ライフサイエンスコーパス: motor learning

1 gative and positive motivational feedback in motor learning.

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

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

4 icity and stabilizes kinematics during early motor learning.

5 The cerebellum is essential in motor learning.

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

7 ar consolidation process in M2 cortex during motor learning.

8 pendently involved in the earliest stages of motor learning.

9 oceptive function can become enhanced during motor learning.

10 ng the multiplicity of processes involved in motor learning.

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

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

13 del to study the brain mechanisms underlying motor learning.

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

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

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

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

18 yet exhibits considerable plasticity during motor learning.

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

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

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

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

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

24 participate in the regulation of cerebellar motor learning.

25 circuits are critical for motor control and motor learning.

26 worse perceptual learning but did not affect motor learning.

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

28 ortex as an adaptive structure that supports motor learning.

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

30 rmation from multiple brain regions to shape motor learning.

31 en implicated to be involved in this form of motor learning.

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

33 l test reveals impaired cerebellum-dependent motor learning.

34 hese mechanisms may participate in long-term motor learning.

35 the implication of this STP neuron enzyme in motor learning.

36 atory behavior, defective motor control, and motor learning.

37 nje cells selectively impairs late stages of motor learning.

38 g to engage cognitive circuitry important in motor learning.

39 ctivity and coactivation also decreased with motor learning.

40 g associative, cerebellum-dependent forms of motor learning.

41 uditory systems in competition during speech motor learning.

42 dates for the functional elements that drive motor learning.

43 for proper motor coordination, balance, and motor learning.

44 ibutes to the process of adaptation in human motor learning.

45 on the neural circuitry involved in natural motor learning.

46 required for on-line control of movement and motor learning.

47 r controlling cerebellar cortical output and motor learning.

48 erlie the reduction in metabolic cost during motor learning.

49 depression (LTD), which underlies cerebellar motor learning.

50 CX3CR1 deficiency also affects motor learning.

51 g an excellent model for studying vertebrate motor learning.

52 d might mediate sensorimotor integration and motor learning.

53 ovide insight into other forms of vertebrate motor learning.

54 Proper timing is a critical aspect of motor learning.

55 formance evaluation is a critical feature of motor learning.

56 he understanding of the neural substrates of motor learning.

57 stioning whether sleep actively consolidates motor learning.

58 s regarding the neural origin of explorative motor learning.

59 dopa treatment is a manifestation of rescued motor learning.

60 d how changes in sensory environments affect motor learning.

61 damage, enhanced remyelination and improved motor learning.

62 he mouse motor cortex during development and motor learning.

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

64 nvolved in fine motor skill and specifically motor learning.

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

66 t inhibiting ipsilateral regions can improve motor learning.

67 cal network involved in error monitoring and motor learning.

68 rticipants showed evidence of proprioceptive-motor learning.

69 ic bias against using visual feedback during motor learning.

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

71 d investigate its significance and effect on motor learning.

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

73 n in movement disorders by blocking aberrant motor learning.

74 of D2R in spontaneous locomotor activity and motor learning.

75 pamine neurons reduced D2R-mediated aberrant motor learning.

76 of motor skills involves both perceptual and motor learning.

77 increased locomotor activity and attenuated motor learning.

78 eyeblink conditioning, a type of associative motor learning.

79 riatal signaling to protect against aberrant motor learning.

80 ar, the dorsolateral striatum contributes to motor learning.

81 variability directly increases the speed of motor learning.

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

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

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

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

86 haracteristic of motor performance, predicts motor learning ability.

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

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

89 triatal TrkB activation in mice and improved motor learning after traumatic brain injury in rats.

90 d or neutral conditions in eliciting lasting motor learning, an advantage driven by offline memory ga

91 that (1) metabolic power would decrease with motor learning and (2) muscle activity and coactivation

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

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

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

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

96 ry and excitatory interneurons important for motor learning and cognition.

97 resulting from loss of FGFR signaling impair motor learning and coordination in FGFR DKO mice.

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

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

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

101 lterations are accompanied by improved adult motor learning and coordination.

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

103 occlusion of LTP-like plasticity induced by motor learning and disrupted skill retention relative to

104 vidence of actual metabolic reduction during motor learning and for a reaching task.

105 Motor learning and functional recovery from brain damage

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

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

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

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

110 or LTP are also crucial for certain types of motor learning and memory.

111 ive input from the APB increased the rate of motor learning and reduced performance variability, whil

112 activity, suggesting that they contribute to motor learning and sensorimotor integration.

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

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

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

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

117 his causes AIS disintegration, impairment of motor learning and the abolition of the spontaneous toni

118 orrelated positively with both the degree of motor learning and the degree of fMRI signal change with

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

120 metabolic cost has yet to be measured during motor learning and/or arm reaching.

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

122 What determines the specificity of motor learning, and can this be reliably made more gener

123 mine (DA) is critical for motor performance, motor learning, and corticostriatal plasticity.

