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The Journal of Neuroscience, November 29, 2006, 26(48):12466-12470; doi:10.1523/JNEUROSCI.1139-06.2006

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Brief Communications
Disruption of Primary Motor Cortex before Learning Impairs Memory of Movement Dynamics

Andrew G. Richardson,¹ Simon A. Overduin,² Antoni Valero-Cabré,^3,4,6 Camillo Padoa-Schioppa,⁵ Alvaro Pascual-Leone,⁶ Emilio Bizzi,² and Daniel Z. Press⁶

¹Division of Health Sciences and Technology, Massachusetts Institute of Technology and Harvard Medical School, Cambridge, Massachusetts 02142, ²Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts 02139, ³Department of Anatomy and Neurobiology, Boston University School of Medicine, Boston, Massachusetts 02118, ⁴Department of Neurology, Fondation Ophtalmologique Rothschild, 75019 Paris, France, ⁵Department of Neurobiology, Harvard Medical School, Boston, Massachusetts 02115, and ⁶Department of Neurology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts 02215

Correspondence should be addressed to Dr. Daniel Z. Press, Beth Israel Deaconess Medical Center and Harvard Medical School, 330 Brookline Avenue, Boston, MA 02215. Email: dpress{at}bidmc.harvard.edu

Although multiple lines of evidence implicate the primary motor cortex (M1) in motor learning, the precise role of M1 in the adaptation to novel movement dynamics and in the subsequent consolidation of a memory of those dynamics remains unclear. Here we used repetitive transcranial magnetic stimulation (rTMS) to dissociate the contribution of M1 to these distinct aspects of motor learning. Subjects performed reaching movements in velocity-dependent force fields over three epochs: a null-field baseline epoch, a clockwise-field learning epoch (15 min after the baseline epoch), and a clockwise-field retest epoch (24 h after the learning epoch). Half of the subjects received 15 min of 1 Hz rTMS to M1 between the baseline and learning epochs. Subjects given rTMS performed identically to control subjects during the learning epoch. However, control subjects performed with significantly less error than rTMS subjects in the retest epoch on the following day. These results suggest that M1 is not critical to the network supporting motor adaptation per se but that, within this network, M1 may be important for initiating the development of long-term motor memories.

Key words: human; motor cortex; learning; memory; rTMS; psychophysics

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Received March 16, 2006; revised Oct. 25, 2006; accepted Oct. 26, 2006.

Correspondence should be addressed to Dr. Daniel Z. Press, Beth Israel Deaconess Medical Center and Harvard Medical School, 330 Brookline Avenue, Boston, MA 02215. Email: dpress{at}bidmc.harvard.edu

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