Reorganization of Brain Activity for Multiple Internal Models After Short But Intensive Training

The Evolution of the Optimization of Cognitive and Social Functions in the Cerebellum and Thereby the Rise of Homo sapiens Through Cumulative Culture

The evolution of the prominent role of the cerebellum in the development of composite tools, and cumulative culture, leading to the rise of Homo sapiens is examined. Following Stout and Hecht's (2017) detailed description of stone-tool making, eight key repetitive involvements of the cerebellum are highlighted. These key cerebellar learning involvements include the following: (1) optimization of cognitive-social control, (2) prediction (3) focus of attention, (4) automaticity of smoothness, appropriateness, and speed of movement and cognition, (5) refined movement and social cognition, (6) learns models of extended practice, (7) learns models of Theory of Mind (ToM) of teachers, (8) is predominant in acquisition of novel behavior and cognition that accrues from the blending of cerebellar models sent to conscious working memory in the cerebral cortex. Within this context, the evolution of generalization and blending of cerebellar internal models toward optimization of social-cognitive learning is described. It is concluded that (1) repetition of movement and social cognition involving the optimization of internal models in the cerebellum during stone-tool making was the key selection factor toward social-cognitive and technological advancement, (2) observational learning during stone-tool making was the basis for both technological and social-cognitive evolution and, through an optimizing positive feedback loop between the cerebellum and cerebral cortex, the development of cumulative culture occurred, and (3) the generalization and blending of cerebellar internal models related to the unconscious forward control of the optimization of imagined future states in working memory was the most important brain adaptation leading to intertwined advances in stone-tool technology, cognitive-social processes behind cumulative culture (including the emergence of language and art) and, thereby, with the rise of Homo sapiens.

Prism adaptation during balance standing enhances the transfer after-effect on standing postural displacement

Prism adaptation (PA) is a sensorimotor adaptation paradigm that induces after-effects of adapted tasks and transfer after-effects of non-adapted tasks. Previous studies showed inconsistent results of transfer after-effects of adaptation to a leftward prismatic shift on the center-of-pressure (COP) displacement during eyes-closed standing. Challenging balance during PA increases the generalization of the internal model to untrained movements, resulting in increased transfer after-effects. The present study aimed to investigate the transfer after-effects of PA with challenging balance on standing postural displacement. Thirty healthy young adults were grouped into floor standing and balance-disc standing groups during leftward PA and pointed to targets while adapting to a leftward visual shift (30 diopters) for 20 min. After leftward PA, both groups had a significant rightward displacement of straight-ahead pointing with eyes closed. However, the COP position during eyes-closed standing with feet-closed was significantly displaced rightward only in the balance-disc standing group after leftward PA. These results show that challenging balance might increase the somatosensory and proprioceptive information for standing postural control, resulting in increased transfer after-effects of leftward PA on rightward standing postural displacement.

Cortico-striatal activity associated with fidget spinner use: an fMRI study

Fidget spinners are said to be a very successful toy, and it's said that it has a good impact on attention for children with ADHD and hand motor control. However, there is limited scientific evidence to support these claims, and there is a lack of data on neurobiological responses to rotating fidget spinners. To better understand the mechanism whereby fidget spinners affect motor behavior, we tried to identify the neural correlates of rotating fidget spinners using functional magnetic resonance imaging and non-magnetic fidget spinners with five types of ease of rotation. As a result, we confirmed that the pre/postcentral gyrus, middle temporal gyrus, supplementary motor area (SMA), cerebellum, and striatum are activated when rotating spinners. Furthermore, the SMA was activated more with easier-to-rotate spinners. Additionally, a psychophysiological interaction analysis revealed increased functional connectivity between the SMA and the caudate while rotating fidget spinners compared to just holding them. These results suggest that the fine motor control associate with spinning a fidget spinner is supported by the cortico-striatal circuits involved in planning and reward.

Composition and decomposition of visuomotor maps during manual tracking

Adapting hand movements to changes in our body or the environment is essential for skilled motor behavior, as is the ability to flexibly combine experience gathered in separate contexts. However, it has been shown that when adapting hand movements to two different visuomotor perturbations in succession, interference effects can occur. Here, we investigate whether these interference effects compromise our ability to adapt to the superposition of the two perturbations. Participants tracked with a joystick, a visual target that followed a smooth but an unpredictable trajectory. Four separate groups of participants (total n = 83) completed one block of 50 trials under each of three mappings: one in which the cursor was rotated by 90° (ROTATION), one in which the cursor mimicked the behavior of a mass-spring system (SPRING), and one in which the SPRING and ROTATION mappings were superimposed (SPROT). The order of the blocks differed across groups. Although interference effects were found when switching between SPRING and ROTATION, participants who performed these blocks first performed better in SPROT than participants who had no prior experience with SPRING and ROTATION (i.e., composition). Moreover, participants who started with SPROT exhibited better performance under SPRING and ROTATION than participants who had no prior experience with each of these mappings (i.e., decomposition). Additional analyses confirmed that these effects resulted from components of learning that were specific to the rotational and spring perturbations. These results show that interference effects do not preclude the ability to compose/decompose various forms of visuomotor adaptation.NEW & NOTEWORTHY The ability to compose/decompose task representations is critical for both cognitive and behavioral flexibility. Here, we show that this ability extends to two forms of visuomotor adaptation in which humans have to perform visually guided hand movements. Despite the presence of interference effects when switching between visuomotor maps, we show that participants are able to flexibly compose or decompose knowledge acquired in previous sessions. These results further demonstrate the flexibility of sensorimotor adaptation in humans.

The cerebellum-driven social basis of mathematics: implications for one-on-one tutoring of children with mathematics learning disabilities

The purpose of this article is to argue that the patterns of sequence control over kinematics (movements) and dynamics (forces) which evolved in phonological processing in inner speech during the evolution of the social-cognitive capacities behind stone-tool making that led to the emergence of Homo sapiens are homologous to the social cerebellum's capacity to learn patterns of sequence within language that we refer to as mathematics. It is argued that this evolution (1) selected toward a social cognitive cerebellum which arose from the arduous, repetitive precision patterns of knapping (stone shaping) and (2) that over a period of a million-plus years was selected from mentalizing toward the kinematics and dynamics as observed and modeled in Theory of Mind (ToM) of more experienced stone knappers. It is concluded that components of this socially-induced autobiographical knowledge, namely, (1) segmenting events, (2) sequencing events, and (3) sequencing event clusters, all at various levels of abstraction, can inform optimum approaches to one-on-one tutoring of children with mathematical learning disabilities.