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

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

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

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

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

129 ap expansions associated with perceptual and motor learning are followed by a period of map renormali

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

131 Mechanisms of cerebellar motor learning are still poorly understood.

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

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

134 itically important for error-driven adaptive motor learning, as evidenced by the fact that cerebellar

135 ing the role of the climbing fibre system in motor learning, as opposed to those addressing the olivo

136 robots or treadmills are often used to drive motor learning because they can create novel physical en

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

138 o modification may be relevant to short-term motor learning behavior and learning-related brain activ

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

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

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

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

143 rimotor error and clock signals that trigger motor learning by controlling cerebellar Purkinje cell s

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

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

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

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

148 , basal ganglia, and primary motor cortex to motor learning can begin to be inferred from explicit co

149 Thus, cerebellum-dependent motor learning can improve the precision of movements by

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

151 ange the body weight, motor coordination and motor learning capability of wild type mice commonly use

152 Motor learning changes perceptual function and the senso

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

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

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

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

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

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

159 Mice lacking TRIP8b demonstrated motor learning deficits and enhanced resistance to multi

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

161 hese mutant mice exhibited severe cerebellar motor learning deficits.

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

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

164 earning tasks and a significant reduction in motor-learning-dependent synapse formation.

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

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

167 gated by inhibition, is well suited to drive motor learning during adaptation of the vestibulo-ocular

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

169 , adult lynx1KO mice demonstrated comparable motor learning enhancements as the soluble transgenic li

170 pressing a secreted variant of lynx leads to motor learning enhancements whereas overexpression of fu

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

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

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

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

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

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

177 rioceptive input in the motor cortex and the motor learning gain: increasing the integration of propr

178 work that accounts for failure or success of motor learning generalization.

179 However, testing this prediction in motor learning has been problematic in simple laboratory

180 Motor learning has been shown to depend on multiple inte

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

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

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

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

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

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

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

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

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

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

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

192 ults suggest that song learning in birds and motor learning in mammals use conserved basal ganglia si

193 ons of the cerebellar cortex, can also drive motor learning in mice.

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

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

196 se results support the use of ERC to enhance motor learning in PD as defined by increased acquisition

197 We aimed to test effects of cued training on motor learning in PD.

198 nisms underlying the ontogeny of associative motor learning in rats.

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

200 e variability of smooth eye movements during motor learning in rhesus monkeys.

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

202 e molecules restrict synaptic plasticity and motor learning in the healthy brain.

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

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

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

206 of behavioural assays, including analysis of motor learning in vestibulo-ocular reflex and rotarod te

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

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

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

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

211 ngs suggest that the ontogeny of associative motor learning involves developmental changes in sensory

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

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

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

215 Motor learning is accompanied by widespread changes with

216 Motor learning is also accompanied by changes in somatos

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

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

219 Motor learning is enhanced by anodal tDCS, as long as ac

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

221 Although motor learning is likely to involve multiple processes,

222 tanding of how such plasticity might produce motor learning is limited, in part because of the paucit

223 From this we conclude the motor learning is more sensitive to loss of lynx functio

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

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

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

227 For birdsong, as for other motor learning, it has generally been assumed that a sub

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

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

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

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

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

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

234 During motor learning, movements and underlying neural activity

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

236 evaluate the Marr-Albus hypothesis that such motor learning occurs at the Purkinje (P)-cell of the ce

237 Motor learning occurs through interactions between the c

238 ty in cortex, and that it can be modified by motor learning or attention.

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

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

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

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

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

244 processes, phenomena observed in error-based motor learning paradigms tend to be conceptualized in te

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

246 Current models of motor learning posit that skill acquisition involves bot

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

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

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

250 Adaptation is an error-driven motor learning process that can account for predictable

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

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

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

254 physiological mechanism that could modulate motor learning rates.

255 be a key to understanding motor development, motor learning, recovery after CNS injury, and evolution

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

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

258 precise contribution of the basal ganglia to motor learning remains unclear but one consistent findin

259 Eyeblink conditioning, a type of associative motor learning, requires the cerebellum.

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

261 Human and animal studies have shown that motor learning results in long-term potentiation (LTP)-l

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

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

264 t may enhance training-induced cognitive and motor learning, such as brain stimulation and neuropharm

265 and key elements of interventions that drive motor learning, such as intensity and task progression,

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

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

268 nock-out had no impact on episodic memory or motor learning, suggesting that the effects are task-dep

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

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

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

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

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

274 We used the accelerating rotarod as a motor learning task.

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

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

277 Motor learning tasks are often classified into adaptatio

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

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

280 nce was assessed using implicit grammar- and motor-learning tasks and a detailed neuropsychological t

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

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

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

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

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

286 ave the capacity to use motor adaptation and motor learning to fairly rapidly engage hindlimb/trunk-c

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

288 Primer we shall consider these components of motor learning using as an example how we learn to play

289 Thus, this form of motor learning was associated with greater structural st

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

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

292 Using rotarod as a test for motor learning, we found that expressing a secreted vari

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

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

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

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

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

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

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

300 have all been shown to suffer from impaired motor learning without being ataxic, were tested for soc