ライフサイエンスコーパス: motor skill

1 dent circuits to learn distinct aspects of a motor skill.

2 properties that enable robust learning of a motor skill.

3 rtant input for successful learning of a new motor skill.

4 tudying the plasticity associated with a new motor skill.

5 erm change, that together constitute the new motor skill.

6 sulcus following training of a complex visuo-motor skill.

7 creased white matter volume predicted poorer motor skill.

8 eased white matter volume predicted improved motor skill.

9 t to the control of song, a complex, learned motor skill.

10 elated to the development and maintenance of motor skill.

11 nt practice, or recall of the newly acquired motor skill.

12 Birdsong is a learned, sequenced motor skill.

13 nt specialization of the left hemisphere for motor skill.

14 rtex of two monkeys while they learned a new motor skill.

15 initial training through mastery of a simple motor skill.

16 umented, reflect failure of adaptive complex motor skills.

17 new OLs and myelin is important for learning motor skills.

18 dback responses to the requirements of novel motor skills.

19 ove daily activities, walking, exercise, and motor skills.

20 ack responses should adapt when we learn new motor skills.

21 acquisition, consolidation, and retention of motor skills.

22 are impaired in motor tasks that require new motor skills.

23 for the development of both intellectual and motor skills.

24 on-line, or stores and produces well-learned motor skills.

25 's disease (PD) have difficulty learning new motor skills.

26 underlies the acquisition and maintenance of motor skills.

27 an important role in memory consolidation of motor skills.

28 is proposed to fine tune movment and improve motor skills.

29 visual memory, visuospatial perception, and motor skills.

30 the transition from novel actions to refined motor skills.

31 opportunities to reshape previously learned motor skills.

32 of the scores based on domains that measure motor skills.

33 ant reduction in the capability of acquiring motor skills.

34 tis virus-induced demyelination and impaired motor skills.

35 its potential consequences on perceptual and motor skills.

36 han nonabusers on functions of attention and motor skills.

37 ticospinal circuits to orchestrate multistep motor skills.

38 ral mechanisms underlying the acquisition of motor skills.

39 ption may influence performance in untrained motor skills.

40 n excitatory synapses and the acquisition of motor skills.

41 or cortical interactions subserving adaptive motor skills.

42 euronal replay in the consolidation of novel motor skills.

43 interfere with learning of new, but related, motor skills.

44 transfers to subsequent learning of related motor skills.

45 ssociated with adverse outcome for both fine motor skills (25.0% vs 4.8%, respectively; odds ratio =

46 3]; language, 49.2 vs 54.4 [P < .001]; gross motor skills, 48.7 vs 53.0 [P = .002]; pain/itching, 15.

47 ed up motor skill acquisition and to improve motor skill accuracy, as well as to further our understa

48 rebellar tDCS as an intervention to speed up motor skill acquisition and to improve motor skill accur

49 The early stages of motor skill acquisition are often marked by uncertainty

50 ct activity-dependent BDNF secretion impairs motor skill acquisition in humans and mice.

51 Some early aspects of motor skill acquisition involve the primary motor cortex

52 isons: (1) 16 clinical assessments and (2) 5 motor skill acquisition tests.

53 at dominates learning in the early stages of motor skill acquisition.

54 em dominates learning in the early stages of motor skill acquisition.

55 During sequence learning, individuals show motor-skill acquisition and an ability to verbally descr

56 Here we show that motor-skill acquisition is associated with the emergence

57 ted while, for example, performing a complex motor skill adds complexity to a task and thus leads to

58 newly generated precursor cells and improves motor skills after ischaemic injury.

59 es demonstrating offline behavioral gains in motor skills after sleep, the underlying neural mechanis

60 ptic drugs was associated with impaired fine motor skills already at age 6 months, especially when th

61 However, the genetic effects on motor skill and reading ability appeared to be largely o

62 sory cortex (S1) are likely involved in fine motor skill and specifically motor learning.

63 predominately after the acquisition of a new motor skill and that it is related to changes in memory

64 IB]) that tests posture, tone, reflexes, and motor skills and a visual habituation paradigm using a n

65 rmed significantly worse on certain tests of motor skills and attention.

66 irst two tasks suggested comparable sensory, motor skills and contextual memory in all three groups.

67 ebral artery occlusion, both the recovery of motor skills and corticofugal axonal plasticity are prom

68 sive loss of acquired cognitive, social, and motor skills and development of autistic behavior.

