title: Inducing motor skill improvements with a declarative task.
abstract: During sequence learning, individuals show motor-skill acquisition and an ability to verbally describe items within the sequence. We disrupted this latter, declarative component by having participants learn a word list immediately after sequence learning. This induced off-line skill improvements. We conclude that off-line memory processing relies not only on the engagement of neuroplastic mechanisms but also on the disengagement of an interaction between declarative and procedural memory systems.
authors.affiliation: Center for Non-Invasive Brain Stimulation, Harvard Medical School, Beth Israel Deaconess Medical Center, 330 Brookline Avenue, Kirstein Building KS 446, Boston, Massachusetts 02215, USA.
authors.forename: Rachel M
authors.initials: RM
authors.lastname: Brown
authors.forename: Edwin M
authors.initials: EM
authors.lastname: Robertson
mesh_terms: D001921:Brain / Q000502:physiology; D006801:Humans; D007858:Learning / Q000502:physiology*; D008568:Memory / Q000502:physiology*; D009048:Motor Skills / Q000502:physiology*; D009473:Neuronal Plasticity / Q000502:physiology*; D009483:Neuropsychological Tests; D014705:Verbal Behavior / Q000502:physiology