ライフサイエンスコーパス: motor learning

1 it strategies in favor of low-level implicit motor learning.

2 t inhibiting ipsilateral regions can improve motor learning.

3 of D2R in spontaneous locomotor activity and motor learning.

4 oceptive function can become enhanced during motor learning.

5 del to study the brain mechanisms underlying motor learning.

6 engthen the view that tics may be related to motor learning.

7 that this work has for our understanding of motor learning.

8 r controlling cerebellar cortical output and motor learning.

9 s regarding the neural origin of explorative motor learning.

10 d how changes in sensory environments affect motor learning.

11 damage, enhanced remyelination and improved motor learning.

12 he mouse motor cortex during development and motor learning.

13 ganglia function, such as reinforcement and motor learning.

14 nce of new synapses as crucial substrates of motor learning.

15 nvolved in fine motor skill and specifically motor learning.

16 , when coupled with reinforcement, can drive motor learning.

17 cal network involved in error monitoring and motor learning.

18 rticipants showed evidence of proprioceptive-motor learning.

19 ic bias against using visual feedback during motor learning.

20 the adult CNS and were responsive to complex motor learning.

21 d investigate its significance and effect on motor learning.

22 learning, cNIC has no effect on D1R-mediated motor learning.

23 n in movement disorders by blocking aberrant motor learning.

24 pamine neurons reduced D2R-mediated aberrant motor learning.

25 of motor skills involves both perceptual and motor learning.

26 increased locomotor activity and attenuated motor learning.

27 eyeblink conditioning, a type of associative motor learning.

28 riatal signaling to protect against aberrant motor learning.

29 l by 'invigorating' movements and regulating motor learning.

30 ar, the dorsolateral striatum contributes to motor learning.

31 variability directly increases the speed of motor learning.

32 to be a mechanism of information storage in motor learning.

33 gative and positive motivational feedback in motor learning.

34 ve (IO) form a trisynaptic loop critical for motor learning.

35 y, both of which are required for reward and motor learning.

36 icity and stabilizes kinematics during early motor learning.

37 The cerebellum is essential in motor learning.

38 bution of motor and sensory factors to human motor learning.

39 ar consolidation process in M2 cortex during motor learning.

40 pendently involved in the earliest stages of motor learning.

41 ng the multiplicity of processes involved in motor learning.

42 ing training might yield faster, more robust motor learning.

43 y in delay eye-blink conditioning, a form of motor learning.

44 d across the Purkinje-cell population during motor learning.

45 llial loop in songbirds is involved in vocal motor learning.

46 nsorimotor cortex is known to play a role in motor learning.

47 he brain and may thus contribute directly to motor learning.

48 sorders in humans, produce an enhancement in motor learning.

49 tasks of exploratory behavior or procedural motor learning.

50 yet exhibits considerable plasticity during motor learning.

51 nger-timescale processes that may arise from motor learning.

52 libration of the VOR by cerebellum-dependent motor learning.

53 (PD) cause motor impairment through aberrant motor learning.

54 g from low-fidelity explicit strategy during motor learning.

55 sting that late-born OLs might contribute to motor learning.

56 participate in the regulation of cerebellar motor learning.

57 circuits are critical for motor control and motor learning.

58 motor cortex, thalamus, and striatum support motor learning.

59 worse perceptual learning but did not affect motor learning.

60 comes with the cost of reducing retention of motor learning.

61 or reward in a progressive ratio task or for motor learning.

62 bellum plays a key role in motor control and motor learning.

63 dulation are essential for specific forms of motor learning.

64 asizes the need for an embodied view of song motor learning.

65 ionship between task-related variability and motor learning.

66 ctions, activity-dependent transcription and motor learning.

67 or actions to enable smooth coordination and motor learning.

68 e, predictors of success during reward-based motor learning.

69 r producing a marked attenuation of implicit motor learning.

70 neural circuit coding in the brain to drive motor learning.

71 izing the potential benefits of reward-based motor learning.

72 captures our results and several features of motor learning.

73 ortex as an adaptive structure that supports motor learning.

74 e of ipsilateral motor and premotor areas in motor learning?

75 aled beneficial effects of tDCS on long-term motor learning: (1) stimulation protocols: anodal on the

76 Individual differences in motor learning ability are widely acknowledged, yet litt

77 haracteristic of motor performance, predicts motor learning ability.

