期刊
出版社
NATL ACAD SCIENCES
DOI: 10.1073/pnas.2102242118
关键词
motor learning; skill learning; memory reactivation; reconsolidation; TMS
资金
- I-CORE program of the Planning and Budgeting Committee
- Israel Science Foundation [51/11, 526/17]
- United States-Israel Binational Science Foundation [2016058]
- Colton Scholarship
The study demonstrates that motor skill learning can be achieved through brief memory reactivations, with the efficacy depending on the number of consecutive correct sequences during reactivations. Higher continuity reactivations result in higher learning gains, similar to extensive practice, while lower continuity reactivations lead to minimal gains.
Learning motor skills commonly requires repeated execution to achieve gains in performance. Motivated by memory reactivation frameworks predominantly originating from fear-conditioning studies in rodents, which have extended to humans, we asked the following: Could motor skill learning be achieved by brief memory reactivations? To address this question, we had participants encode a motor sequence task in an initial test session, followed by brief task reactivations of only 30 s each, conducted on separate days. Learning was evaluated in a final retest session. The results showed that these brief reactivations induced significant motor skill learning gains. Nevertheless, the efficacy of reactivations was not consistent but determined by the number of consecutive correct sequences tapped during memory reactivations. Highly continuous reactivations resulted in higher learning gains, similar to those induced by full extensive practice, while lower continuity reactivations resulted in minimal learning gains. These results were replicated in a new independent sample of subjects, suggesting that the quality of memory reactivation, reflected by its continuity, regulates the magnitude of learning gains. In addition, the change in noninvasive brain stimulation measurements of corticospinal excitability evoked by transcranial magnetic stimulation over primary motor cortex between pre- and postlearning correlated with retest and transfer performance. These results demonstrate a unique form of rapid motor skill learning and may have far-reaching implications, for example, in accelerating motor rehabilitation following neurological injuries.
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