Practice-related Changes in Human Brain Functional Anatomy during Nonmotor Learning

TLDR

Practice of a novel task improves performance, yet the brain mechanisms underlying this improvement remain largely unknown. The study examined the functional anatomy of the human brain with PET during naive and practiced performance of a simple verbal response selection task. PET imaging was performed while subjects performed the verbal response selection task and, as a control, repeated the visually presented nouns. Naïve performance activated anterior cingulate, left prefrontal and posterior temporal cortices, and right cerebellum, all of which were less active during practiced performance; practice also reduced activity in sylvian‑insular cortex bilaterally and left medial extras‑triate cortex, making the circuitry for verbal response selection indistinguishable from simple word repetition, while introducing a novel word list reversed these effects, indicating that two distinct circuits can be used and that task learning or automaticity determines circuitry.

Abstract

Practice of a novel task leads to improved performance. The brain mechanisms associated with practice-induced improvement in performance are largely unknown. To address this question we have examined the functional anatomy of the human brain with positron emission tomography (PET) during the naive and practiced performance of a simple verbal response selection task (saying an appropriate verb for a visually presented noun). As a control state, subjects were asked to repeat the visually presented nouns. Areas of the brain most active during naive performance (anterior cingulata, left prefrontal and left posterior temporal cortices, and the right cerebellar hemisphere), compared to repeating the visually presented nouns, were all significantly less active during practiced performance. These changes were accompanied by changes in the opposite direction in sylvian-insular cortex bilaterally and left medial extras-triate cortex. In effect, brief practice made the cortical circuitry used for verbal response selection indistinguishable from simple word repetition. Introduction of a novel list of words reversed the learning-related effects. These results indicate that two distinct circuits can be used for verbal response selection and normal subjects can change the brain circuits used during task performance following less than 15 min of practice. One critical factor in determining the circuitry used appears to be the degree to which a task is learned or automatic.