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Related Experiment Videos

Motor sequence learning: a study with positron emission tomography

I H Jenkins1, D J Brooks, P D Nixon

  • 1MRC Cyclotron Unit, Hammersmith Hospital, London, United Kingdom.

The Journal of Neuroscience : the Official Journal of the Society for Neuroscience
|June 1, 1994
PubMed
Summary
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Positron emission tomography reveals distinct brain patterns during motor sequence learning. New learning engages prefrontal cortex and cerebellum more, while overlearned sequences activate supplementary motor areas.

Area of Science:

  • Neuroscience
  • Cognitive Neuroscience
  • Motor Control

Background:

  • Motor sequence learning is crucial for skill acquisition.
  • Understanding the neural basis of motor learning differentiates between learning new tasks and performing established ones.

Purpose of the Study:

  • To investigate the functional anatomy of motor sequence learning using positron emission tomography (PET).
  • To differentiate brain activation patterns between learning new motor sequences and performing overlearned sequences.

Main Methods:

  • Positron emission tomography (PET) was used to scan subjects under three conditions: rest, performing an overlearned motor sequence, and learning new motor sequences.
  • Subjects learned keypress sequences via trial and error with auditory feedback, eyes closed.

Related Experiment Videos

  • Brain activity was compared across conditions to identify task-specific activations and deactivations.

    • Main Results:

    • Both learning and performing motor sequences activated the contralateral sensorimotor cortex compared to rest.
    • New sequence learning uniquely activated the prefrontal cortex and showed greater activation in the lateral premotor cortex and cerebellum.
    • Performance of overlearned sequences showed greater activation in the supplementary motor area; parietal cortex activation was higher during new learning.
    • The putamen showed equal activation in both motor tasks, while the cerebellum showed more extensive activation during new learning.
    • Activity decreased in prestriate cortex, inferotemporal cortex, and hippocampus during both motor tasks, with greater decreases during new learning.

    Conclusions:

    • The cerebellum appears critical for motor task automatization, while the putamen may be involved in both learning and retrieval.
    • Prefrontal cortex activation during new motor sequence learning suggests its role in generating novel responses.
    • Reduced activity in visual processing areas during new learning may indicate a mechanism of selective attention involving suppression of non-task-relevant modalities.