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Rinchon, C.

Publications and source records attributed to Rinchon, C..

2 recordsLinked to original sources

Supplementary motor area contributions to rhythm perception

Timing is everything, but our understanding of the neural mechanisms of timing remains limited, particularly for timing of sequences. Temporal sequences can be represented relative to a recurrent beat (beat-based or relative timing), or as a series of absolute durations (non-beat-based or absolute timing). Neuroimaging work suggests involvement of the basal ganglia, supplementary motor area (SMA), the premotor cortices, and the cerebellum in both beat- and non-beat-based timing. Here we examined how beat-based timing and non-beat-based sequence timing were affected by modulating excitability of the supplementary motor area, the right cerebellum, and the bilateral dorsal premotor cortices, using transcranial direct current stimulation (tDCS). Participants were subjected to a sham stimulation session, followed an active stimulation session where anodal or cathodal 2mA tDCS was applied to the SMA, right premotor cortex, left premotor cortex, or the cerebellum. During both sessions, participants discriminated changes in rhythms which differentially engage beat-based or non-beat-based timing. Rhythm discrimination performance was improved by increasing SMA excitability, and impaired by decreasing SMA excitability. This polarity-dependent effect on rhythm discrimination was absent for cerebellar or premotor cortex stimulation, suggesting a crucial role of the SMA and/or its functionally connected networks in rhythmic timing mechanisms.

neuroscience↗

Changes in corticospinal excitability associated with motor learning by observing

While many of our motor skills are acquired through physical practice, we can also learn how to make movements by observing others. For example, individuals can learn how to reach in novel dynamical environments ( force fields, FF) by observing the movements of a tutor. Previous neurophysiology and neuroimaging studies in humans suggest a role for the motor system in motor learning by observing. Here we tested the role of primary motor cortex (M1) in motor learning by observing. We used single-pulse transcranial magnetic stimulation (TMS) to elicit motor evoked potentials (MEPs) in right hand muscles at rest. MEPs were elicited before and after participants observed either a video adapting her reaches to a FF or a control video showing a tutor performing reaches in an unlearnable FF. We predicted that observing motor learning would increase M1 excitability to a greater extent than observing movements that did not involve learning. We found that observing FF learning increased MEP amplitudes recorded from right first dorsal interosseous (FDI) and right abductor pollicis brevis (APB) muscles. There were no changes in MEP amplitudes for control participants who observed a tutor performing reaches in an unlearnable, randomly varying FF. The observed MEP changes can thus be specifically linked to observing motor learning. These results are consistent with the idea that observing motor learning produces functional changes in M1, or corticospinal networks or both.

neuroscience↗