Thompson R, Huestis P W, Crinella F M, Yu J
Department of Physical Medicine and Rehabilitation, University of California Irvine Medical Center, Orange 92613-4091.
Am J Phys Med Rehabil. 1990 Aug;69(4):191-7. doi: 10.1097/00002060-199008000-00004.
Young rats subjected to bilateral brain lesions were subsequently tested for acquisition of eight puzzle-box problems. Lesions to 12 of the 37 brain sites investigated (anterior pretectal area, subthalamus, posterolateral hypothalamus, frontocingulate cortex, anterior thalamus, mediodorsal thalamus, ventromedial thalamus, parafascicular nucleus, mamillary bodies, cerebellum, olfactory bulb, and ventromedial hypothalamus) retarded puzzle-box learning. This study, combined with earlier investigation of 11 additional brain sites, show that 21 of the 48 total brain structures are involved in motor skill learning. These findings suggest that motor skill learning requires the integrity of a nonspecific mechanism and several specific mechanisms, such as vestibular-proprioceptive-kinesthetic discrimination mechanism and probably also response flexibility, visuospatial attentional, visual discrimination and place learning mechanisms.
对遭受双侧脑损伤的幼鼠随后进行了八项迷宫问题习得测试。在所研究的37个脑区中的12个脑区（前顶盖前区、丘脑底核、下丘脑后外侧区、额扣带回皮质、前丘脑、丘脑背内侧核、丘脑腹内侧核、束旁核、乳头体、小脑、嗅球和下丘脑腹内侧核）发生损伤会延缓迷宫学习。这项研究，结合早期对另外11个脑区的调查，表明在总共48个脑结构中有21个参与运动技能学习。这些发现表明，运动技能学习需要一种非特异性机制以及几种特异性机制的完整性，例如前庭-本体感觉-动觉辨别机制，可能还有反应灵活性、视觉空间注意力、视觉辨别和位置学习机制。
