Human functional neuroimaging of brain changes associated with practice.

By A. Kelly, Hugh Garavan. Cerebral Cortex, 2005

748 citations recorded by the source corpus.

The discovery that experience-driven changes in the human brain can occur from a neural to a cortical level throughout the lifespan has stimulated a proliferation of research into how neural function changes in response to experience, enabled by neuroimaging methods such as positron emission tomography and functional magnetic resonance imaging. Studies attempt to characterize these changes by examining how practice on a task affects the functional anatomy underlying performance. Results are incongruous, including patterns of increases, decreases and functional reorganization of regional activations. Following an extensive review of the practice-effects literature, we distinguish a number of factors affecting the pattern of practice effects observed, including the effects of task domain, changes at the level of behavioural and cognitive processes, the time-window of imaging and practice, and of a number of other influences and miscellaneous confounding factors. We make a novel distinction between patterns of reorganization and redistribution as effects of task practice on brain activation, and emphasize the need for careful attention to practice-related changes occurring on the behavioural, cognitive and neural levels of analysis. Finally, we suggest that functional and effective connectivity analyses may make important contributions to our understanding of changes in functional anatomy occurring as a result of practice on tasks.

Subfields: Cognitive Neuroscience

View Paper: https://www.semanticscholar.org/paper/05a40bb04a825e1d3bef66eed8cbdd5659e0c4d7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

Citations in the corpus

Beads for a Plastic Mind: the ‘Blind Man's Stick’ (BMS) Hypothesis and the Active Nature of Material Culture (2008, background): “…neuroscience begin to offer a whole new means for exploring the effects of culture on the human brain and the mechanisms of activity-dependent plasticity which underlie the reorganization of cortical representations during learning (Poldrack 2000; Kelly & Garavan 2005; Quartz & Sejnowski 1997).”
Intelligence and neural efficiency. (2009, neutral): “The two learning studies that have dealt with individual differences in cognitive ability as well as most of the studies reviewed by Kelly and Garavan (2005) dealt with changes after applying a rather short (hours to weeks) practice.”
Prefrontal involvement in imitation learning of hand actions: Effects of practice and expertise (2007, background): “In studies of non-imitative motor learning, such a redistribution of activations (Kelly and Garavan, 2005) has been demonstrated for sequencing tasks (Keele et al., 2003), bimanual coordination (Debaere et al., 2004) and force field adaptation (Shadmehr and Holcomb, 1997).”
Optical brain monitoring for operator training and mental workload assessment (2012, neutral): “A majority of the studies examining task practice have found decreases in the extent or intensity of activationswith ongoing practice, particularly in the attention and control areas (Kelly and Garavan, 2005).”
Aging, training, and the brain: A review and future directions (2009, neutral): “Both increases and decreases contribute to shifts—the activation of a somewhat different network related to task performance after training than before training (cf. Kelly and Garavan 2005 ).”
Dynamics of language reorganization after stroke. (2006, background): “An alternative explanation from a more cognitive point of view may be derived from the assumption that frontal activation in attentional and control areas depends on the level of task performance and practice (Kelly and Garavan, 2005).”
Across the thin blue line: police officers and racial bias in the decision to shoot. (2007, background): “Neuroimaging studies have even documented the shifting patterns of brain activity that correspond to the development of automatic task performance (Bush et al., 1998; Jansma, Ramsey, Slagter, & Kahn, 2001; for a review, see Kelly & Garavan, 2004 ).”
A new look at habits and the habit-goal interface. (2007, background): “Repetition and the consequent development of habitual control typically are associated with a significant redistribution of brain activity (see reviews in Jonides, 2004; Kelly & Garavan, 2005 ).”
Short-Term Music Training Enhances Verbal Intelligence and Executive Function (2011, background): “Finding such transfer in just 4 weeks would replicate and extend previous findings showing rapid influences of training on cognitive performance and brain structure (for a review, see Kelly & Garavan, 2005).”
Self-Centeredness and Selflessness: A Theory of Self-Based Psychological Functioning and Its Consequences for Happiness (2011, neutral): “…degree of malleability (e.g., Davidson, Jackson, & Kalin, 2000; Eriksson, Perfilieva, BjorkEriksson, Alborn, Nordborg, Peterson, & Gage, 1998; Kelly & Garavan, 2005; Maguire, Gadian, Johnsrude, Good, Ashburner, Frackowiak, & Frith, 2000; Markus & Kunda, 1986; Roberts, Walton, & Viechtbauer,…”
Model-Based Reasoning in Humans Becomes Automatic with Training (2015, background): “Training has previously been shown to cause "off-loading" in tasks requiring executive resources, including an implementational shift from pre-frontal to parietal and striatal regions [25,26].”
Assessment of the cerebral cortex during motor task behaviours in adults: A systematic review of functional near infrared spectroscopy (fNIRS) studies (2011, background): “The findings of fNIRS studies of skills learning may reflect neurophysiological ‘pruning’ of attention and control areas common to nearly all practice effects studies (Kelly and Garavan, 2005).”
Moving toward a neuroplasticity view of bilingualism, executive control, and aging (2014, methodology): “…training, of particular interest are investigations demonstrating transfer effects from the trained domain to other aspects of cognition (e.g., Lustig et al., 2009; Noack et al., 2009) and associated underlying neural changes (e.g., Jones et al., 2006; Kelly & Garavan, 2005; Klingberg, 2010).”