Effects of Different Electrical Brain Stimulation Protocols on Subcomponents of Motor Skill Learning |
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| Affiliation: | 1. Department of Neurology, Albert-Ludwigs-University Freiburg, Germany;2. Faculty of Behavioral and Social Sciences, University of Groningen, The Netherlands;3. Institute of Cognitive Neuroscience, University College London, United Kingdom;1. University of Lübeck, Department of Neuroendocrinology, Lübeck, Germany;2. University of Tübingen, Institute of Medical Psychology and Behavioral Neurobiology, Tübingen, Germany;3. University of Lübeck, Graduate School for Computing in Medicine and Life Sciences, Lübeck, Germany;4. University of Lübeck, Institute for Robotics and Cognitive Systems, Lübeck, Germany;5. The City College of The City University of New York, Department of Biomedical Engineering, New York, USA;1. Department of Psychiatry and Psychotherapy, University of Regensburg, Germany;2. Experimental and Clinical Neuroscience, University of Regensburg, Elite Network Bavaria, Germany;1. Oxford Centre for Functional MRI of the Brain (FMRIB), Nuffield Department of Clinical Neurosciences, University of Oxford, John Radcliffe Hospital, Oxford OX3 9DU, UK;2. Oxford Centre for Human Brain Activity (OHBA), Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford OX3 7JX, UK;1. Faculty of Sciences of Sport and Physical Education, Department of Physical Education, University of A Coruña, A Coruña, Spain;2. Department of Neurology, John Radcliffe Hospital, Headington, Oxford, UK;3. Nuffield Department of Clinical Neurosciences, University of Oxford, Oxford, UK;1. Max Planck Institute for Human Cognitive and Brain Sciences, Department of Neurology, D-04103 Leipzig, Germany;2. Mind and Brain Institute, Charité and Humboldt University, D-10117 Berlin, Germany |
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| Abstract: | BackgroundNoninvasive electrical brain stimulation (NEBS) with transcranial direct current (tDCS) or random noise stimulation (tRNS) applied to the primary motor cortex (M1) can augment motor learning.ObjectiveWe tested whether different types of stimulation alter particular aspects of learning a tracing task over three consecutive days, namely skill acquisition (online/within session effects) or consolidation (offline/between session effects).MethodsMotor training on a tracing task over three consecutive days was combined with different types and montages of stimulation (tDCS, tRNS).ResultsUnilateral M1 stimulation using tRNS as well as unilateral and bilateral M1 tDCS all enhanced motor skill learning compared to sham stimulation. In all groups, this appeared to be driven by online effects without an additional offline effect. Unilateral tDCS resulted in large skill gains immediately following the onset of stimulation, while tRNS exerted more gradual effects. Control stimulation of the right temporal lobe did not enhance skill learning relative to sham.ConclusionsThe mechanisms of action of tDCS and tRNS are likely different. Hence, the time course of skill improvement within sessions could point to specific and temporally distinct interactions with the physiological process of motor skill learning. Exploring the parameters of NEBS on different tasks and in patients with brain injury will allow us to maximize the benefits of NEBS for neurorehabilitation. |
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| Keywords: | tDCS tRNS Brain stimulation |
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