ライフサイエンスコーパス: motor skill

1 initial training through mastery of a simple motor skill.

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

3 properties that enable robust learning of a motor skill.

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

5 tudying the plasticity associated with a new motor skill.

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

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

8 creased white matter volume predicted poorer motor skill.

9 eased white matter volume predicted improved motor skill.

10 r loss of motor control confined to a single motor skill.

11 ses and failures is essential to mastering a motor skill.

12 M1 excitability, and hence encoding of a new motor skill.

13 action sequences is a fundamental aspect of motor skills.

14 n excitatory synapses and the acquisition of motor skills.

15 or cortical interactions subserving adaptive motor skills.

16 euronal replay in the consolidation of novel motor skills.

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

18 transfers to subsequent learning of related motor skills.

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

20 dback responses to the requirements of novel motor skills.

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

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

23 acquisition, consolidation, and retention of motor skills.

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

25 ological memory, whereas both equally affect motor skills.

26 for the development of both intellectual and motor skills.

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

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

29 underlies the acquisition and maintenance of motor skills.

30 an important role in memory consolidation of motor skills.

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

32 visual memory, visuospatial perception, and motor skills.

33 opportunities to reshape previously learned motor skills.

34 opulation dynamics are necessary for learned motor skills.

35 riability associated with epilepsy; and poor motor skills.

36 struggle with the acquisition of coordinated motor skills.

37 ption may influence performance in untrained motor skills.

38 umented, reflect failure of adaptive complex motor skills.

39 the transition from novel actions to refined motor skills.

40 ant reduction in the capability of acquiring motor skills.

41 ticospinal circuits to orchestrate multistep motor skills.

42 ral mechanisms underlying the acquisition of motor skills.

43 al reception (0.31, -0.77 to 1.40), and fine motor skills (0.55, -0.32 to 1.41) using the MSEL.

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

45 3]; language, 49.2 vs 54.4 [P < .001]; gross motor skills, 48.7 vs 53.0 [P = .002]; pain/itching, 15.

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

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

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

49 es of infant motor development and show that motor skill acquisition both requires and reflects basic

50 Motor skill acquisition depends on central nervous plast

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

52 he mechanisms involved in different types of motor skill acquisition in humans.

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

54 modulation is likely to be secondary to the motor skill acquisition, since no correlation was observ

55 Our results demonstrate differential motor skill acquisition-related effects on cortical para

56 The study results suggest differential motor skill acquisition-related effects on cortical para

57 We explored the large variability in motor skill acquisition-related effects on the primary a

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

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

60 ferential modulation may be secondary to the motor skill acquisition.

61 sing autistic symptoms and a severe delay in motor skill acquisition.

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

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

64 thms reflect similar constraints on learning motor skills across species.

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

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

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

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

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

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

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

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

73 ia, thalamus, and brainstem and by a loss of motor skills and delayed developmental milestones.

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

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

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

77 eterozygous H304R/+offspring in a variety of motor skills and histological assays.

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

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

80 increase lifespan by more than 90%, maintain motor skills and motor coordination and reduce neuropath

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

82 uantified the recurring development of vocal motor skills and the accompanying changes in synaptic co

83 processes in the learning and refinement of motor skills and the balanced expression of goal-directe

84 ire, which is considered to depend on superb motor skills and the underlying mechanosensory circuits

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

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

87 tion most relevant for executing the trained motor skill, and behavioral performance was impaired fol

88 rtico-cerebellar circuits important for fine motor skills, and affected individuals show abnormalitie

89 hological functioning, particularly the fine motor skills, and had a substantial impact on functional

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

91 ment qualities including grip strength, fine motor skills, and synergies and was frequency band speci

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

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

94 Newly learned motor skills are initially labile and then consolidated

95 Novel motor skills are learned through repetitive practice and

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

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

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

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

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

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

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

103 executive function, memory, vision, hearing, motor skills, behaviour, and social adaptation.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

120 ( d) Motor development is enabling: New motor skills create new opportunities for exploration an

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

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

123 Motor skills depend on the reuse of individual gestures

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

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

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

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

128 f cognitive deficiencies, including impaired motor skill development.