69 uired to understand how the brain learns new motor skills and ensures existing behaviors remain appro

70 test scores increased from 0.30 to 1.98 for motor skills and from 0.90 to 1.98 for process skills.

71 t role in the acquisition and maintenance of motor skills and in the effects of spinal cord injury an

72 ental retardation, loss of communication and motor skills and infantile spasms and seizures in predom

73 tic plasticity are critical for learning new motor skills and maintaining memory throughout life, whi

74 h hemisphere drives postnatal development of motor skills and stable CS tract connections with contra

75 ly identification of deficient oropharyngeal motor skills and vocal cord dysfunction is crucial to es

76 Neurodevelopmental delays in motor skills and white matter (WM) injury have been docu

77 measures of reading-related cognition, hand motor skill, and hand skill lateralization.

78 n, verbal ability, visual-spatial and visual-motor skill, and memory.

79 , childhood deficits in verbal memory, gross motor skills, and attention identified 83%, 75%, and 58%

80 y childhood deficits in verbal memory, gross motor skills, and attention.

81 brain leads to impairments in cognitive and motor skills, and is the major risk factor for several c

82 , verbal memory, psychomotor speed, and fine motor skills, and sCD164 remained associated with execut

83 Alcohol intoxication alters coordination and motor skills, and this is responsible for a significant

84 xecutive function, attention, verbal memory, motor skills, and visual-spatial perception.

85 While acquiring motor skills, animals transform their plastic motor sequ

86 e indicates that intellectual and perceptual-motor skills are acquired in fundamentally similar ways.

87 Furthermore, we show that different motor skills are encoded by different sets of synapses.

88 Novel motor skills are learned through repetitive practice and

89 sion that intellectual skills and perceptual-motor skills are psychologically more alike than differe

90 learning of motor sequences, suggesting that motor skills are stored in the sensorimotor territory of

91 velops during the later phases of refining a motor skill as the actor becomes sensitive to the outcom

92 AC5KO mice were impaired in acquisition of a motor skill, as assessed by the accelerated rotarod.

93 d subjects diagnosed with ASD underwent fine motor skill assessment and scanning with diffusion tenso

94 r ROP is associated with poorer language and motor skills at 18 to 24 months corrected age.

95 ignificantly higher cognition, language, and motor skills at 4 years of age than children who did not

96 pment followed by regression in language and motor skills at 6-18 months of age.

97 Newly acquired motor skills become stabilized through consolidation [1]

98 rly on neurocognitive tests of attention and motor skills, both factors that can adversely affect tre

99 important for acquisition and maintenance of motor skills, but how the loss of dopamine in PD leads t

100 to underlie the acquisition and execution of motor skills, but its contributions to these processes a

101 lthough walking is a well-practiced, refined motor skill by late childhood (i.e., 11 years of age), t

102 tested whether the acquisition of a complex motor skill can be enhanced in old subjects by the appli

103 sults indicate that variable sequencing in a motor skill can reflect an end point of learning that is

104 Sensory and motor skills can be improved with training, but learning

105 Motor skills can be maintained for decades, but the biol

106 vidence suggests that the acquisition of new motor skills can directly influence later visual percept

107 New and old motor skills can interfere with each other or interact i

108 Motor skills can take weeks to months to acquire and can

109 d movements in maturity, it is accepted that motor skills cannot occur until the CST develops a matur

110 (n = 223) had a higher risk of impaired fine motor skills compared with the reference group (11.5% vs

111 punishment in both a sequencing skill and a motor skill context.

112 rovide a key demonstration that consolidated motor skills continue to change as needed through the re

113 There were very mild deficits in fine motor skills, coordination, and gait.

114 Prior learning of a motor skill creates motor memories that can facilitate o

115 roups experienced more perinatal insults and motor skill deficits, caretaker instability, criminality

116 a range of neurological deficits, including motor skill deficits.

117 home-cage diurnal activity in the absence of motor skill deficits.

118 Motor skills depend on the reuse of individual gestures

119 ur results demonstrate that a newly acquired motor skill depends on the formation of a task-specific

120 he acquisition and life-long preservation of motor skills depends on continual adaptive plasticity th

121 lternative mechanisms contribute to impaired motor skill development in autism.

122 into systems-level mechanisms for protracted motor skill development.

123 may lead to novel therapeutic treatments for motor skill disorders.