78 e whether experimental tonic pain influences motor learning (acquisition and next-day retention) of a

79 ss whether application of DePo over M1 after motor learning affected (1) occlusion of LTP-like plasti

80 s done by the cue-wielding arm, we find that motor learning affects the whole body, changing motor-co

81 eported negative association of the SNP with motor learning and acute deficits, we unexpectedly found

82 ever, potential differences in mechanisms of motor learning and adaptation in HMD-VR versus a convent

83 essential for cerebellar development and for motor learning and altered mGluR1 signaling causes ataxi

84 examines this claim in the context of speech motor learning and biomechanics, proposing that stereoty

85 rior olive neurons in order to optimize both motor learning and control of high dimensional motor sys

86 mensionality of its neuronal activity during motor learning and control to cope with the low firing f

87 ons, ion channels, and receptors involved in motor learning and control.

88 ber, providing a partial explanation for the motor learning and coordination deficits observed in the

89 Furthermore, enhanced motor learning and coordination were observed in SB-trea

90 IP6K3-deleted mice display defects of motor learning and coordination.

91 ber, and the mutant mice display deficits in motor learning and coordination.

92 d corresponding impairments, most notably in motor learning and coordination.

93 Our analysis showed that explorative motor learning and decision-making could be modelled as

94 g the link between population variability in motor learning and GABA metabolism in the brain.

95 o have distinct but interacting functions in motor learning and habit formation.

96 ties of macroscopic cortical dynamics during motor learning and highlight the importance of M2 in con

97 to-trial movement variability can both drive motor learning and interfere with expert performance, su

98 of CX3CR1(high)Ly6C(low) monocytes impaired motor learning and learning-related dendritic spine plas

99 isms of motor modules, motor impairment, and motor learning and may lead to better understanding of t

100 cognitive representations are leveraged for motor learning and produce downstream consequences for b

101 ugs increasing GABAergic activity may impair motor learning and rehabilitation.

102 The striatum plays a fundamental role in motor learning and reward-related behaviors that are syn

103 the BDNF Val66Met variant negatively affects motor learning and severity of acute stroke.

104 ing GABAergic inhibition is a key feature of motor learning and so there is a possibility that GABA a

105 portant visual function that is critical for motor learning and social communication.

106 s, altered neuronal function, and defects in motor learning and social novelty interactions.

107 s consistent with a recent Hebbian theory of motor learning and suggests that cortico-basal ganglia p

108 t for the hypothesis that redundancy aids in motor learning and that the redundant component of motor

109 cerebellar Purkinje cells for the control of motor learning and timing.

110 to a new computational role for thalamus in motor learning and, more broadly, provide a framework fo

111 We have termed this phenomenon "aberrant motor learning" and have suggested that it may contribut

112 zones is critical for motor coordination and motor learning, and in several neurological diseases cer

113 Their impact on CN output, motor learning, and motor execution deserves further inv

114 Perceptual learning alters movements, motor learning, and motor networks of the brain.

115 ty of vital processes, including motivation, motor learning, and reinforcement learning.

116 ovement relationship develops as a result of motor learning, and we speculate that synaptic plasticit

117 ven that most of our computational models of motor learning are based on the idea that learning is mo

118 point to the idea that the initial stages of motor learning are not wholly motor but rather involve p

119 ons underlying cognitive strategies in human motor learning are poorly understood.

120 Mechanisms of cerebellar motor learning are still poorly understood.

121 When the error signals that guide human motor learning are withheld following training, recently

122 Using rotarod motor learning as a proxy for acquired repetitive behavi

123 ABA in human motor cortex during a period of motor learning, as well as during a period of movement a

124 e protective effect of cNIC against aberrant motor learning, because selective deletion of beta2 nico

125 sed a larval zebrafish model to study ocular motor learning behaviors.

126 and no study has compared the correlates of motor learning between a real and virtual tooling task.

127 y in either SPN population led to changes in motor learning but distinct effects on cellular physiolo

128 C1ql1-Bai3 signaling is required for motor learning but not for gross motor performance or co

129 in the both the fast and slow processes for motor learning but that aging effects on the slow proces

130 ls with contextual information necessary for motor learning, but how they encode this information is

131 Anxiety results in sub-optimal motor learning, but the precise mechanisms through which

132 e brain activity following a short period of motor learning, but their relationship with memory conso

133 ward, whereas loss of NF1 in D2R-MSNs delays motor learning by impeding the formation and consolidati

134 accomplished purely through observation, and motor learning by observing also critically depends on t

135 s able to predict participant performance in motor learning by using parameters estimated from the de

136 A recent study shows that motor learning can be accomplished purely through observ

137 This suggests that explorative motor learning can be formalised as a sequential decisio

138 hanges in the weight, motor coordination and motor learning capability of mice.

