scholarly journals Motor-Skill Learning Is Dependent on Astrocytic Activity

2015 ◽  
Vol 2015 ◽  
pp. 1-11 ◽  
Author(s):  
Ragunathan Padmashri ◽  
Anand Suresh ◽  
Michael D. Boska ◽  
Anna Dunaevsky
Keyword(s):  
Motor Skill ◽  
Primary Motor Cortex ◽  
Skill Training ◽  
Long Term Potentiation ◽  
Skill Learning ◽  
Metabolic Inhibitor ◽  
Motor Skill Learning ◽  
Reaching Task ◽  
Learning Impairment

Motor-skill learning induces changes in synaptic structure and function in the primary motor cortex through the involvement of a long-term potentiation- (LTP-) like mechanism. Although there is evidence that calcium-dependent release of gliotransmitters by astrocytes plays an important role in synaptic transmission and plasticity, the role of astrocytes in motor-skill learning is not known. To test the hypothesis that astrocytic activity is necessary for motor-skill learning, we perturbed astrocytic function using pharmacological and genetic approaches. We find that perturbation of astrocytes either by selectively attenuating IP3R2 mediated astrocyte Ca2+signaling or using an astrocyte specific metabolic inhibitor fluorocitrate (FC) results in impaired motor-skill learning of a forelimb reaching-task in mice. Moreover, the learning impairment caused by blocking astrocytic activity using FC was rescued by administration of the gliotransmitter D-serine. The learning impairments are likely caused by impaired LTP as FC blocked LTP in slices and prevented motor-skill training-induced increases in synaptic AMPA-type glutamate receptorin vivo. These results support the conclusion that normal astrocytic Ca2+signaling during a reaching task is necessary for motor-skill learning.

scholarly journals MeCP2 deletion impaired layer 2/3-dominant dynamic reorganization of cortical circuit during motor skill learning

2019 ◽  
Author(s):  
Yuanlei Yue ◽  
Pan Xu ◽  
Zhichao Liu ◽  
Zekai Chen ◽  
Juntao Su ◽  
...  
Keyword(s):  
Motor Cortex ◽  
Rett Syndrome ◽  
Motor Skill ◽  
Procedural Learning ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Layer 2 ◽  
Cortical Circuit ◽  
Circuit Reorganization

AbstractMotor cortex displays remarkable plasticity during motor learning. However, it remains largely unknown how the highly dynamic motor cortical circuit reorganizes during reward-independent procedural learning at the populational level. Machine learning-based analysis of the neuronal events recorded with in vivo two-photon calcium imaging revealed procedural learning-induced circuit reorganization in superficial but not deep layers of the motor cortex while mice learned to run on a speed-controlled treadmill. Mice lacking Methyl-CpG-binding protein (MeCP2), an animal model for Rett Syndrome, exhibited impaired both procedural learning and dynamic circuit reorganization in layer 2/3, but not layer 5a. These results identify potential circuit mechanisms underlying motor skill learning disability caused by MeCP2 deletion and provide insight in developing therapies for Rett syndrome.

Motor skill training without online visual feedback enhances feedforward control

2021 ◽  
Author(s):  
Adi Raichin ◽  
Anat Shkedy Rabani ◽  
Lior Shmuelof
Keyword(s):  
Feedback Control ◽  
Visual Feedback ◽  
Performance Feedback ◽  
Motor Skill ◽  
Feedforward Control ◽  
Skill Training ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Motor Plan ◽  
Before And After

Motor skill learning involves improvement in feedforward control, the ability to execute a motor plan more reliably, and feedback control, the ability to adjust the motor plan on the fly. The dependence between these control components and the association between training conditions and their improvement have not been directly examined. This study characterizes the contribution of feedforward and feedback control components to motor skill learning using the Arc Pointing Task (APT), a drawing task that requires high motor acuity. In experiment 1, 3 groups of subjects were tested with online visual feedback before and after training with online visual feedback (OF group), with knowledge of performance feedback that was presented after movement completion (KP group), and with both online and KP feedback (KP+OF group). While the improvement of OF group was not different from the improvement of KP+OF group, comparison of the KP and KP+OF groups revealed an advantage to the KP group in the fast test speed, suggesting that training without online feedback leads to a greater improvement in feedforward control. In experiment 2, subject's improvement was examined using test probes for estimating feedback and feedforward control. Both KP+OF and KP groups showed improvement in feedforward and feedback conditions with a trend toward a greater improvement of the KP group. Our results suggest that online visual feedback suppresses improvement in feedforward control during motor skill learning.

