The impact of learning on brain functional laterality has not been systematically investigated. We em- ployed an event-related functional magnetic resonance im- aging combined with a delayed sequential movement task t...The impact of learning on brain functional laterality has not been systematically investigated. We em- ployed an event-related functional magnetic resonance im- aging combined with a delayed sequential movement task to investigate brain activation pattern and laterality during a transient practice in 12 subjects. Both hemispheres, involving motor areas and posterior parietal cortex, were engaged during motor preparation and execution, with larger activa- tion volume in the left hemisphere than in the right. Activa- tion volume in these regions significantly decreased after a transient practice, with more reduction in the right hemi- sphere resulting increase in left lateralization. The theoretical implications of these findings are discussed in relation to the physiological significance of brain functional laterality.展开更多
Whether the cerebellum is involved in volun-tary motor learning or motor performance is the subject of a new debate. Using functional magnetic resonance imaging (fMRI), we examined cerebellar activation in eight volun...Whether the cerebellum is involved in volun-tary motor learning or motor performance is the subject of a new debate. Using functional magnetic resonance imaging (fMRI), we examined cerebellar activation in eight volun-teers before and after an extended period of training. Activa-tion volume on both sides of cerebellum after learning was significantly reduced compared to that before learning even under the same motor frequency. Remarkably, while motor frequency for the training sequence was significantly higher than the control sequence after 41 d of learning, activation in the cerebellum for both sequences, with respect to activation loci and volumes, was very similar. These results suggest that the cerebellum was involved in motor learning but not motor performance. Changes of cerebellar activation from training thus appear to be associated with learning but not with im-provement on task performance.展开更多
基金This work was supported by the National Natural Science Foundation of China(Grant Nos.30425008,30128005,and 30170325)the National Basic Research Program of China(Grant No.G1999054000)the Health Bureau of Zhejiang Province(Grant No.2002B019).
文摘The impact of learning on brain functional laterality has not been systematically investigated. We em- ployed an event-related functional magnetic resonance im- aging combined with a delayed sequential movement task to investigate brain activation pattern and laterality during a transient practice in 12 subjects. Both hemispheres, involving motor areas and posterior parietal cortex, were engaged during motor preparation and execution, with larger activa- tion volume in the left hemisphere than in the right. Activa- tion volume in these regions significantly decreased after a transient practice, with more reduction in the right hemi- sphere resulting increase in left lateralization. The theoretical implications of these findings are discussed in relation to the physiological significance of brain functional laterality.
基金This work was supported by the National Natural science Foundation of China(Grant Nos.30425008&30128005)a foundation from Health Bureau of Zhejiang Province(Grant No.2002B019).
文摘Whether the cerebellum is involved in volun-tary motor learning or motor performance is the subject of a new debate. Using functional magnetic resonance imaging (fMRI), we examined cerebellar activation in eight volun-teers before and after an extended period of training. Activa-tion volume on both sides of cerebellum after learning was significantly reduced compared to that before learning even under the same motor frequency. Remarkably, while motor frequency for the training sequence was significantly higher than the control sequence after 41 d of learning, activation in the cerebellum for both sequences, with respect to activation loci and volumes, was very similar. These results suggest that the cerebellum was involved in motor learning but not motor performance. Changes of cerebellar activation from training thus appear to be associated with learning but not with im-provement on task performance.