139 Motor learning changes perceptual function and the senso

140 However, how motor learning changes the dynamics of neuronal activity

141 When new motor learning changes the spinal cord, old behaviors ar

142 lthough cNIC mitigates D2R-mediated aberrant motor learning, cNIC has no effect on D1R-mediated motor

143 e the occlusion of LTP-like plasticity after motor learning comes with the cost of reducing retention

144 c plasticity, motor behavior, and cerebellar motor learning, comparing WT animals and mice where T-ty

145 These data suggest that during motor learning corticostriatal dynamics encode the refin

146 e brain regions and exhibit sensorimotor and motor learning deficiencies.

147 an H(3)R antagonist prevented cognitive and motor learning deficits and the loss of heteromer expres

148 el Kcnn2 in the motor cortex correlated with motor learning deficits in a mouse model of FASD.

149 study, we demonstrate procedural memory and motor learning deficits in two different HD mice and at

150 acologically or chemogenetically rescued the motor learning deficits seen upon NF1 loss in D2R-MSN.

151 We found that motor learning deficits upon NF1 loss were associated wi

152 hese mutant mice exhibited severe cerebellar motor learning deficits.

153 hemogenetic or genetic strategies alleviated motor-learning deficits in parkinsonian mice, pointing t

154 The results indicate that initial stages of motor learning depend on plasticity in somatic and prefr

155 The magnitudes of both plasticity and motor learning depend on the duration of the CS response

156 Motor learning depends on synaptic plasticity between co

157 Thus, motor learning does not identify a single error cue base

158 In the motor learning domain, this phenomenon has been a puzzle

159 ing task with haptic feedback to investigate motor learning during tool use.

160 the force is ideally suited to investigating motor learning during tool use.

161 ust meta-analysis identified novel long-term motor learning effects with tDCS and motor practise post

162 and complexity of movement, variability, and motor learning, enabling an in-depth understanding of th

163 ect could suppress motor recovery and reduce motor learning, even when patients receive appropriate r

164 education-matched computer users in standard motor learning experiments.

165 s an excellent model of cerebellar-dependent motor learning for many decades.

166 tibulo-ocular reflex (VOR), a simple form of motor learning for which a large body of experimental da

167 n between frontal white matter integrity and motor learning found in former non-concussed athletes wa

168 eralization, the brain's ability to transfer motor learning from one context to another, occurs in a

169 Motor learning has been shown to depend on multiple inte

170 gait velocity following a period of implicit motor learning has implications for gait rehabilitation

171 on, whether and how redundancy might promote motor learning has not been investigated.

172 Numerous studies of motor learning have examined the adaptation of hand traj

173 gnals and rules controlling the induction of motor learning have not been fully elucidated.

174 lts provide novel insights into reward-based motor learning, highlighting a key role for domain-speci

175 avioral abnormalities, including deficits in motor learning, hyperactivity, and increased risk-taking

176 ur findings demonstrate that precisely timed motor learning improves recovery from demyelinating inju

177 nal magnetic resonance imaging correlates of motor learning in a preregistered longitudinal study wit

178 , we used behavioural techniques to quantify motor learning in autism spectrum disorder, and structur

179 nctional context for these mechanisms during motor learning in behaving monkeys.

180 e relationship between motor variability and motor learning in both humans and animal models.

181 We suggest that the abnormal patterns of motor learning in children with autism spectrum disorder

182 vention strategy to facilitate cognition and motor learning in healthy and diseased populations of al

183 re on CNS contributions to motor control and motor learning in healthy individuals provides a framewo

184 This "dual" tDCS method enhances motor learning in healthy subjects and facilitates motor

185 , showing that motor variability facilitates motor learning in humans and that our nervous systems ac

186 and pFFs) at the earliest possible stage of motor learning in humans-after just a single-movement ex

187 First, we asked if well-known features of motor learning in lab-based experiments generalize to a

188 al for motor learning.SIGNIFICANCE STATEMENT Motor learning in mice depends on corticostriatal BDNF s

189 GluA3 in cerebellar synaptic plasticity and motor learning in mice.

190 quisition of D2R-antagonist-induced aberrant motor learning in mice.

