Task-specificity of unilateral anodal and dual-M1 tDCS effects on motor learning

Autor: Sophia Karok, David Fletcher, Alice G. Witney
Rok vydání: 2017
Předmět:
Adult
Male
medicine.medical_specialty
Cognitive Neuroscience
medicine.medical_treatment
Experimental and Cognitive Psychology
Stimulation
Neuropsychological Tests
Transcranial Direct Current Stimulation
behavioral disciplines and activities
Functional Laterality
050105 experimental psychology
Task (project management)
Random Allocation
03 medical and health sciences
Behavioral Neuroscience
0302 clinical medicine
Physical medicine and rehabilitation
Memory
Motor system
medicine
Humans
Learning
Purdue Pegboard Test
0501 psychology and cognitive sciences
Neurostimulation
Transcranial direct-current stimulation
05 social sciences
Motor Cortex
Wrist
Hand
Motor Skills
Female
Primary motor cortex
Motor learning
Psychology
psychological phenomena and processes
030217 neurology & neurosurgery
Cognitive psychology
Zdroj: Neuropsychologia. 94:84-95
ISSN: 0028-3932
DOI: 10.1016/j.neuropsychologia.2016.12.002
Popis: Task-specific effects of transcranial direct current stimulation (tDCS) on motor learning were investigated in 30 healthy participants. In a sham-controlled, mixed design, participants trained on 3 different motor tasks (Purdue Pegboard Test, Visuomotor Grip Force Tracking Task and Visuomotor Wrist Rotation Speed Control Task) over 3 consecutive days while receiving either unilateral anodal over the right primary motor cortex (M1), dual-M1 or sham stimulation. Retention sessions were administered 7 and 28 days after the end of training. In the Purdue Pegboard Test, both anodal and dual-M1 stimulation reduced average completion time approximately equally, an improvement driven by online learning effects and maintained for about 1 week. The Visuomotor Grip Force Tracking Task and the Visuomotor Wrist Rotation Speed Control Task were associated with an advantage of dual-M1 tDCS in consolidation processes both between training sessions and when testing at long-term retention; both were maintained for at least 1 month. This study demonstrates that M1-tDCS enhances and sustains motor learning with different electrode montages. Stimulation-induced effects emerged at different learning phases across the tasks, which strongly suggests that the influence of tDCS on motor learning is dynamic with respect to the functional recruitment of the distributed motor system at the time of stimulation. Divergent findings regarding M1-tDCS effects on motor learning may partially be ascribed to task-specific consequences and the effects of offline consolidation.
Databáze: OpenAIRE
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