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Related Concept Videos

Long-term Potentiation01:25

Long-term Potentiation

Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
Hebbian LTP
LTP can occur when presynaptic neurons...
Long-term Potentiation01:35

Long-term Potentiation

Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre- and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
Neuroplasticity01:01

Neuroplasticity

Neuroplasticity reflects the brain's remarkable capacity to adapt and evolve, responding dynamically to learning, experiences, or injury by reorganizing its neural circuitry. This reorganization involves creating new neural connections and refining old ones through a series of biological processes that contribute to the brain's lifelong development and adaptability.
Role of Shaping in Operant Conditioning01:19

Role of Shaping in Operant Conditioning

Shaping is a technique used in operant conditioning to train complex behaviors by rewarding successive approximations toward the target behavior. This method is necessary because organisms are unlikely to perform complex behaviors spontaneously. Instead, shaping breaks down the desired behavior into small, manageable steps.
The steps involved in shaping begin with reinforcing any response that resembles the desired behavior. For example, parents might praise a child for picking up one toy. As...
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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Related Experiment Video

Updated: Jun 13, 2026

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice
06:04

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice

Published on: March 4, 2014

Skill Memory Expansion Shapes Micro-Scale Dynamics of Skill Learning.

Fumiaki Iwane, William Hayward, I M Dushyanthi Karunathilake

    Biorxiv : the Preprint Server for Biology
    |June 12, 2026
    PubMed
    Summary
    This summary is machine-generated.

    Early motor skill learning involves expanding skill memory, not fatigue. Researchers found high initial skill (HIS) segments during practice of repeating sequences, indicating growing skill representations.

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    Last Updated: Jun 13, 2026

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    Acquisition of a High-precision Skilled Forelimb Reaching Task in Rats

    Published on: June 22, 2015

    Area of Science:

    • Neuroscience
    • Cognitive Science
    • Motor Control

    Background:

    • Motor skill acquisition relies on refining action sequences.
    • The precise moment-to-moment dynamics of learning within trials are not well understood.

    Purpose of the Study:

    • To investigate the within-trial mechanisms of motor skill learning.
    • To determine if specific neural patterns correlate with skill acquisition dynamics.

    Main Methods:

    • Healthy participants learned generative sequential keypress skills at varying speeds.
    • Analysis of high initial skill (HIS) segments and their characteristics within trials.
    • Electrophysiological recordings to examine neural activity, including theta-gamma phase-amplitude coupling (θ/γ PAC) and beta-band bursts.

    Main Results:

    • High initial skill (HIS) segments, characterized by performance peaks and subsequent declines, emerged during learning of repeating sequences but not random ones.
    • The content of HIS segments scaled with execution speed and increased with practice, even after overall performance plateaued.
    • Increased θ/γ PAC and beta-band bursts were observed during HIS segments, with hippocampal θ/γ PAC predicting HIS content.

    Conclusions:

    • The findings suggest that the expansion of skill memory, rather than fatigue, drives early motor skill learning.
    • Theta-gamma phase-amplitude coupling in the hippocampus may facilitate the integration of successive actions into larger skill representations.
    • This study reveals a novel mechanism for understanding the progression of motor skill acquisition.