Effective Motor Skill Learning Induces Inverted-U Load-Dependent Activation in Contralateral Pre-Motor and Supplementary Motor Area

Abstract

Motor learning involves complex interactions between the cognitive and sensorimotor systems, which are susceptible to different levels of task load. While the mechanism underlying load-dependent regulations in cognitive functions has been extensively investigated, their influence on downstream execution in motor skill learning remains less understood. The current study extends the understanding of whether and how learning alters the load-dependent activation pattern by a longitudinal functional near-infrared spectroscopy (fNIRS) study in which 30 healthy participants (15 females) engaged in extensive practice on a two-dimensional continuous hand tracking task with varying task difficulty. We proposed the index of difficulty (ID) as a quantitative measure of task difficulty, which was monotonically associated with a psychometric measure of subjective workload. As learning progressed, participants exhibited enhanced behavioral and metacognitive performance. Behavioral improvements were accompanied by plastic changes in the inferior prefrontal cortex, reflecting a shift in control strategy during motor learning. Most importantly, we found robust evidence of the learning-induced alteration in load-dependent cortical activation patterns, indicating that effective motor skill learning may lead to the emergence of an inverted-U relationship between cortical activation and load level in the contralateral pre-motor and supplementary motor areas. Our findings provide new insights into the learning-induced plasticity in brain and behavior, highlighting the load-dependent contributions in motor skill learning.