Efference copy in kinesthetic perception: a copy of what is it?

A number of notions in the fields of motor control and kinesthetic perception have been used without clear definitions. In this review, we consider definitions for efference copy, percept, and sense of effort based on recent studies within the physical approach, which assumes that the neural control of movement is based on principles of parametric control and involves defining time-varying profiles of spatial referent coordinates for the effectors. The apparent redundancy in both motor and perceptual processes is reconsidered based on the principle of abundance. Abundance of efferent and afferent signals is viewed as the means of stabilizing both salient action characteristics and salient percepts formalized as stable manifolds in high-dimensional spaces of relevant elemental variables. This theoretical scheme has led recently to a number of novel predictions and findings. These include, in particular, lower accuracy in perception of variables produced by elements involved in a multielement task compared with the same elements in single-element tasks, dissociation between motor and perceptual effects of muscle coactivation, force illusions induced by muscle vibration, and errors in perception of unintentional drifts in performance. Taken together, these results suggest that participation of efferent signals in perception frequently involves distorted copies of actual neural commands, particularly those to antagonist muscles. Sense of effort is associated with such distorted efferent signals. Distortions in efference copy happen spontaneously and can also be caused by changes in sensory signals, e.g., those produced by muscle vibration.

The prominent role of the cerebellum in the social learning of the phonological loop in working memory: How language was adaptively built from cerebellar inner speech required during stone-tool making

Based on advances in cerebellum research as to its cognitive, social, and language contributions to working memory, the purpose of this article is to describe new support for the prominent involvement of cerebellar internal models in the adaptive selection of language. Within this context it has been proposed that (1) cerebellar internal models of inner speech during stone-tool making accelerated the adaptive evolution of new cause-and-effect sequences of precision stone-tool knapping requirements, and (2) that these evolving cerebellar internal models coded (i.e., learned in corticonuclear microcomplexes) such cause-and-effect sequences as phonological counterparts and, these, when sent to the cerebral cortex, became new phonological working memory. This article describes newer supportive research findings on (1) the cerebellum's role in silent speech in working memory, and (2) recent findings on genetic aspects (FOXP2) of the role of silent speech in language evolution. It is concluded that within overall cerebro-cerebellar evolution, without the evolution of cerebellar coding of stone-tool making sequences of primitive working memory (beginning approximately 1.7 million years ago) language would not have evolved in the subsequent evolution of Homo sapiens.

The evolution of theory of mind (ToM) within the evolution of cerebellar sequence detection in stone-tool making and language: implications for studies of higher-level cognitive functions in degenerative cerebellar atrophy

INTRODUCTION

Within the context of Clausi, Olivito, Lupo, Siciliano, Bozzali and Leggio's (Cell Neurosci 12:510, 2019) insightful study of how prediction of theory of mind (ToM) is compromised in degenerative cerebellar atrophy, this article describes how prediction can also be understood as the cerebro-cerebellar system's capacity to rapidly shift attention to manipulate cause-and-effect relationships embedded in language.

METHOD

The evolution of the capacity of ToM is described within the evolution of stone-tool making, language, and the origin of the phonological loop in verbal working memory. Specifically, it is argued that this evolutionary framework offers a way to get further inside the prediction process by illuminating how sub-vocal speech evolved during stone-tool evolution due to its adaptive refinement of early human ability to manipulate and hold in memory progressively more detailed cause-and-effect relationships in the origin of verbal working memory.

CONCLUSION

The addition of sub-vocal speech/cause-and-effect relationship to the analysis of prediction provides an evolutionary model of the mechanisms of ToM, which, in turn, brings forward additional cerebro-cerebellar mechanisms which can (1) further support Clausi, Olivito, Lupo et al's findings and (2) shed light on additional mechanisms that might further clarify what might be behind cerebellar dysfunction in the construction of ToM. Problems encountered by cerebellar degenerative atrophy patients with the Faux pas test and Advanced ToM task with unexpected events may stem from a combination of an inability (1) of their cerebellar internal models to rapidly switch attention among cause-and-effect elements of the stories and (2) to extend cerebellar internal models to the prediction of the resulting similar but unexpected events. That is, with both (1) and (2) occurring at the same time, alternative meanings of causes and effects might be missed in both automatic and consciously manipulated sub-vocal verbal working memory. A method to measure sub-vocal speech in this context is suggested.

How Prediction Based on Sequence Detection in the Cerebellum Led to the Origins of Stone Tools, Language, and Culture and, Thereby, to the Rise of Homo sapiens

This article extends Leiner et al.'s watershed position that cerebellar mechanisms played prominent roles in the evolution of the manipulation and refinement of ideas and language. First it is shown how cerebellar mechanism of sequence-detection may lead to the foundational learning of a predictive working memory in the infant. Second, it is argued how this same cerebellar mechanism may have led to the adaptive selection toward the progressively predictive phonological loop in the evolution of working memory of pre-humans. Within these contexts, cerebellar sequence detection is then applied to an analysis of leading anthropologists Stout and Hecht's cerebral cortex-based explanation of the evolution of culture and language through the repetitious rigors of stone-tool knapping. It is argued that Stout and Hecht's focus on the roles of areas of the brain's cerebral cortex is seriously lacking, because it can be readily shown that cerebellar sequence detection importantly (perhaps predominantly) provides more fundamental explanations for the origins of culture and language. It is shown that the cerebellum does this in the following ways: (1) through prediction-enhancing silent speech in working memory, (2) through prediction in observational learning, and (3) through prediction leading to accuracy in stone-tool knapping. It is concluded, in agreement with Leiner et al. that the more recently proposed mechanism of cerebellar sequence-detection has played a prominent role in the evolution of culture, language, and stone-tool technology, the earmarks of Homo sapiens. It is further concluded that through these same mechanisms the cerebellum continues to play a prominent role in the relentless advancement of culture.

