Department of Physical Therapy and Assistive Technology, National Yang-Ming University, Taipei, 112, Taiwan; Yeong-An Orthopedic and Physical Therapy Clinic, Taipei, 112, Taiwan.
Department of Biomedical Engineering, National Yang-Ming University, Taipei, 112, Taiwan.
Neuroimage. 2018 Nov 1;181:1-15. doi: 10.1016/j.neuroimage.2018.06.081. Epub 2018 Jun 30.
Increasing contextual interference (CI) during practice benefits learning, making it a desirable difficulty. For example, interleaved practice (IP) of motor sequences is generally more difficult than repetitive practice (RP) during practice but leads to better learning. Here we investigated whether CI in practice modulated resting-state functional connectivity during consolidation. 26 healthy adults (11 men/15 women, age = 23.3 ± 1.3 years) practiced two sets of three sequences in an IP or RP condition over 2 days, followed by a retention test on Day 5 to evaluate learning. On each practice day, functional magnetic resonance imaging (fMRI) data were acquired during practice and also in a resting state immediately after practice. The resting-state fMRI data were processed using independent component analysis (ICA) followed by functional connectivity analysis, showing that IP on Day 1 led to greater resting connectivity than RP between the left premotor cortex and left dorsolateral prefrontal cortex (DLPFC), bilateral posterior cingulate cortices, and bilateral inferior parietal lobules. Moreover, greater resting connectivity after IP than RP on Day 1, between the left premotor cortex and the hippocampus, amygdala, putamen, and thalamus on the right, and the cerebellum, was associated with better learning following IP. Mediation analysis further showed that the association between enhanced resting premotor-hippocampal connectivity on Day 1 and better retention performance following IP was mediated by greater task-related functional activation during IP on Day 2. Our findings suggest that the benefit of CI to motor learning is likely through enhanced resting premotor connectivity during the early phase of consolidation.
在练习中增加情境干扰（CI）有利于学习，这是一种理想的困难。例如，运动序列的交错练习（IP）通常比重复练习（RP）在练习期间更难，但会导致更好的学习。在这里，我们研究了练习中的 CI 是否调节了巩固过程中的静息状态功能连接。26 名健康成年人（11 名男性/15 名女性，年龄=23.3±1.3 岁）在 2 天内分别在 IP 或 RP 条件下练习两组三个序列，然后在第 5 天进行保留测试以评估学习情况。在每个练习日，功能性磁共振成像（fMRI）数据在练习期间以及练习后立即在静息状态下采集。静息态 fMRI 数据使用独立成分分析（ICA）进行处理，然后进行功能连接分析，结果表明第 1 天的 IP 导致左运动前皮质和左背外侧前额叶皮质（DLPFC）、双侧后扣带回皮质和双侧下顶叶之间的静息连接大于 RP，并且第 1 天的 IP 比 RP 后静息连接更大，左运动前皮质与右侧海马体、杏仁核、壳核和丘脑以及小脑之间的连接更强，与 IP 后更好的学习相关。中介分析进一步表明，第 1 天增强的静息运动前皮质-海马体连接与 IP 后更好的保留表现之间的关联，是由第 2 天 IP 期间任务相关功能激活增强介导的。我们的研究结果表明，CI 对运动学习的益处可能是通过在巩固的早期阶段增强静息运动前皮质连接来实现的。
