Human Cortical Physiology and Stroke Neurorehabilitation Section, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, MD 20892, USA.
Neuroscience. 2013 Oct 10;250:201-7. doi: 10.1016/j.neuroscience.2013.06.062. Epub 2013 Jul 12.
In both perceptual and motor learning, numerous studies have shown specificity of learning to the trained eye or hand and to the physical features of the task. However, generalization of learning is possible in both perceptual and motor domains. Here, I review evidence for perceptual and motor learning generalization, suggesting that generalization patterns are affected by the way in which the original memory is encoded and consolidated. Generalization may be facilitated during fast learning, with possible engagement of higher-order brain areas recurrently interacting with the primary visual or motor cortices encoding the stimuli or movements' memories. Such generalization may be supported by sleep, involving functional interactions between low and higher-order brain areas. Repeated exposure to the task may alter generalization patterns of learning and overall offline learning. Development of unifying frameworks across learning modalities and better understanding of the conditions under which learning can generalize may enable to gain insight regarding the neural mechanisms underlying procedural learning and have useful clinical implications.
在感知和运动学习中，许多研究表明学习具有对训练眼或手以及任务物理特征的特异性。然而，感知和运动领域的学习都具有泛化能力。在这里，我回顾了感知和运动学习泛化的证据，表明泛化模式受到原始记忆编码和巩固方式的影响。在快速学习期间，可能会促进泛化，可能会涉及反复与编码刺激或运动记忆的初级视觉或运动皮层相互作用的高阶脑区。这种泛化可能得到睡眠的支持，涉及低阶和高阶脑区之间的功能相互作用。反复接触任务可能会改变学习的泛化模式和整体离线学习。在不同学习模式之间建立统一框架，并更好地理解学习可以泛化的条件，可能有助于深入了解程序性学习的神经机制，并具有有用的临床意义。