The impact of cerebellar transcranial direct current stimulation (tDCS) on learning fine-motor sequences

The cerebellum has been shown to be important for skill learning, including the learning of motor sequences. We investigated whether cerebellar transcranial direct current stimulation (tDCS) would enhance learning of fine motor sequences. Because the ability to generalize or transfer to novel task variations or circumstances is a crucial goal of real world training, we also examined the effect of tDCS on performance of novel sequences after training. In Study 1, participants received either anodal, cathodal or sham stimulation while simultaneously practising three eight-element key press sequences in a non-repeating, interleaved order. Immediately after sequence practice with concurrent tDCS, a transfer session was given in which participants practised three interleaved novel sequences. No stimulation was given during transfer. An inhibitory effect of cathodal tDCS was found during practice, such that the rate of learning was slowed in comparison to the anodal and sham groups. In Study 2, participants received anodal or sham stimulation and a 24 h delay was added between the practice and transfer sessions to reduce mental fatigue. Although this consolidation period benefitted subsequent transfer for both tDCS groups, anodal tDCS enhanced transfer performance. Together, these studies demonstrate polarity-specific effects on fine motor sequence learning and generalization.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'.

The Origin of Mathematics and Number Sense in the Cerebellum: with Implications for Finger Counting and Dyscalculia

Background

Mathematicians and scientists have struggled to adequately describe the ultimate foundations of mathematics. Nobel laureates Albert Einstein and Eugene Wigner were perplexed by this issue, with Wigner concluding that the workability of mathematics in the real world is a mystery we cannot explain. In response to this classic enigma, the major purpose of this article is to provide a theoretical model of the ultimate origin of mathematics and “number sense” (as defined by S. Dehaene) that is proposed to involve the learning of inverse dynamics models through the collaboration of the cerebellum and the cerebral cortex (but prominently cerebellum-driven). This model is based upon (1) the modern definition of mathematics as the “science of patterns,” (2) cerebellar sequence (pattern) detection, and (3) findings that the manipulation of numbers is automated in the cerebellum. This cerebro-cerebellar approach does not necessarily conflict with mathematics or number sense models that focus on brain functions associated with especially the intraparietal sulcus region of the cerebral cortex. A direct corollary purpose of this article is to offer a cerebellar inner speech explanation for difficulty in developing “number sense” in developmental dyscalculia.

Results

It is argued that during infancy the cerebellum learns (1) a first tier of internal models for a primitive physics that constitutes the foundations of visual-spatial working memory, and (2) a second (and more abstract) tier of internal models based on (1) that learns “number” and relationships among dimensions across the primitive physics of the first tier. Within this context it is further argued that difficulty in the early development of the second tier of abstraction (and “number sense”) is based on the more demanding attentional requirements imposed on cerebellar inner speech executive control during the learning of cerebellar inverse dynamics models. Finally, it is argued that finger counting improves (does not originate) “number sense” by extending focus of attention in executive control of silent cerebellar inner speech.

Discussion

It is suggested that (1) the origin of mathematics has historically been an enigma only because it is learned below the level of conscious awareness in cerebellar internal models, (2) understandings of the development of “number sense” and developmental dyscalculia can be advanced by first understanding the ultimate foundations of number and mathematics do not simply originate in the cerebral cortex, but rather in cerebro-cerebellar collaboration (predominately driven by the cerebellum).

Conclusion

It is concluded that difficulty with “number sense” results from the extended demands on executive control in learning inverse dynamics models associated with cerebellar inner speech related to the second tier of abstraction (numbers) of the infant’s primitive physics.

The prominent role of the cerebellum in the learning, origin and advancement of culture

BACKGROUND

Vandervert described how, in collaboration with the cerebral cortex, unconscious learning of cerebellar internal models leads to enhanced executive control in working memory in expert music performance and in scientific discovery. Following Vandervert's arguments, it is proposed that since music performance and scientific discovery, two pillars of cultural learning and advancement, are learned through in cerebellar internal models, it is reasonable that additional if not all components of culture may be learned in the same way. Within this perspective strong evidence is presented that argues that the learning, maintenance, and advancement of culture are accomplished primarily by recently-evolved (the last million or so years) motor/cognitive functions of the cerebellum and not primarily by the cerebral cortex as previously assumed. It is suggested that the unconscious cerebellar mechanism behind the origin and learning of culture greatly expands Ito's conception of the cerebellum as "a brain for an implicit self."

RESULTS

Through the mechanism of predictive sequence detection in cerebellar internal models related to the body, other persons, or the environment, it is shown how individuals can unconsciously learn the elements of culture and yet, at the same time, be in social sync with other members of culture. Further, this predictive, cerebellar mechanism of socialization toward the norms of culture is hypothesized to be diminished among children who experience excessive television viewing, which results in lower grades, poor socialization, and diminished executive control.

CONCLUSION

It is concluded that the essential components of culture are learned and sustained not by the cerebral cortex alone as many traditionally believe, but are learned through repetitious improvements in prediction and control by internal models in the cerebellum. From this perspective, the following new explanations of culture are discussed: (1) how culture can be learned unconsciously but yet be socially in sync with others, (2) how the recent evolutionary expansion of the cerebellum was involved in the co-evolution of earliest stone tools and language-leading to the cerebellum-driven origin of culture, (3) how cerebellar internal models are blended to produce the creative, forward advances in culture, (4) how the blending of cerebellar internal models led to human, multi-component, infinitely partitionable and communicable working memory, (5) how excessive television viewing may represent a cultural shift that diminishes the observational learning of internal models of the behavior of others and thus may result in a mild, parallel version of Schmahmann's cerebellar cognitive affective syndrome.