124 levodopa treatment after acquisition of the motor skill does not result in an immediate drop in perf

125 er characterized by the loss of language and motor skills during early childhood.

126 ing play, language, fine motor skills, gross motor skills, emotional behavior, family functioning, pa

127 Using a motor skill finger-tapping task, here we provide evidenc

128 ncing skill (serial reaction time task) or a motor skill (force-tracking task).

129 rated that individuals can transfer acquired motor skills from one hand to the other.

130 ays an important role in learning of complex motor skills, from learning to serve in tennis to perfec

131 OQ0-5 domains including play, language, fine motor skills, gross motor skills, emotional behavior, fa

132 The ability to learn novel motor skills has fundamental importance for adaptive beh

133 in children with autism, in this case basic motor skill impairment.

134 Fine motor skill impairments are common in autism spectrum di

135 W5) to PW7] produces permanent contralateral motor skill impairments, loss of M1 motor map, aberrant

136 This finding of sleep-dependent motor skill improvement may have important implications

137 ural consolidation, expressed as an off-line motor skill improvement, can be blocked by declarative l

138 frontal or primary motor cortex, and induced motor skill improvements during consolidation.

139 The motor skill improvements in each experiment were correla

140 erformed genomewide linkage analysis of hand motor skill in a subgroup of 195 sibling pairs.

141 iber growth correlates with recovery of fine motor skill in the affected forelimb.

142 le rats while they were trained with a gross motor skill in which they learn to maintain their balanc

143 torsinA displayed a reduced ability to learn motor skills in an accelerating rotarod paradigm.

144 een for problem solving in boys and for fine motor skills in girls.

145 shown to be important for the development of motor skills in humans and animals.

146 roduction of reproductive signals and sexual motor skills in many vertebrates; therefore, one possibi

147 hat preserved learning of complex perceptual-motor skills in patients with amnesia is a robust phenom

148 Our results suggest that learning a novel motor skill induces structural change in task-relevant W

149 sorder include loss of acquired language and motor skills, intellectual impairment and hand stereotyp

150 functions: attention, executive functioning, motor skills, intelligence, and memory.

151 l ganglia neuronal ensembles bring automatic motor skills into voluntary control and integrate them i

152 neuroimaging studies that the acquisition of motor skills involves both perceptual and motor learning

153 The acquisition of motor skills involves implementing action sequences that

154 Learning a novel motor skill is associated with well characterized struct

155 oural studies indicate that a newly acquired motor skill is rapidly consolidated from an initially un

156 consolidation/enhancement of perceptual and motor skills is dependent on sleep.

157 The learning of motor skills is thought to occur largely through trial a

158 ariability in the execution of movements and motor skills is ubiquitous and widely considered to be t

159 ellum does not contribute to learning of the motor skill itself but is engaged primarily in the modif

160 Here, we have investigated motor skill learning and its synaptic correlates in the

161 dissociable plasticity during fast and slow motor skill learning and suggest that distinct neural pr

162 We conclude that FMRP plays a role in motor skill learning and that reduced functional and str

163 mplifies general processes of perceptual and motor skill learning and, more specifically, resembles h

164 Different phases of motor skill learning appear to involve different physiol

165 ssociative learning and the initial phase of motor skill learning are ensured by feedback-based mecha

166 one of three conditions: (1) an "acrobatic" motor skill learning condition (AC), (2) a motor activit

167 e CB and M1 mechanisms during early and late motor skill learning in humans.

168 We show that the deficiency in motor skill learning in PITx3(-/-) is dramatic and can b

169 Motor skill learning induces long-lasting reorganization

170 training, our results suggest that acrobatic motor skill learning involves a reduction of some PF inp

171 Motor skill learning is characterized by improved perfor

172 sue of whether the cerebellum contributes to motor skill learning is controversial, principally becau

173 Motor skill learning is usually characterized by shorten

174 The later phase of motor skill learning may primarily involve feedback-inde

175 We propose that motor skill learning occurs independently and in differe

176 We find that fmr1 KO mice have impaired motor skill learning of a forelimb-reaching task, compar

177 We assessed the influence of motor skill learning on WM structure within sensorimotor

178 y diminished during training on an acrobatic motor skill learning task, largely because of reduced ad

179 We propose that tDCS may improve motor skill learning through augmentation of synaptic pl

180 f processes, ranging from the fine-tuning of motor skill learning to important social functions, such

181 Motor skill learning usually comprises "fast" improvemen

182 ent spatial and temporal scales that mediate motor skill learning while identifying converging areas

183 t motor learning mechanisms, its role during motor skill learning, a behavior that likely involves er

184 Neocortical mechanisms support human motor skill learning, from simple practice to adaptation

185 Motor skill learning, however, is spared.

186 ic spine formation in the mouse cortex after motor skill learning, whereas troughs are required for s

187 tex implies that it is a necessary locus for motor skill learning, which we argue is the ability to e

188 of LTP-like plasticity and (2) retention of motor skill learning.