Primary motor cortex disinhibition during motor skill learning

2014 ◽  
Vol 112 (1) ◽  
pp. 156-164 ◽  
Author(s):  
James P. Coxon ◽  
Nicola M. Peat ◽  
Winston D. Byblow
Keyword(s):  
Motor Cortex ◽  
Motor Learning ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Primary Motor Cortex ◽  
Brain Plasticity ◽  
Intracortical Inhibition ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Pinch Grip

Motor learning requires practice over a period of time and depends on brain plasticity, yet even for relatively simple movements, there are multiple practice strategies that can be used for skill acquisition. We investigated the role of intracortical inhibition in the primary motor cortex (M1) during motor skill learning. Event-related transcranial magnetic stimulation (TMS) was used to assess corticomotor excitability and inhibition thought to involve synaptic and extrasynaptic γ-aminobutyric acid (GABA). Short intracortical inhibition (SICI) was assessed using 1- and 2.5-ms interstimulus intervals (ISIs). Participants learned a novel, sequential pinch-grip task on a computer in either a repetitive or interleaved practice structure. Both practice structures showed equivalent levels of motor performance at the end of acquisition and at retention 1 wk later. There was a novel task-related modulation of 1-ms SICI. Repetitive practice elicited a greater reduction of 1- and 2.5-ms SICI, i.e., disinhibition, between rest and task acquisition, compared with interleaved practice. These novel findings support the use of a repetitive practice structure for motor learning because the associated effects within M1 have relevance for motor rehabilitation.

scholarly journals Reactivation-induced motor skill learning

2021 ◽  
Vol 118 (23) ◽  
pp. e2102242118
Author(s):  
Jasmine Herszage ◽  
Haggai Sharon ◽  
Nitzan Censor
Keyword(s):  
Motor Skill ◽  
Primary Motor Cortex ◽  
Test Session ◽  
Skill Learning ◽  
Higher Learning ◽  
Motor Skill Learning ◽  
Learning Gains ◽  
Motor Sequence ◽  
Memory Reactivation ◽  
Neurological Injuries

Learning motor skills commonly requires repeated execution to achieve gains in performance. Motivated by memory reactivation frameworks predominantly originating from fear-conditioning studies in rodents, which have extended to humans, we asked the following: Could motor skill learning be achieved by brief memory reactivations? To address this question, we had participants encode a motor sequence task in an initial test session, followed by brief task reactivations of only 30 s each, conducted on separate days. Learning was evaluated in a final retest session. The results showed that these brief reactivations induced significant motor skill learning gains. Nevertheless, the efficacy of reactivations was not consistent but determined by the number of consecutive correct sequences tapped during memory reactivations. Highly continuous reactivations resulted in higher learning gains, similar to those induced by full extensive practice, while lower continuity reactivations resulted in minimal learning gains. These results were replicated in a new independent sample of subjects, suggesting that the quality of memory reactivation, reflected by its continuity, regulates the magnitude of learning gains. In addition, the change in noninvasive brain stimulation measurements of corticospinal excitability evoked by transcranial magnetic stimulation over primary motor cortex between pre- and postlearning correlated with retest and transfer performance. These results demonstrate a unique form of rapid motor skill learning and may have far-reaching implications, for example, in accelerating motor rehabilitation following neurological injuries.

scholarly journals Interactions Among Learning Stage, Retention, and Primary Motor Cortex Excitability in Motor Skill Learning

2015 ◽  
Vol 8 (6) ◽  
pp. 1195-1204 ◽  
Author(s):  
Masato Hirano ◽  
Shinji Kubota ◽  
Shigeo Tanabe ◽  
Yoshiki Koizume ◽  
Kozo Funase
Keyword(s):  
Motor Cortex ◽  
Motor Skill ◽  
Primary Motor Cortex ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Learning Stage ◽  
Motor Cortex Excitability

Functional Reorganization of the Rat Motor Cortex Following Motor Skill Learning

1998 ◽  
Vol 80 (6) ◽  
pp. 3321-3325 ◽  
Author(s):  
Jeffrey A. Kleim ◽  
Scott Barbay ◽  
Randolph J. Nudo
Keyword(s):  
High Resolution ◽  
Motor Cortex ◽  
Motor Skill ◽  
Skill Learning ◽  
Group Differences ◽  
Motor Skill Learning ◽  
Adult Rats ◽  
Reaching Task ◽  
Functional Reorganization ◽  
Skilled Reaching

Kleim, Jeffrey A., Scott Barbay, and Randolph J. Nudo. Functional reorganization of the rat motor cortex following motor skill learning. J. Neurophysiol. 80: 3321–3325, 1998. Adult rats were allocated to either a skilled or unskilled reaching condition (SRC and URC, respectively). SRC animals were trained for 10 days on a skilled reaching task while URC animals were trained on a simple bar pressing task. After training, microelectrode stimulation was used to derive high resolution maps of the forelimb and hindlimb representations within the motor cortex. In comparison with URC animals, SRC animals exhibited a significant increase in mean area of the wrist and digit representations but a decrease in elbow/shoulder representation within the caudal forelimb area. No between-group differences in areal representation were found in either the hindlimb or rostral forelimb areas. These results demonstrate that motor skill learning is associated with a reorganization of movement representations within the rodent motor cortex.

scholarly journals Dopaminergic Projections from Midbrain to Primary Motor Cortex Mediate Motor Skill Learning

2011 ◽  
Vol 31 (7) ◽  
pp. 2481-2487 ◽  
Author(s):  
J. A. Hosp ◽  
A. Pekanovic ◽  
M. S. Rioult-Pedotti ◽  
A. R. Luft
Keyword(s):  
Motor Cortex ◽  
Motor Skill ◽  
Primary Motor Cortex ◽  
Skill Learning ◽  
Motor Skill Learning
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