How music training enhances working memory: a cerebrocerebellar blending mechanism that can lead equally to scientific discovery and therapeutic efficacy in neurological disorders

Background

Following in the vein of studies that concluded that music training resulted in plastic changes in Einstein’s cerebral cortex, controlled research has shown that music training (1) enhances central executive attentional processes in working memory, and (2) has also been shown to be of significant therapeutic value in neurological disorders. Within this framework of music training-induced enhancement of central executive attentional processes, the purpose of this article is to argue that: (1) The foundational basis of the central executive begins in infancy as attentional control during the establishment of working memory, (2) In accordance with Akshoomoff, Courchesne and Townsend’s and Leggio and Molinari’s cerebellar sequence detection and prediction models, the rigors of volitional control demands of music training can enhance voluntary manipulation of information in thought and movement, (3) The music training-enhanced blending of cerebellar internal models in working memory as can be experienced as intuition in scientific discovery (as Einstein often indicated) or, equally, as moments of therapeutic advancement toward goals in the development of voluntary control in neurological disorders, and (4) The blending of internal models as in (3) thus provides a mechanism by which music training enhances central executive processes in working memory that can lead to scientific discovery and improved therapeutic outcomes in neurological disorders.

Results

Within the framework of Leggio and Molinari’s cerebellar sequence detection model, it is determined that intuitive steps forward that occur in both scientific discovery and during therapy in those with neurological disorders operate according to the same mechanism of adaptive error-driven blending of cerebellar internal models.

Conclusion

It is concluded that the entire framework of the central executive structure of working memory is a product of the cerebrocerebellar system which can, through the learning of internal models, incorporate the multi-dimensional rigor and volitional-control demands of music training and, thereby, enhance voluntary control. It is further concluded that this cerebrocerebellar view of the music training-induced enhancement of central executive control in working memory provides a needed mechanism to explain both the highest level of scientific discovery and the efficacy of music training in the remediation of neurological impairments.

Motor cortex single-neuron and population contributions to compensation for multiple dynamic force fields

To elucidate how primary motor cortex (M1) neurons contribute to the performance of a broad range of different and even incompatible motor skills, we trained two monkeys to perform single-degree-of-freedom elbow flexion/extension movements that could be perturbed by a variety of externally generated force fields. Fields were presented in a pseudorandom sequence of trial blocks. Different computer monitor background colors signaled the nature of the force field throughout each block. There were five different force fields: null field without perturbing torque, assistive and resistive viscous fields proportional to velocity, a resistive elastic force field proportional to position and a resistive viscoelastic field that was the linear combination of the resistive viscous and elastic force fields. After the monkeys were extensively trained in the five field conditions, neural recordings were subsequently made in M1 contralateral to the trained arm. Many caudal M1 neurons altered their activity systematically across most or all of the force fields in a manner that was appropriate to contribute to the compensation for each of the fields. The net activity of the entire sample population likewise provided a predictive signal about the differences in the time course of the external forces encountered during the movements across all force conditions. The neurons showed a broad range of sensitivities to the different fields, and there was little evidence of a modular structure by which subsets of M1 neurons were preferentially activated during movements in specific fields or combinations of fields.

Effects of angular shift transformations between movements and their visual feedback on coordination in unimanual circling

Tool actions are characterized by a transformation between movements and their resulting consequences in the environment. This transformation has to be taken into account when tool actions are planned and executed. We investigated how angular shift transformations between circling movements and their visual feedback affect the coordination of this feedback with visual events in the environment. We used a task that required participants to coordinate the visual feedback of a circular hand movement (presented on the right side of a screen) with a circling stimulus (presented on the left side of a screen). Four stimulus-visual feedback relations were instructed: same or different rotations of stimulus and visual feedback, either in same or different y-directions. Visual speed was varied in three levels (0.8, 1, and 1.2 Hz). The movement-visual feedback relation was manipulated using eight angular shifts: (-180, -135, -90, -45, 0, 45, 90, and 135°). Participants were not able to perform the different rotation/different y-direction pattern, but instead fell into the different rotation/same y-direction pattern. The different rotation/same y-direction pattern and the same rotation/same y-direction pattern were performed equally well, performance was worse in the same rotation/different y-direction pattern. Best performance was observed with angular shifts 0 and -45° and performance declined with larger angular shifts. Further, performance was better with negative angular shifts than with positive angular shifts. Participants did not fully take the angular shift transformation into account: when the angular shifts were negative the visual feedback was more in advance, and when angular shifts were positive the visual feedback was less in advance of the stimulus than in 0° angular shift. In conclusion, the presence and the magnitude of angular shift transformations affect performance. Internal models do not fully take the shift transformation into account.

The cerebellum for jocks and nerds alike

Historically the cerebellum has been implicated in the control of movement. However, the cerebellum's role in non-motor functions, including cognitive and emotional processes, has also received increasing attention. Starting from the premise that the uniform architecture of the cerebellum underlies a common mode of information processing, this review examines recent electrophysiological findings on the motor signals encoded in the cerebellar cortex and then relates these signals to observations in the non-motor domain. Simple spike firing of individual Purkinje cells encodes performance errors, both predicting upcoming errors as well as providing feedback about those errors. Further, this dual temporal encoding of prediction and feedback involves a change in the sign of the simple spike modulation. Therefore, Purkinje cell simple spike firing both predicts and responds to feedback about a specific parameter, consistent with computing sensory prediction errors in which the predictions about the consequences of a motor command are compared with the feedback resulting from the motor command execution. These new findings are in contrast with the historical view that complex spikes encode errors. Evaluation of the kinematic coding in the simple spike discharge shows the same dual temporal encoding, suggesting this is a common mode of signal processing in the cerebellar cortex. Decoding analyses show the considerable accuracy of the predictions provided by Purkinje cells across a range of times. Further, individual Purkinje cells encode linearly and independently a multitude of signals, both kinematic and performance errors. Therefore, the cerebellar cortex's capacity to make associations across different sensory, motor and non-motor signals is large. The results from studying how Purkinje cells encode movement signals suggest that the cerebellar cortex circuitry can support associative learning, sequencing, working memory, and forward internal models in non-motor domains.

