimulation, we demonstrated polarity-specific effects of stimulation on explicit sequence learning. We speculate that this is due to facilitation of working memory processes. This provides new evidence supporting a role for the cerebellum in the cognitive aspects of sequence learning.

Sign in / Sign up

Export Citation Format

Share Document