191 rs are among the most important for studying motor learning in multiple species including humans.

192 e the broken escalator phenomenon to explore motor learning in patients with functional gait disorder

193 et polymorphism, a genetic variant linked to motor learning in regions of the mirror neuron system, a

194 We have used motor learning in smooth pursuit eye movements of monkey

195 f Nogo-A in cortical synaptic plasticity and motor learning in the uninjured adult rodent motor corte

196 stroke, they would provide a way to optimise motor learning in these patients.

197 n in-depth understanding of the structure of motor learning in three ways: First, while expecting mos

198 have intentionally separated perceptual and motor learning in time so that we can assess functional

199 aken together, this points to an approach to motor learning in which perceptual learning and sensory

200 nd hedonic responses to music on arousal and motor-learning in a naive population.

201 vestigates the short-term changes (e.g. fast motor learning) in the alpha and beta event-related desy

202 units in dopamine neurons mitigates aberrant motor learning induced by dopamine D2 receptor (D2R) blo

203 ork against aberrant plasticity and aberrant motor learning induced by motor experience under dopamin

204 These results indicate that motor learning induces widespread cortical synaptic pote

205 earch focuses on the initial stages of human motor learning, introducing a new experimental model tha

206 We conclude that the two-state model of motor learning is a close approximation of sensorimotor

207 While motor learning is a complex process that can be modeled,

208 we present evidence for the idea that speech motor learning is accompanied by changes to the neural c

209 Motor learning is accompanied by widespread changes with

210 Motor learning is also accompanied by changes in somatos

211 pecificity of this pathway in the context of motor learning is critical to advancing the efficacy of

212 l dynamics of different brain regions during motor learning is critical to device optimal interventio

213 Motor learning is essential to maintain accurate behavio

214 ly, and regulation of BDNF expression during motor learning is highest in corticostriatal projection

215 However, how computer use affects motor learning is largely understudied.

216 The role of the cerebellum in non-motor learning is poorly understood.

217 A fundamental goal of motor learning is to establish the neural patterns that

218 One of the functions of the cerebellum in motor learning is to predict and account for systematic

219 d adaptation, a type of cerebellum-dependent motor learning, is associated with both motor and propri

220 conditioning--a form of cerebellum-dependent motor learning--is impaired, and observe deregulation of

221 In human motor learning, it is thought that the more information

222 the known contributions of the cerebellum to motor learning, it remains unclear whether such observab

223 in profiling, we show that activation of the motor-learning-linked granule neuron circuit reorganizes

224 ulation of a putative cellular mechanism for motor learning, long-term depression (LTD) at parallel f

225 extual fear conditioning, grip strength, and motor learning, mainly in Tg but not WT mice.

226 task that heavily relies on error-dependent motor learning mechanisms, its role during motor skill l

227 It plays key roles in motor control and motor learning, memory formation, and reward-seeking beh

228 A common assumption regarding error-based motor learning (motor adaptation) in humans is that its

229 During motor learning, movements and underlying neural activity

230 eral or ipsilateral motor cortex facilitated motor learning nearly twice as strongly as unihemispheri

231 e cell output may underlay impaired adaptive motor learning observed in Neurod2 mutants.

232 ce outcome signals may support reinforcement motor learning of skilled behavior.

233 ened novelty-induced locomotion and impaired motor learning on the accelerating rotarod.

234 t, heterozygous mutants are not defective in motor learning or fear conditioning, but do exhibit mild

235 by rises in simple spike activity for either motor learning or homeostatic functions.

236 how synchrony of basal ganglia output during motor learning or in pathological conditions may render

237 nknown which circuits implement this form of motor learning, or how.

238 hat closely approximates the key features of motor learning outside of the laboratory.

239 Utilizing a novel motor learning paradigm in which the hands of two - indi

240 We compared two motor learning paradigms that elicited equally robust pu

241 by brain pathway duplication from an ancient motor learning pathway.

242 One hypothesis of motor learning posits that for a sensorimotor task with

243 analysis investigated the effects of tDCS on motor learning post-stroke.