Effects of angular gain transformations between movement and visual feedback on coordination performance in unimanual circling

Tool actions are characterized by a transformation (of spatio-temporal and/or force-related characteristics) between movements and their resulting consequences in the environment. This transformation has to be taken into account, when planning and executing movements and its existence may affect performance. In the present study we investigated how angular gain transformations between movement and visual feedback during circling movements affect coordination performance. Participants coordinated the visual feedback (feedback dot) with a continuously circling stimulus (stimulus dot) on a computer screen in order to produce mirror symmetric trajectories of them. The movement angle was multiplied by a gain factor (0.5-2; nine levels) before it was presented on the screen. Thus, the angular gain transformations changed the spatio-temporal relationship between the movement and its feedback in visual space, and resulted in a non-constant mapping of movement to feedback positions. Coordination performance was best with gain = 1. With high gains the feedback dot was in lead of the stimulus dot, with small gains it lagged behind. Anchoring (reduced movement variability) occurred when the two trajectories were close to each other. Awareness of the transformation depended on the deviation of the gain from 1. In conclusion, the size of an angular gain transformation as well as its mere presence influence performance in a situation in which the mapping of movement positions to visual feedback positions is not constant. When designing machines or tools that involve transformations between movements and their external consequences, one should be aware that the mere presence of angular gains may result in performance decrements and that there can be flaws in the representation of the transformation.

Consensus paper: the cerebellum's role in movement and cognition

While the cerebellum's role in motor function is well recognized, the nature of its concurrent role in cognitive function remains considerably less clear. The current consensus paper gathers diverse views on a variety of important roles played by the cerebellum across a range of cognitive and emotional functions. This paper considers the cerebellum in relation to neurocognitive development, language function, working memory, executive function, and the development of cerebellar internal control models and reflects upon some of the ways in which better understanding the cerebellum's status as a "supervised learning machine" can enrich our ability to understand human function and adaptation. As all contributors agree that the cerebellum plays a role in cognition, there is also an agreement that this conclusion remains highly inferential. Many conclusions about the role of the cerebellum in cognition originate from applying known information about cerebellar contributions to the coordination and quality of movement. These inferences are based on the uniformity of the cerebellum's compositional infrastructure and its apparent modular organization. There is considerable support for this view, based upon observations of patients with pathology within the cerebellum.

The role of left supplementary motor area in grip force scaling

Skilled tool use and object manipulation critically relies on the ability to scale anticipatorily the grip force (GF) in relation to object dynamics. This predictive behaviour entails that the nervous system is able to store, and then select, the appropriate internal representation of common object dynamics, allowing GF to be applied in parallel with the arm motor commands. Although psychophysical studies have provided strong evidence supporting the existence of internal representations of object dynamics, known as “internal models”, their neural correlates are still debated. Because functional neuroimaging studies have repeatedly designated the supplementary motor area (SMA) as a possible candidate involved in internal model implementation, we used repetitive transcranial magnetic stimulation (rTMS) to interfere with the normal functioning of left or right SMA in healthy participants performing a grip-lift task with either hand. TMS applied over the left, but not right, SMA yielded an increase in both GF and GF rate, irrespective of the hand used to perform the task, and only when TMS was delivered 130–180 ms before the fingers contacted the object. We also found that both left and right SMA rTMS led to a decrease in preload phase durations for contralateral hand movements. The present study suggests that left SMA is a crucial node in the network processing the internal representation of object dynamics although further experiments are required to rule out that TMS does not affect the GF gain. The present finding also further substantiates the left hemisphere dominance in scaling GF.

Technical, perceptual and motor skills in novice-expert water polo players: an individual discriminant analysis for talent development

The 4 tasks (A, B, C, and Y) have the characteristic of containing one more element than the task performed before it. In fact, task B introduces the slalom which is not present in task A. Task C introduces the ball control that are not present in tasks A and B, whereas task Y introduces the slalom and ball control in a visual dual task situation developed in horizontal swimming over a distance of 20 m at maximum speed. This exercise not included in task C. These tasks were performed by a group of pre-adolescent players and national under 18 water polo players. The novice players showed that tasks B and C are predictors of task Y. Such characteristics were not present in the expert players. The novice players also had difficulty in performing task Y because of the visual-attention overload, a difficulty that was not present in the expert players. To improve the 4 skills, the coach of the novice players developed a technical-didactic program, which was checked 6 months after the pretest. The posttest was not significantly different from the pretest while the individual discriminant analysis identified the improvements in some novice players, which on elaboration proved significant, enabling us to distinguish 2 subgroups, one with higher learning rates and the other with lower learning rates. In the practical applications, we describe the didactic tools (task analysis) and the different levels of development of technical skills in water polo. Improvements in these skills are explained through computational models like the HMOSAIC (Hierarchical, Modular, Selection and Identification for Control) while the individual discriminant analysis enables us to do a longitudinal analysis that is not possible with cross-sectional models.

A brief review of the role of training in near-tool effects

Research suggests that, like near-hand effects, visual targets appearing near the tip of a hand-held real or virtual tool are treated differently than other targets. This paper reviews neurological and behavioral evidence relevant to near-tool effects and describes how the effect varies with the functional properties of the tool and the knowledge of the participant. In particular, the paper proposes that motor knowledge plays a key role in the appearance of near-tool effects.

Human sensorimotor cortex represents conflicting visuomotor mappings

Behavioral studies have shown that humans can adapt to conflicting sensorimotor mappings that cause interference after intensive training. While previous research works indicate the involvement of distinct brain regions for different types of motor learning (e.g., kinematics vs dynamics), the neural mechanisms underlying joint adaptation to conflicting mappings within the same type of perturbation (e.g., different angles of visuomotor rotation) remain unclear. To reveal the neural substrates that represent multiple sensorimotor mappings, we examined whether different mappings could be classified with multivoxel activity patterns of functional magnetic resonance imaging data. Participants simultaneously adapted to opposite rotational perturbations (+90° and - 90°) during visuomotor tracking. To dissociate differences in movement kinematics with rotation types, we used two distinct patterns of target motion and tested generalization of the classifier between different combinations of rotation and motion types. Results showed that the rotation types were classified significantly above chance using activities in the primary sensorimotor cortex and the supplementary motor area, despite no significant difference in averaged signal amplitudes within the region. In contrast, low-level sensorimotor components, including tracking error and movement speed, were best classified using activities of the early visual cortex. Our results reveal that the sensorimotor cortex represents different visuomotor mappings, which permits joint learning and switching between conflicting sensorimotor skills.

