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The Cerebellum & Motor Learning:The Cerebellum & Motor Learning:Experimental Design Considerations
Rachael D. Seidler, Ph.D., University of MichiganDepartment of Psychology, School of Kinesiology, & Neuroscience Program
But, cerebellar activity varies with movement d f & i th b fspeed, force, & accuracy in the absence of
learning….
• Spraker et al. (in press) Neuroimage• Vaillancourt et al. (2006) J Neurophys• Seidler et al. (2004) Neuroimage• Kitazawa et al. (1998) Nature• Van Mier et al. (1998) J Neurophys
How can we disentangle performance f l i ff t i th b ll ?from learning effects in the cerebellum?
• Experimental design manipulations:p g p– Flatten the learning curve without affecting learning– Control conditions which vary speed, accuracy,
force, etc., subtract activation / test for interactions
Typical sequence learning dataTypical sequence learning data
Response Time / Errors
R S S S S R S RR S S S S R S R
Dual task performance: temporary suppression of performance changessuppression of performance changes
ResponseResponse Time
R S S S S R S R
“Learning”Dual task
“Expression of Learning”
Si l t kSingle task
Behavioral resultsBehavioral results
400 * *
R350
400
Response Time 300
200
250
200R S S S S R R S R
LearningDual task
ExpressionSingle task
Block*p<.01
Seidler et al. (2002) Science
Time course of cerebellar activationTime course of cerebellar activation
lLD
Sig
na
R S S S S R R S R
BO
LearningDual task
ExpressionSingle taskBilateral H VI
Seidler et al. (2002) Science
Another approachAnother approach• Orban et al. (2010) Neuroimage
– sequence learning– sequence execution– speed control condition
Cerebellum HVIIIperformance only
Cerebellum HVIPerformance & learning
Adaptation or execution / performance effects?Adaptation or execution / performance effects?H IV / V
H VH V
Seidler et al. (2006) Exp Brain Res
Control experiment: movements to smaller (target 1) or larger (target 4) targets(target 1) or larger (target 4) targets
Seidler et al. (2004) Neuroimage
Start Variable target sizes
Cerebellar activity is highest for smaller t t / l / l ttarget / larger errors / slower movements
Seidler et al. (2004) Neuroimage
What about transfer of learning effects?What about transfer of learning effects?
Seidler & Noll (2008) J Neurophys
Conclusion: Dissociable cerebellar regions contribute to motor learning and motor executionBut, how does the cerebellum contribute to motor learning?to motor learning?
Greater cerebellar activity for symbolic than spatial conditions, correlates with symbolic learning magnitude
Bo et al. (2011) Neuroimage
ConclusionsConclusions
C b ll l l i t• Cerebellum plays a role in motor execution and learning
• Role & subregions are task dependent• For sequence learning: supports q g pp
symbolically cued learning (high S-R complexity)p y)
•Acknowledgements:Acknowledgements:
• Funding: NIH AG 24106• Collaborators:
Doug Noll (BME, Radiology), Scott Peltier (BME, g ( gy) (FMRI lab), & Jin Bo (EMU Psychology)