244 r of authors have asked whether this type of motor learning problem might be very similar to a range

245 rough coordinated sensory, sensorimotor, and motor learning processes distributed throughout a well-d

246 Here we examined whether fast and slow motor learning processes involved in learning novel dyna

247 mals have a basic toolkit of associative and motor learning processes, the key ingredients for the cu

248 eport in mouse motor cortex that sleep after motor learning promotes the formation of postsynaptic de

249 Further research on reinforcement-based motor learning regimes is warranted to translate these p

250 regions to this behavior, perhaps including motor learning regions abutting the complex vocal-learni

251 The theory of cerebellar motor learning relies on movement errors signalled by cl

252 Previous studies have shown that motor learning results in at least two important neuroph

253 by learning; however, to what extent and how motor learning shapes this relationship are not fully un

254 asizes the need for an embodied view of song motor learning.SIGNIFICANCE STATEMENT Fine motor skill l

255 des is expected to play an important role in motor learning.SIGNIFICANCE STATEMENT In Purkinje neuron

256 rtex and that cortical BDNF is essential for motor learning.SIGNIFICANCE STATEMENT Motor learning in

257 termining individual ability in reward-based motor learning.SIGNIFICANCE STATEMENT Reward-based motor

258 During speech production and speech motor learning, speakers' experience matched auditory an

259 lates of cortical plasticity associated with motor learning, specifically relevant in therapeutic eff

260 However, several previous motor learning studies and the multiplicity of the neura

261 BACKGROUND AND The effects of motor learning, such as motor adaptation, in stroke reha

262 Recent studies of human speech motor learning suggest that learning is accompanied by c

263 Current models of motor learning suggest that multiple timescales support

264 The current view of motor learning suggests that when we revisit a task, the

265 we studied performance during an explorative motor learning task and a decision-making task which had

266 In vivo imaging of AS-PaRac1 revealed that a motor learning task induced substantial synaptic remodel

267 nd exhibited atypical movements on a skilled-motor learning task relative to wild-type controls.

268 tion was closely related to performance in a motor learning task such that subjects who demonstrated

269 be predictive of their performance during a motor learning task.

270 Here, subjects participated in a speech motor-learning task involving adaptation to altered audi

271 Motor learning tasks are often classified into adaptatio

272 The addition of rewarding feedback to motor learning tasks has been shown to increase the rete

273 learning.SIGNIFICANCE STATEMENT Reward-based motor learning tasks have repeatedly been shown to lead

274 Here we show that different motor learning tasks induce dendritic Ca(2+) spikes on d

275 ated after performing two different types of motor learning tasks that are known to process cerebella

276 ivity encodes performance errors during many motor learning tasks, but the role of these error signal

277 to physiological plasticity and to distinct motor learning tasks, which suggests they represent sepa

278 Only a few studies have assessed different motor-learning tasks and their effects on neurophysiolog

279 We compared different motor-learning tasks, i.e. model-free vs. model-based le

280 with passive movement results in benefits to motor learning that are as great as those observed for a

281 nk conditioning (EBC), a form of associative motor learning that depends on DCN plasticity.

282 of CS-related input to the cerebellum during motor learning that is maintained even after the conditi

283 icant reduction in GABA concentration during motor learning that was not seen in an equivalent motor

284 is known that behavioral context can modify motor learning, the circuit basis of such modulation has

285 In the initial stages of motor learning, the placement of the limbs is learned pr

286 Based on a motor learning theoretical context and on the failure of

287 states (e.g., velocity) play in this form of motor learning, there is little information on the relat

288 tion, as well as the mechanisms that support motor learning under conditions of very long-term traini

289 The acquired motor learning was disrupted by the optical shrinkage of

290 The importance of motor learning was underscored as the changes were much

291 ms of cortical plasticity, including skilled motor learning, we hypothesized that cholinergic systems

292 hanges in synaptic plasticity correlate with motor learning, we trained rats to learn a skilled forel

293 cerebellar activity relates to movement and motor learning, we used optogenetics to manipulate spont

294 These increases in motor learning were accompanied by increases in fMRI act

295 conditioned place preference for cocaine, or motor learning, when compared with wild-type littermates

296 Here we asked whether, in the context of motor learning where errors decrease across trials, peop

297 ry feedback, an experimental model of speech motor learning which like visuo-motor adaptation in limb

298 A are suggested to be a key feature of human motor learning, which raises questions about whether dru

299 BDNF in 3-month-old mice results in impaired motor learning while space memory is preserved.

300 and error-based processes are essential for motor learning, with the cerebellum thought to be requir