An fMRI study of joint action-varying levels of cooperation correlates with activity in control networks

As social agents, humans continually interact with the people around them. Here, motor cooperation was investigated using a paradigm in which pairs of participants, one being scanned with fMRI, jointly controlled a visually presented object with joystick movements. The object oscillated dynamically along two dimensions, color and width of gratings, corresponding to the two cardinal directions of joystick movements. While the overall control of each participant on the object was kept constant, the amount of cooperation along the two dimensions varied along four levels, from no (each participant controlled one dimension exclusively) to full (each participant controlled half of each dimension) cooperation. Increasing cooperation correlated with BOLD signal in the left parietal operculum and anterior cingulate cortex (ACC), while decreasing cooperation correlated with activity in the right inferior frontal and superior temporal gyri, the intraparietal sulci and inferior temporal gyri bilaterally, and the dorsomedial prefrontal cortex. As joint performance improved with the level of cooperation, we assessed the brain responses correlating with behavior, and found that activity in most of the areas associated with levels of cooperation also correlated with the joint performance. The only brain area found exclusively in the negative correlation with cooperation was in the dorso medial frontal cortex, involved in monitoring action outcome. Given the cluster location and condition-related signal change, we propose that this region monitored actions to extract the level of cooperation in order to optimize the joint response. Our results, therefore, indicate that, in the current experimental paradigm involving joint control of a visually presented object with joystick movements, the level of cooperation affected brain networks involved in action control, but not mentalizing.

Dynamic visuomotor transformation involved with remote flying of a plane utilizes the 'Mirror Neuron' system

Brain regions involved with processing dynamic visuomotor representational transformation are investigated using fMRI. The perceptual-motor task involved flying (or observing) a plane through a simulated Red Bull Air Race course in first person and third person chase perspective. The third person perspective is akin to remote operation of a vehicle. The ability for humans to remotely operate vehicles likely has its roots in neural processes related to imitation in which visuomotor transformation is necessary to interpret the action goals in an egocentric manner suitable for execution. In this experiment for 3^rd person perspective the visuomotor transformation is dynamically changing in accordance to the orientation of the plane. It was predicted that 3^rd person remote flying, over 1^st, would utilize brain regions composing the ‘Mirror Neuron’ system that is thought to be intimately involved with imitation for both execution and observation tasks. Consistent with this prediction differential brain activity was present for 3^rd person over 1^st person perspectives for both execution and observation tasks in left ventral premotor cortex, right dorsal premotor cortex, and inferior parietal lobule bilaterally (Mirror Neuron System) (Behaviorally: 1^st>3^rd). These regions additionally showed greater activity for flying (execution) over watching (observation) conditions. Even though visual and motor aspects of the tasks were controlled for, differential activity was also found in brain regions involved with tool use, motion perception, and body perspective including left cerebellum, temporo-occipital regions, lateral occipital cortex, medial temporal region, and extrastriate body area. This experiment successfully demonstrates that a complex perceptual motor real-world task can be utilized to investigate visuomotor processing. This approach (Aviation Cerebral Experimental Sciences ACES) focusing on direct application to lab and field is in contrast to standard methodology in which tasks and conditions are reduced to their simplest forms that are remote from daily life experience.

Remembering forward: neural correlates of memory and prediction in human motor adaptation

We used functional MR imaging (FMRI), a robotic manipulandum and systems identification techniques to examine neural correlates of predictive compensation for spring-like loads during goal-directed wrist movements in neurologically-intact humans. Although load changed unpredictably from one trial to the next, subjects nevertheless used sensorimotor memories from recent movements to predict and compensate upcoming loads. Prediction enabled subjects to adapt performance so that the task was accomplished with minimum effort. Population analyses of functional images revealed a distributed, bilateral network of cortical and subcortical activity supporting predictive load compensation during visual target capture. Cortical regions--including prefrontal, parietal and hippocampal cortices--exhibited trial-by-trial fluctuations in BOLD signal consistent with the storage and recall of sensorimotor memories or "states" important for spatial working memory. Bilateral activations in associative regions of the striatum demonstrated temporal correlation with the magnitude of kinematic performance error (a signal that could drive reward-optimizing reinforcement learning and the prospective scaling of previously learned motor programs). BOLD signal correlations with load prediction were observed in the cerebellar cortex and red nuclei (consistent with the idea that these structures generate adaptive fusimotor signals facilitating cancelation of expected proprioceptive feedback, as required for conditional feedback adjustments to ongoing motor commands and feedback error learning). Analysis of single subject images revealed that predictive activity was at least as likely to be observed in more than one of these neural systems as in just one. We conclude therefore that motor adaptation is mediated by predictive compensations supported by multiple, distributed, cortical and subcortical structures.

The DIVA model: A neural theory of speech acquisition and production

The DIVA model of speech production provides a computationally and neuroanatomically explicit account of the network of brain regions involved in speech acquisition and production. An overview of the model is provided along with descriptions of the computations performed in the different brain regions represented in the model. The latest version of the model, which contains a new right-lateralized feedback control map in ventral premotor cortex, will be described, and experimental results that motivated this new model component will be discussed. Application of the model to the study and treatment of communication disorders will also be briefly described.

Colored context cues can facilitate the ability to learn and to switch between multiple dynamical force fields

We tested the efficacy of color context cues during adaptation to dynamic force fields. Four groups of human subjects performed elbow flexion/extension movements to move a cursor between targets on a monitor while encountering a resistive (Vr) or assistive (Va) viscous force field. They performed two training sets of 256 trials daily, for 10 days. The monitor background color changed (red, green) every four successful trials but provided different degrees of force field context information to each group. For the irrelevant-cue groups, the color changed every four trials, but one group encountered only the Va field and the other only the Vr field. For the reliable-cue group, the force field alternated between Va and Vr each time the monitor changed color (Vr, red; Va, green). For the unreliable-cue group, the force field changed between Va and Vr pseudorandomly at each color change. All subjects made increasingly stereotyped movements over 10 training days. Reliable-cue subjects typically learned the association between color cues and fields and began to make predictive changes in motor output at each color change during the first day. Their performance continued to improve over the remaining days. Unreliable-cue subjects also improved their performance across training days but developed a strategy of probing the nature of the field at each color change by emitting a default motor response and then adjusting their motor output in subsequent trials. These findings show that subjects can extract explicit and implicit information from color context cues during force field adaptation.

