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Task-Specific Effect of Transcranial Direct Current Stimulation on Motor Learning
Transcranial direct current stimulation (tDCS) is a relatively new non-invasive brain stimulation technique that modulates neural processes. When applied to the human primary motor cortex (M1), tDCS has beneficial effects on motor skill learning and consolidation in healthy controls and in patients....
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2013
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3696911/ https://www.ncbi.nlm.nih.gov/pubmed/23847505 http://dx.doi.org/10.3389/fnhum.2013.00333 |
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author | Saucedo Marquez, Cinthia Maria Zhang, Xue Swinnen, Stephan Patrick Meesen, Raf Wenderoth, Nicole |
author_facet | Saucedo Marquez, Cinthia Maria Zhang, Xue Swinnen, Stephan Patrick Meesen, Raf Wenderoth, Nicole |
author_sort | Saucedo Marquez, Cinthia Maria |
collection | PubMed |
description | Transcranial direct current stimulation (tDCS) is a relatively new non-invasive brain stimulation technique that modulates neural processes. When applied to the human primary motor cortex (M1), tDCS has beneficial effects on motor skill learning and consolidation in healthy controls and in patients. However, it remains unclear whether tDCS improves motor learning in a general manner or whether these effects depend on which motor task is acquired. Here we compare whether the effect of tDCS differs when the same individual acquires (1) a Sequential Finger Tapping Task (SEQTAP) and (2) a Visual Isometric Pinch Force Task (FORCE). Both tasks have been shown to be sensitive to tDCS applied over M1, however, the underlying processes mediating learning and memory formation might benefit differently from anodal transcranial direct current stimulation (anodal-tDCS). Thirty healthy subjects were randomly assigned to an anodal-tDCS group or sham-group. Using a double-blind, sham-controlled cross-over design, tDCS was applied over M1 while subjects acquired each of the motor tasks over three consecutive days, with the order being randomized across subjects. We found that anodal-tDCS affected each task differently: the SEQTAP task benefited from anodal-tDCS during learning, whereas the FORCE task showed improvements only at retention. These findings suggest that anodal-tDCS applied over M1 appears to have a task-dependent effect on learning and memory formation. |
format | Online Article Text |
id | pubmed-3696911 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2013 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-36969112013-07-11 Task-Specific Effect of Transcranial Direct Current Stimulation on Motor Learning Saucedo Marquez, Cinthia Maria Zhang, Xue Swinnen, Stephan Patrick Meesen, Raf Wenderoth, Nicole Front Hum Neurosci Neuroscience Transcranial direct current stimulation (tDCS) is a relatively new non-invasive brain stimulation technique that modulates neural processes. When applied to the human primary motor cortex (M1), tDCS has beneficial effects on motor skill learning and consolidation in healthy controls and in patients. However, it remains unclear whether tDCS improves motor learning in a general manner or whether these effects depend on which motor task is acquired. Here we compare whether the effect of tDCS differs when the same individual acquires (1) a Sequential Finger Tapping Task (SEQTAP) and (2) a Visual Isometric Pinch Force Task (FORCE). Both tasks have been shown to be sensitive to tDCS applied over M1, however, the underlying processes mediating learning and memory formation might benefit differently from anodal transcranial direct current stimulation (anodal-tDCS). Thirty healthy subjects were randomly assigned to an anodal-tDCS group or sham-group. Using a double-blind, sham-controlled cross-over design, tDCS was applied over M1 while subjects acquired each of the motor tasks over three consecutive days, with the order being randomized across subjects. We found that anodal-tDCS affected each task differently: the SEQTAP task benefited from anodal-tDCS during learning, whereas the FORCE task showed improvements only at retention. These findings suggest that anodal-tDCS applied over M1 appears to have a task-dependent effect on learning and memory formation. Frontiers Media S.A. 2013-07-01 /pmc/articles/PMC3696911/ /pubmed/23847505 http://dx.doi.org/10.3389/fnhum.2013.00333 Text en Copyright © 2013 Saucedo Marquez, Zhang, Swinnen, Meesen and Wenderoth. http://creativecommons.org/licenses/by/3.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in other forums, provided the original authors and source are credited and subject to any copyright notices concerning any third-party graphics etc. |
spellingShingle | Neuroscience Saucedo Marquez, Cinthia Maria Zhang, Xue Swinnen, Stephan Patrick Meesen, Raf Wenderoth, Nicole Task-Specific Effect of Transcranial Direct Current Stimulation on Motor Learning |
title | Task-Specific Effect of Transcranial Direct Current Stimulation on Motor Learning |
title_full | Task-Specific Effect of Transcranial Direct Current Stimulation on Motor Learning |
title_fullStr | Task-Specific Effect of Transcranial Direct Current Stimulation on Motor Learning |
title_full_unstemmed | Task-Specific Effect of Transcranial Direct Current Stimulation on Motor Learning |
title_short | Task-Specific Effect of Transcranial Direct Current Stimulation on Motor Learning |
title_sort | task-specific effect of transcranial direct current stimulation on motor learning |
topic | Neuroscience |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3696911/ https://www.ncbi.nlm.nih.gov/pubmed/23847505 http://dx.doi.org/10.3389/fnhum.2013.00333 |
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