fMRI Investigation of Cortical and Subcortical Networks in the Learning of Abstract and Effector-Specific Representations of Motor Sequences



Sakai, K., Hikosaka, O., Takino, R., Miyauchi, S., Nielsen, M., Tamada, T., 2000.
What and when-parallel and convergent processing in motor control.
J. Neurosci.
20
, 2691-2700.

Sakai, K., Kitaguchi, K., & Hikosaka, O., 2003. Chunking during human visuomotor
sequence learning.
Exp. Brain Res., 132, 149-162.

Sanes, J.N., 2003. Neocortical mechanisms in motor learning. Curr. Opin. Neurobiol.
13
, 225-231.

Shadmehr, R., Holcomb, H.H., 1997. Neural Correlates of Motor Memory
Consolidation,
Science, 277, 821-825.

Shima, K., Mushiake, H., Saito, N., Tanji, J., 1996. Role for cells in the
presupplementary motor area in updating motor plans.
Proc. Nat. Acad. Sci., USA
93(16)
, 8694-8698.

Smith, S.M., 2002. Fast robust automated brain extraction. Hum. Brain Mapp. 17(3),
143-155.

Talairach, J., Tournoux, P., 1988. Co-planar stereotaxic atlas of the human brain.
New York: Thieme.

Tanji, J., Shima, K., 1994. Role of supplementary motor areas cells in planning
several movements ahead.
Nature 371, 413-416.

Tanji, J., 2001. Sequential organization of multiple movements: Involvement of
cortical motor areas.
Ann. Rev. Neurosci. 24, 631-651.

Toni, I., Krams, M., Turner, R., Passingham, R.E., 1998. The time course of changes
during motor sequence learning: a whole-brain fMRI study.
NeuroImage 8, 50-61.

Willingham, D.B., 1998. A neuropsychological theory of motor skill learning.
Psychol. Rev. 105, 558-584.

Wise, S.P., Boussaoud, D., Johnson, P.B., Caminiti, R., 1997. Premotor and parietal
cortex: Corticocortical connectivity and combinatorial computations.
Ann. Rev.
Neurosci. 20
, 25-42.

28



More intriguing information

1. A Consistent Nonparametric Test for Causality in Quantile
2. The name is absent
3. Skills, Partnerships and Tenancy in Sri Lankan Rice Farms
4. The name is absent
5. A Location Game On Disjoint Circles
6. Density Estimation and Combination under Model Ambiguity
7. The name is absent
8. 5th and 8th grade pupils’ and teachers’ perceptions of the relationships between teaching methods, classroom ethos, and positive affective attitudes towards learning mathematics in Japan
9. Who runs the IFIs?
10. The Context of Sense and Sensibility