The Neuroscience of Storing and Molding Tool Action Concepts: How "Plastic" is Grounded Cognition?

Choosing how to use tools to accomplish a task is a natural and seemingly trivial aspect of our lives, yet engages complex neural mechanisms. Recently, work in healthy populations has led to the idea that tool knowledge is grounded to allow for appropriate recall based on some level of personal history. This grounding has presumed neural loci for tool use, centered on parieto-temporo-frontal areas to fuse perception and action representations into one dynamic system. A challenge for this idea is related to one of its great benefits. For such a system to exist, it must be very plastic, to allow for the introduction of novel tools or concepts of tool use and modification of existing ones. Thus, learning new tool usage (familiar tools in new situations and new tools in familiar situations) must involve mapping into this grounded network while maintaining existing rules for tool usage. This plasticity may present a challenging breadth of encoding that needs to be optimally stored and accessed. The aim of this work is to explore the challenges of plasticity related to changing or incorporating representations of tool action within the theory of grounded cognition and propose a modular model of tool–object goal related accomplishment. While considering the neuroscience evidence for this approach, we will focus on the requisite plasticity for this system. Further, we will highlight challenges for flexibility and organization of already grounded tool actions and provide thoughts on future research to better evaluate mechanisms of encoding in the theory of grounded cognition.

Manual skill generalization enhanced by negative viscosity

Recent human-machine interaction studies have suggested that movement augmented with negative viscosity can enhance performance and can even promote better motor learning. To test this, we investigated how negative viscosity influences motor adaptation to an environment where forces acted only in one axis of motion. Using a force-feedback device, subjects performed free exploratory movements with a purely inertia generating forces proportional to hand acceleration, negative viscosity generating destabilizing forces proportional to hand velocity, or a combination of the acceleration and velocity fields. After training, we evaluated each subject's ability to perform circular movements in only the inertial field. Combined training resulted in lowest error and revealed similar responses as inertia training in catch trials. These findings are remarkable because negative viscosity, available only during training, evidently enhanced learning when combined with inertia. This success in generalization is consistent with the ability of the nervous system to decompose the perturbing forces into velocity and acceleration dependent components. Compared with inertia, the combined group exhibited a broader range of speeds along the direction of maximal perturbing force. Broader exploration was also correlated with better performance in subsequent evaluation trials; this suggests that negative viscosity improved performance by enhancing identification of each force field. These findings shed light on a new way to enhance sensorimotor adaptation through robot-applied augmentation of mechanics.

Specific increases within global decreases: a functional magnetic resonance imaging investigation of five days of motor sequence learning

Our capacity to learn movement sequences is fundamental to our ability to interact with the environment. Although different brain networks have been linked with different stages of learning, there is little evidence for how these networks change across learning. We used functional magnetic resonance imaging to identify the specific contributions of the cerebellum and primary motor cortex (M1) during early learning, consolidation, and retention of a motor sequence task. Performance was separated into two components: accuracy (the more explicit, rapidly learned, stimulus-response association component) and synchronization (the more procedural, slowly learned component). The network of brain regions active during early learning was dominated by the cerebellum, premotor cortex, basal ganglia, presupplementary motor area, and supplementary motor area as predicted by existing models. Across days of learning, as performance improved, global decreases were found in the majority of these regions. Importantly, within the context of these global decreases, we found specific regions of the left M1 and right cerebellar VIIIA/VIIB that were positively correlated with improvements in synchronization performance. Improvements in accuracy were correlated with increases in hippocampus, BA 9/10, and the putamen. Thus, the two behavioral measures, accuracy and synchrony, were found to be related to two different sets of brain regions-suggesting that these networks optimize different components of learning. In addition, M1 activity early on day 1 was shown to be predictive of the degree of consolidation on day 2. Finally, functional connectivity between M1 and cerebellum in late learning points to their interaction as a mechanism underlying the long-term representation and expression of a well learned skill.

Trial-to-trial variability of single cells in motor cortices is dynamically modified during visuomotor adaptation

Neurons in all brain areas exhibit variability in their spiking activity. Although part of this variability can be considered as noise that is detrimental to information processing, recent findings indicate that variability can also be beneficial. In particular, it was suggested that variability in the motor system allows for exploration of possible motor states and therefore can facilitate learning and adaptation to new environments. Here, we provide evidence to support this idea by analyzing the variability of neurons in the primary motor cortex (M1) and in the supplementary motor area (SMA-proper) of monkeys adapting to new rotational visuomotor tasks. We found that trial-to-trial variability increased during learning and exhibited four main characteristics: (1) modulation occurred preferentially during a delay period when the target of movement was already known, but before movement onset; (2) variability returned to its initial levels toward the end of learning; (3) the increase in variability was more apparent in cells with preferred movement directions close to those experienced during learning; and (4) the increase in variability emerged at early phases of learning in the SMA, whereas in M1 behavior reached plateau levels of performance. These results are highly consistent with previous findings that showed similar trends in variability across a population of neurons. Together, the results strengthen the idea that single-cell variability can be much more than mere noise and may be an integral part of the underlying mechanism of sensorimotor learning.

Supplementary motor area and anterior intraparietal area integrate fine-graded timing and force control during precision grip

We investigated the neuronal processing of the physiologically particularly important precision grip (opposition of index finger and thumb) by the combination of functional magnetic resonance imaging (fMRI) and an MR-compatible haptic interface. Ten healthy subjects performed isometric precision grip force generation with visual task instruction and real-time visual feedback in a block design. In a 2 x 2 two-factorial design, both the timing and force could be either constant or varying (identical average timing and force). As we expected only small changes in the fMRI response for the different fine-graded motor control conditions, we maximized the sensitivity of the data analysis and implemented a volumes of interest (VOI) restricted general linear model analysis including non-explanatory force regressors to eliminate directly force-related low-level activations. The VOIs were defined based on previous studies. We found significant associations: timing variation (variable vs. constant) and primary motor area (M1) and dorsal premotor area (PMd); force variation (variable vs. constant) and primary somatosensory area (S1), anterior intraparietal area (AIP) and PMd; interaction of timing and force and supplementary motor area (SMA) and AIP. We conclude that SMA and AIP integrate fine-graded higher-level timing and force control during precision grip. M1, S1 and PMd process lower-level timing and force control, yet not their integration. These results are the basis for a detailed assessment of manual motor control in a variety of motor diseases. The detailed behavioural assessment by our MR-compatible haptic interface is particularly valuable in patients due to expected larger inter-individual variation in motor performance.