189 tructive signals that drive the induction of motor skill learning.

190 unishment on these different stages of human motor skill learning.

191 ur understanding of the neural substrates of motor skill learning.

192 lied to the human motor cortex (M1) improves motor skill learning.

193 of these two physiological mechanisms during motor skill learning.

194 own to be necessary for modifications during motor skill learning.

195 ectivity in motor cortex and striatum during motor skill learning.

196 al processes mediate the different phases of motor skill learning.

197 to the postulated role of the cerebellum in motor skill learning.

198 al ganglia and the cerebellum are related to motor skill learning.

199 ) sensorimotor associative learning, and (3) motor skill learning.

200 s rotation behavior, motor coordination, and motor skill learning.

201 ntact portions of neural networks subserving motor skills learning.

202 ith this mutation, which exhibit deficits in motor-skill learning and abnormal properties of neural c

203 n relation to everyday experience, including motor-skill learning and cognitive motor actions.

204 in the living mouse brain rapidly respond to motor-skill learning and permanently rewire.

205 Motor-skill learning can be accompanied by both increase

206 ds abnormal synaptic plasticity and impaired motor-skill learning in mice, and disrupts vocal learnin

207 poral coordination of striatal firing during motor-skill learning in mutants.

208 ns required for sensorimotor integration and motor-skill learning, in particular corticostriatal circ

209 on the function of striatal circuits during motor-skill learning.

210 oor tool use and delayed learning of complex motor skills like riding a tricycle.

211 For example, some motor skill memories are enhanced over wakefulness, wher

212 he functional influence of sleep spindles on motor skill memory consolidation in the elderly.

213 ale older adults show impoverished overnight motor skill memory consolidation relative to young adult

214 The processing pathway that a motor skill memory follows may be determined by function

215 Sleep spindles promote the consolidation of motor skill memory in young adults.

216 spindles promoted overnight consolidation of motor skill memory.

217 or; including hyperactivity, some defects in motor skills, memory impairment, and reduced anxiety, bu

218 es long-term training and the development of motor skills modify the activity of the primary motor co

219 neurological status including fine and gross motor skills, no immune activation and no induction of n

220 rtex of humans identified as responsible for motor skill of the hand (the "knob") was identified in t

221 Complex motor skills of eventual benefit can be learned after co

222 Whereas motor skills of musicians are likely to be supported by

223 One reason is that studies on motor skills often conflate motor cortex's established r

224 Candesartan-treated mice also showed better motor skills on the rotarod 3 days after injury, and imp

225 We report that rats learning complex motor skills or exercising moderately show changes in ex

226 hether reconsolidation leads to strengthened motor skills over multiple episodes of practice.

227 cutive function, psychomotor speed, and fine motor skills (P < .05 for all comparisons).

228 Improvement in motor skill performance is known to continue for at leas

229 We also evaluated fine motor skill performance using a previously validated psy

230 gy (particularly paraesthesia), reduced fine motor skill performance, and worse sensory discriminatio

231 demonstrates that deficits in attention and motor skills persist after 1 year of abstinence from sti

232 Motor-skill practice drives subsequent offline activity

233 activities, which require both motor and non-motor skills, pre-date difficulties in more physically o

234 symptomatic and display loss of language and motor skills, purposeful hand movements, and normal head

235 To test motor skill, rats were trained and tested to walk on a h

236 thesis, such rapid generalization of related motor skills relies on learning the dynamic and kinemati

237 ents, including breathing, walking, and fine motor skills rely on the function of the spinal motor ne

238 simplify acquisition and control of complex motor skills remains controversial.

239 Executing a motor skill requires the brain to control which muscles

240 tex (M1), after variable practice attenuated motor-skill retention, whereas interference to M1, but n

241 to DLPFC, after constant practice attenuated motor-skill retention.

242 modulated by practice structures that affect motor-skill retention.

243 tus-scale scores ranged from 29% on the fine motor skills scale to 56% on the mobility index.

