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2103 Role of anticipatory eye movement in procedural learning
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2103
ROLE OF ANTICIPATORY EYE MOVEMENT IN PROCEDURAL LEARNING. KAE MIYASHITA, SHIGEHIRO MIYACHI AND OKIHIDE HIKOSAKA, National Institute for Physiological Sciences, Myodaiji, Okazaki 444, Japan
To investigate the acquisition process of procedural learning, we trained two monkeys to perform a sequential button press task. Upon pressing of a home key, two of 16 (4x4) LED buttons (called 'set') were illuminated and the monkey had to press them in a predetermined order which he had to find by trial and error. A total of 5 sets (called 'hyperset') were presented in a fixed order for completion of a trial; an error at any set aborted the trial. A given hyperset was repeated as a block of experiment until 20 successful trials were performed. Learning took place for each hyperset, evident as the decrease in the number of errors and the decrease in performance time. We found that the procedural learning was correlated with the development of anticipatory eye movements. Initially, for each target set, a saccade occurred to one of the two LED targets after their onset (latency, 100-150ms), followed by hand reaching. The saccade onset became earlier during the course of learning, eventually before the target onset. Though initially hypometric and slow, such anticipatory saccades became accurate and fast so that the eye was often at the target location when it turned on. Along with the change in eye movements, the latency of button press also became shorter, generally from 500-700ms to 150-250ms. Videorecording showed that the hand movement also became anticipatory. These findings suggest that eye movement guides hand movement to execute a learned sequential procedure.
21 04
DEFICITS IN E X E C U T I O N AND LEARNING OF EYE/IIAND REVERSIBLE BLOCKADE OF THE MONKEY STRIATUM SHIGEH1RO M1YACHI, KAE MIYASHITA, ZOLTAN KARADI, OKIHIDE HIKOSAKA Lab. of Neural Control, Natl. Inst. for Phvsiol. Sci., Myodaiji, Okazaki 444, Japan
MOVEMENTS
BY
The basal ganglia system is an area among many that might be involved in procedural/motor learning. To test the hypothesis, we exmnined the effects of reversible blockade (by injection of muscimol) of the monkey striatum. The monkey was required to press 10 LED buttons (out of 16) in a predetermined order, two of which turned on 'at a time as a set; the whole sequence (hyperset) thus consisted of 5 sets (see Miyashita et al., this issue). The monkey had experienced more than 400 hyperscts in different degrees of learning including 14 highly learned ones. The task also allowed us to examine new hypersets after each injection. For the injection, we implanted 12 guide tubes directing at the striatum (caudate and putamen, left and right) at three antcro-posterior levels (A 18, A22, A26). The injection was multiple (2 or 4 sites), each with 5lag muscimol in lpl saline. Strong and similar effects were obtained by injections containing A26-caudate, A26- or A22putamen. An initial effect (<30min) was the slowness of eye/hand movements which was enhanced toward the end of a trial. A major change in learned hypersets was the loss of anticipatory eye movement (see Miyashita et al.). Similarly, the hand would stay immobile until the targets tumed on. Such movement deficits were usually followed by deficits in learning; the number of perseverative errors increased in both learned and new hypersets.
2"105
NEURONAL ACTIVITY OF THE PREFRONTAL CORTEX RELATED TO SACCADE DIRECTION DURING AN OCULOMOTOR DELAYED MATCHING-TO-SAMPLE TASK BY MONKEY. RYDHEI HASEGAWA, TOSHWUK1 SAWAGUCHI AND KISOU KUBOTA, Department of Behavioral and Brain Sciences, Primate Research Institute, Kvoto University, Inuvmna, Aichi 484. Japan To understand roles of the monkey prefrontal cortcx in memorizing movement directions, neuronal activities were recorded from the prefrontal cortex ~hile the mop,key was.performing an oculomotor delayed matching-to-sample task, requiring directional saccadcs. The task was started by the monkey fixating to a central spot, followed by sample (0.5s), 1st delay (l.5s), matching (0.5s), 2nd delay (1.5), and go period. In the go period, the monkey made memory-guided saccades to one of four different locations (left, right, upper, and dm~n) detcmuned by a combmaUon of the sample and matching cues. T~venty nine neurons responded during the go period, and 20 of them showed a directional selectivity; i.e., magnitude of their response differed by direction of saccade. Of these directional neurons, l_S'shmveda response in the matching period, which also had a directional selccti,Ab'. The direction associated with the largest response was always the same between the both periods, and the directio~ml response in the matclfing period produced by visual sample and matching stimuli was independent of the physical feature of visual matching stimuli. Thus, the directional response in the matching period max"play a role in memorizing or deciding a direction for forthcoming saccade.
