Cerebellar Motor Learning Deficits: Structural mapping, neuromodulation and training-related interventions
Motorisch leren deficiënties van het cerebellum Structurele beeldvorming, neuromodulatie en training-gerelateerde interventies
Movement allows us to interact with our direct environment, manipulate objects and communicate with each other. Moreover, we can adjust our movements to fit a remarkable range of situations and circumstances. The ability to adjust movements in response to changes in the environment and task demands is referred to as motor learning. The cerebellum is a key neural structure for motor learning. As such, disease of the cerebellum, in addition to the clinical symptom of ataxia, results in various motor learning deficits. There is a consensus that supportive therapy (e.g. physiotherapy, occupational therapy or speech therapy) can reduce ataxia symptoms of cerebellar patients, but little is known about the mechanisms underlying the improvements, and how patients can benefit most. Additionally, motor learning deficits are associated with reduced efficacy of supportive therapy. With the work described in this thesis, we sought to unravel the structural components of cerebellar disease and the relationship between cerebellar integrity and motor learning. Furthermore, we investigated whether motor learning deficits in cerebellar patients could be ameliorated with neuromodulation or training-related interventions, under experimental conditions, hoping to support the development of interventions relevant for application in a clinical setting.
|Keywords||Cerebellum, ataxia, motor learning, tDCS, neuroimaging, ageing, MRI, structural mapping, neuromodulation, training-related interventions.|
|Promotor||M.A. Frens (Maarten) , O. Donchin (Opher) , J.N. van der Geest (Jos)|
|Publisher||Erasmus University Rotterdam|
|Note||For copyright reasons there is a partial embargo for this dissertation|
Hulst, T. (2020, February 5). Cerebellar Motor Learning Deficits: Structural mapping, neuromodulation and training-related interventions. Erasmus University Rotterdam. Retrieved from http://hdl.handle.net/1765/124274