244 zone-treated animals was monitored using the motor skill sequence (MOSS).

245 Songbirds learn precisely sequenced motor skills (songs) subserved by distinct brain areas,

246 clusion of correlated residual scores from a motor skills subdomain.

247 tial learning/memory deficits, impaired fine motor skills, subtly altered social interactions, and de

248 Learning a new motor skill (such as juggling) alters the structure of t

249 Although learning a motor skill, such as a tennis stroke, feels like a unita

250 When we have learned a motor skill, such as cycling or ice-skating, we can rapi

251 When we learn a new motor skill, such as playing an approaching tennis ball,

252 However, successful performance of many motor skills, such as speech articulation, also requires

253 When rats learn a motor skill, synaptic potentials in the motor cortex are

254 tion to hand preference and performance on a motor skill task in chimpanzees.

255 e course of learning a novel and challenging motor skill task.

256 task and, vice versa, from a word list to a motor skill task.

257 learned in quick succession, declarative and motor skill tasks interfere with one another and subsequ

258 ntifiable degradation in performance on some motor skill tasks supports the need to implement managem

259 Performance on motor skills tasks was related to stereoacuity, with sub

260 rantly conditioned H-reflex change, a simple motor skill that develops gradually and involves plastic

261 Adult birdsong is a complex, learned motor skill that is produced in a highly stereotyped fas

262 smokers, smoking is such a highly practiced motor skill that it often occurs automatically, without

263 corticospinal excitability after learning a motor skill that was not enhanced.

264 corticospinal excitability after learning a motor skill that was subsequently enhanced; whereas, the

265 a different follow-through movement with two motor skills that normally interfere [3-7] allows them t

266 e critical for establishing the rudiments of motor skills that subsequently become refined with furth

267 facilitate simultaneous learning of multiple motor skills that would otherwise interfere with each ot

268 ns of the major descending motor pathway for motor skills, the corticospinal tract (CST), sprout afte

269 by seizures, mental retardation, and loss of motor skills, the first presenting symptom of Batten dis

270 dical education, learning curve, and general motor skills theory.

271 ts are thought to promote the acquisition of motor skills through reinforcement learning.

272 There was transfer from a motor skill to a word list task and, vice versa, from a

273 the authors did not observe linkage of hand motor skill to any chromosomal regions implicated in sus

274 icits in attention, verbal memory, and gross motor skills to adulthood schizophrenia-related psychose

275 erformance, and to a lesser degree fine foot motor skills, to a reduction in supraspinal control.

276 ant feeding, and even the assessment of some motor skills too early.We sought to estimate association

277 (LTP) is impaired in the fmr1 KO mouse, and motor skill training does not occlude LTP as it does in

278 However, intensive motor skill training has been associated with task-speci

279 Whereas motor skill training induces an increase of synaptic AMP

280 r tDCS to modulate its activity during novel motor skill training over the course of 3 d and assessed

281 h Parkinson's disease incorporate goal-based motor skill training to engage cognitive circuitry impor

282 In rats, motor skill training with the nonparetic forelimb (NPT)

283 Finally, we report that motor skill training-induced formation of dendritic spin

284 ing shares many characteristics with general motor skills training, thus suggesting several ways of i

285 acilitate learning of at least some types of motor skills using the nonimpaired forelimb as well as s

286 ated in motor control, habitual enactment of motor skills, visuospatial learning, and memory.

287 ing for memory, executive function, and fine motor skill was performed.

288 Hand motor skill was significantly familial (maximum heritabi

289 Hand motor skill was weakly but significantly correlated with

290 ly 'bogus' oral history of this individual's motor skills was held to have led to 'medical myth makin

291 As we begin to acquire a new motor skill, we face the dual challenge of determining a

292 initial training through mastery of a simple motor skill, we investigate the role of modularity in hu

293 Fine motor skills were altered at 4 months and worsened at 8

294 Fine motor skills were assessed by the ability to grasp cotto

295 Cognitive, language, and motor skills were assessed in 33 of the very preterm inf

296 ing may have immediate beneficial effects on motor skills, which are attributable to nicotine.

297 ich differed from those with more adept foot motor skill who activated both the precentral and postce

298 teratively adjusts motor commands to improve motor skills with practice.

299 foundation of the co-evolution of linguistic motor skills with the auditory skills underlying speech

300 iatal plasticity during the acquisition of a motor skill, with most neurons in mutants showing negati