2103
ROLE OF ANTICIPATORY EYE MOVEMENT IN PROCEDURAL LEARNING. KAE MIYASHITA, SHIGEHIRO MIYACHI AND OKIHIDE HIKOSAKA, National Institute for Physiological Sciences, Myodaiji, Okazaki 444, Japan
To investigate the acquisition process of procedural learning, we trained two monkeys to perform a sequential button press task. Upon pressing of a home key, two of 16 (4x4) LED buttons (called 'set') were illuminated and the monkey had to press them in a predetermined order which he had to find by trial and error. A total of 5 sets (called 'hyperset') were presented in a fixed order for completion of a trial; an error at any set aborted the trial. A given hyperset was repeated as a block of experiment until 20 successful trials were performed. Learning took place for each hyperset, evident as the decrease in the number of errors and the decrease in performance time. We found that the procedural learning was correlated with the development of anticipatory eye movements. Initially, for each target set, a saccade occurred to one of the two LED targets after their onset (latency, 100-150ms), followed by hand reaching. The saccade onset became earlier during the course of learning, eventually before the target onset. Though initially hypometric and slow, such anticipatory saccades became accurate and fast so that the eye was often at the target location when it turned on. Along with the change in eye movements, the latency of button press also became shorter, generally from 500-700ms to 150-250ms. Videorecording showed that the hand movement also became anticipatory. These findings suggest that eye movement guides hand movement to execute a learned sequential procedure.
21 04
DEFICITS IN E X E C U T I O N AND LEARNING OF EYE/IIAND REVERSIBLE BLOCKADE OF THE MONKEY STRIATUM SHIGEH1RO M1YACHI, KAE MIYASHITA, ZOLTAN KARADI, OKIHIDE HIKOSAKA Lab. of Neural Control, Natl. Inst. for Phvsiol. Sci., Myodaiji, Okazaki 444, Japan
MOVEMENTS
BY
The basal ganglia system is an area among many that might be involved in procedural/motor learning. To test the hypothesis, we exmnined the effects of reversible blockade (by injection of muscimol) of the monkey striatum. The monkey was required to press 10 LED buttons (out of 16) in a predetermined order, two of which turned on 'at a time as a set; the whole sequence (hyperset) thus consisted of 5 sets (see Miyashita et al., this issue). The monkey had experienced more than 400 hyperscts in different degrees of learning including 14 highly learned ones. The task also allowed us to examine new hypersets after each injection. For the injection, we implanted 12 guide tubes directing at the striatum (caudate and putamen, left and right) at three antcro-posterior levels (A 18, A22, A26). The injection was multiple (2 or 4 sites), each with 5lag muscimol in lpl saline. Strong and similar effects were obtained by injections containing A26-caudate, A26- or A22putamen. An initial effect (<30min) was the slowness of eye/hand movements which was enhanced toward the end of a trial. A major change in learned hypersets was the loss of anticipatory eye movement (see Miyashita et al.). Similarly, the hand would stay immobile until the targets tumed on. Such movement deficits were usually followed by deficits in learning; the number of perseverative errors increased in both learned and new hypersets.
2"105
NEURONAL ACTIVITY OF THE PREFRONTAL CORTEX RELATED TO SACCADE DIRECTION DURING AN OCULOMOTOR DELAYED MATCHING-TO-SAMPLE TASK BY MONKEY. RYDHEI HASEGAWA, TOSHWUK1 SAWAGUCHI AND KISOU KUBOTA, Department of Behavioral and Brain Sciences, Primate Research Institute, Kvoto University, Inuvmna, Aichi 484. Japan To understand roles of the monkey prefrontal cortcx in memorizing movement directions, neuronal activities were recorded from the prefrontal cortex ~hile the mop,key was.performing an oculomotor delayed matching-to-sample task, requiring directional saccadcs. The task was started by the monkey fixating to a central spot, followed by sample (0.5s), 1st delay (l.5s), matching (0.5s), 2nd delay (1.5), and go period. In the go period, the monkey made memory-guided saccades to one of four different locations (left, right, upper, and dm~n) detcmuned by a combmaUon of the sample and matching cues. T~venty nine neurons responded during the go period, and 20 of them showed a directional selectivity; i.e., magnitude of their response differed by direction of saccade. Of these directional neurons, l_S'shmveda response in the matching period, which also had a directional selccti,Ab'. The direction associated with the largest response was always the same between the both periods, and the directio~ml response in the matclfing period produced by visual sample and matching stimuli was independent of the physical feature of visual matching stimuli. Thus, the directional response in the matching period max"play a role in memorizing or deciding a direction for forthcoming saccade.