Motor and non-motor error and the influence of error magnitude on brain activity

It has been shown that frontal cortical areas increase their activity during error perception and error processing. However, it is not yet clear whether perception of motor errors is processed in the same frontal areas as perception of errors in cognitive tasks. It is also unclear whether brain activity level is influenced by the magnitude of error. For this purpose, we conducted a study in which subjects were confronted with motor and non-motor errors, and had them perform a sensorimotor transformation task in which they were likely to commit motor errors of different magnitudes (internal errors). In addition to the internally committed motor errors, non-motor errors (external errors) were added to the feedback in some trials. We found that activity in the anterior insula, inferior frontal gyrus (IFG), cerebellum, precuneus, and posterior medial frontal cortex (pMFC) correlated positively with the magnitude of external errors. The middle frontal gyrus (MFG) and the pMFC cortex correlated positively with the magnitude of the total error fed back to subjects (internal plus external). No significant positive correlation between internal error and brain activity could be detected. These results indicate that motor errors have a differential effect on brain activity compared with non-motor errors.

Tool use and the distalization of the end-effector

We review recent neurophysiological data from macaques and humans suggesting that the use of tools extends the internal representation of the actor's hand, and relate it to our modeling of the visual control of grasping. We introduce the idea that, in addition to extending the body schema to incorporate the tool, tool use involves distalization of the end-effector from hand to tool. Different tools extend the body schema in different ways, with a displaced visual target and a novel, task-specific processing of haptic feedback to the hand. This distalization is critical in order to exploit the unique functional capacities engendered by complex tools.

Neural correlates of predictive and postdictive switching mechanisms for internal models

Switching of sensorimotor tasks may be classified into predictive switching based on contextual information and postdictive switching based on the error between sensorimotor feedback and predictions. We used functional neuroimaging to study the brain regions involved in each type of switching of internal models for visuomotor rotations (clockwise and counterclockwise rotations of visual feedback). The color of a cue presented before movement initiation corresponded to direction of rotation of the feedback in an instructed condition, but not in a noninstructed condition. Switching-related activity was identified as activity that transiently increased after the direction of rotation was changed. The switching-related activity in cue periods in the instructed condition, when a predictive switch is possible, was observed in the superior parietal lobule (SPL). However, the switching-related activity in feedback periods in the noninstructed condition, when prediction error is crucial for the postdictive switch, was observed in the inferior parietal lobule (IPL) and prefrontal cortex. The functional influence of the SPL on the lateral cerebellum, namely, a possible neural correlate for internal models, increased in the instructed condition, but the influence of the IPL on the cerebellum was increased in the noninstructed condition. We observed a rapid activity increase in the instructed condition and a gradual activity increase in the noninstructed condition mainly in the lateral occipito-temporal cortices (LOTC) and supplementary motor cortex (SMA). These results are consistent with separate mechanisms for predictive and postdictive switches and suggest that the LOTC and SMA receive output signals from appropriate internal models.

Reach adaptation: what determines whether we learn an internal model of the tool or adapt the model of our arm?

We make errors when learning to use a new tool. However, the cause of error may be ambiguous: is it because we misestimated properties of the tool or of our own arm? We considered a well-studied adaptation task in which people made goal-directed reaching movements while holding the handle of a robotic arm. The robot produced viscous forces that perturbed reach trajectories. As reaching improved with practice, did people recalibrate an internal model of their arm, or did they build an internal model of the novel tool (robot), or both? What factors influenced how the brain solved this credit assignment problem? To investigate these questions, we compared transfer of adaptation between three conditions: catch trials in which robot forces were turned off unannounced, robot-null trials in which subjects were told that forces were turned off, and free-space trials in which subjects still held the handle but watched as it was detached from the robot. Transfer to free space was 40% of that observed in unannounced catch trials. We next hypothesized that transfer to free space might increase if the training field changed gradually, rather than abruptly. Indeed, this method increased transfer to free space from 40 to 60%. Therefore although practice with a novel tool resulted in formation of an internal model of the tool, it also appeared to produce a transient change in the internal model of the subject's arm. Gradual changes in the tool's dynamics increased the extent to which the nervous system recalibrated the model of the subject's own arm.

Neuroanatomical Correlates of Motor Acquisition and Motor Transfer

The acquisition of new motor skills is dependent on task practice. In the case of motor transfer, learning can be facilitated by prior practice of a similar skill. Although a multitude of studies have investigated the brain regions contributing to skill acquisition, the neural bases associated with the savings seen at transfer have yet to be determined. In the current study, we used functional MRI to examine how brain activation differs during acquisition and transfer of a visuomotor adaptation task. Two groups of participants adapted manual aiming movements to three different rotations of the feedback display in a sequential fashion, with a return to baseline display conditions between each rotation. Subjects showed a savings in the rate of adaptation when they had prior adaptive experiences (i.e., positive transfer of learning). This savings was associated with a reduction in activity of brain regions typically recruited early in the adaptation process, including the right inferior frontal gyrus, primary motor cortex, inferior temporal gyrus, and the cerebellum (medial HIII). Moreover, although these regions exhibit activation that is correlated across subjects with the rate of acquisition, the degree of savings at transfer was correlated with activity in the right cingulate gyrus, left superior parietal lobule, right inferior parietal lobule, left middle occipital gyrus, and bilaterally in the cerebellum (HV/VI). The cerebellar activation was in the regions surrounding the posterior superior fissure, which is thought to be the site of storage for acquired internal models. Thus we found that motor transfer is associated with brain activation that typically characterizes late learning and storage. Transfer seems to involve retrieval of a previously formed motor memory, allowing the learner to move more quickly through the early stage of learning.