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

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

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

132 circuitry are associated with the savings of motor skills, enabling a rapid recovery of motor perform

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

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

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

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

137 fficulties, developmental delays that affect motor skills, hypotonia and esotropia.

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

139 Fine motor skill impairments are common in autism spectrum di

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

141 Motor skills improve with practice, requiring outcomes t

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

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

144 The motor skill improvements in each experiment were correla

145 he application of theoretical knowledge to a motor skill in a range of contexts, outcomes relating to

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

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

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

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

150 investigating the acquisition of sequential motor skills in humans have revealed learning-related fu

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

152 ry wheel running enhances the acquisition of motor skills in normal adult mice.

153 The H304R/R mice have significant defects in motor skills, including grip strength, motor coordinatio

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

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

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

157 The acquisition of a particular motor skill involves a long series of practice movements

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

159 The acquisition of motor skills involves implementing action sequences that

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

161 The ability to learn novel motor skills is a central part of our daily lives and ca

162 The acquisition of new motor skills is dependent on changes in local circuitry

163 The ability to learn new motor skills is supported by plasticity in the structura

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

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

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

167 monstrate that progressive practice enhances motor skill learning and promotes corticospinal plastici

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

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

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

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

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

173 Physical exercise promotes motor skill learning in normal individuals and those wit

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

175 Motor skill learning induces long-lasting reorganization

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

177 Motor skill learning is characterized by improved perfor

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

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

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

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

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

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

184 g motor learning.SIGNIFICANCE STATEMENT Fine motor skill learning typically occurs in a postnatal per

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

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

187 Motor skill learning, however, is spared.

188 he basis by which sustained running benefits motor skill learning, presenting a target for clinical t

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

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

191 g blocks the beneficial effect of running on motor skill learning.

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

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

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

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

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

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

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

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

200 produced deficits in open field behavior and motor skill learning.

201 ion in the mouse primary motor cortex during motor skill learning.

202 ependent sequential activation of PNs during motor skill learning.

203 of these two physiological mechanisms during motor skill learning.

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

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

206 ion of maximum force after exertion, impairs motor-skill learning beyond its effects on task executio

207 Motor-skill learning can be accompanied by both increase

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

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

210 Finally, we analyzed motor-skill learning in the head-fixed setup with a floa

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

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

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

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

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

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

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

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

219 spindles promoted overnight consolidation of motor skill memory.

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

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

222 developmental delay (GDD) with language and motor skills most affected.

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

224 ed multivariate model by using parameters of motor skills obtained from kinematic, postural control,

225 water (pH 8.4) for several generations, the motor skills of Cln3(-/-) mice normalized to control lev

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

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

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

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

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

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

232 s of IgA and lactoferrin concentrations with motor skills (P = 0.018 and P = 0.044), and a positive a

233 ssociation of lactalbumin concentration with motor skills (P = 0.038).

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

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

236 s have immediate and long-term influences on motor skill performance, distinct from simply 'invigorat

237 Motor-skill practice drives subsequent offline activity

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

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

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

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

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

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

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

245 Therefore, the influence of dopamine on motor skills requiring multi-joint coordination is unkno

246 eably, psychomotor symptoms such as impaired motor skills, restlessness, and inability to relax exhib

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

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

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

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

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

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

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

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

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

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

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

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

259 Complex motor skills take considerable time and practice to lear

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

281 Whereas motor skill training induces an increase of synaptic AMP

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

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

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

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

286 ilored progressive practice during long-term motor skill training.

287 c dendritic spines in the mouse cortex after motor skills training.

288 The learning of motor skills unfolds over multiple timescales, with rapi

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

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 vironments to investigate behaviour or train motor skills, we expect that the insights or skills acqu

294 Consistent with regulation of motor skills, we show that the switching neurons make pr

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