Across-task binding: The development of a representation in learning a continuous movement sequence.

Across-task binding is defined as the stimulus/response of one task being linked to the response of another task. The purpose of the present experiment was to determine across-task binding in a continuous movement sequence task with an auditory task of high and low pitch tones and the development of a movement sequence representation. According to the two systems theory of sequence learning, we expected that the developed representation in the across-task binding context relies on the multi-dimensional system rather than on the unidimensional system which is restricted to a set of modules where each module processed information along one task/dimension. An inter-manual transfer design was used to disentangle the sequence representations. The mirror transfer test required the same pattern of muscle activation and joint angles (motor coordinates) in the contralateral limb as experienced during the acquisition phase, while in the non-mirror transfer test, the visual-spatial locations (spatial coordinates) of the target waveform were reinstated. The main finding was that consistently combining visual-spatial positions in a sequence and auditory dimensions such as the tone pitch does not rely on a multidimensional system as predicted by the two-systems theory.

Efficacy of Virtual Reality Simulation in Teaching Basic Life Support and Its Retention at 6 Months.

Educational efficiency is the predetermining factor for increasing the survival rate of patients with cardiac arrest. Virtual reality (VR) simulation could help to improve the skills of those undergoing basic life support-automated external defibrillation (BLS-AED) training. Our purpose was to evaluate whether BLS-AED with virtual reality improves the skills and satisfaction of students enrolled in in-person training after completing the course and their retention of those skills 6 months later. This was an experimental study of first-year university students from a school of health sciences. We compared traditional training (control group-CG) with virtual reality simulation (experimental group-EG). The students were evaluated using a simulated case with three validated instruments after the completion of training and at 6 months. A total of 241 students participated in the study. After the training period, there were no statistically significant differences in knowledge evaluation or in practical skills when assessed using a feedback mannequin. Statistically significant results on defibrillation were poorer in the EG evaluated by the instructor. Retention at 6 months decreased significantly in both groups. The results of the teaching methodology using VR were similar to those obtained through traditional methodology: there was an increase in skills after training, and their retention decreased over time. Defibrillation results were better after traditional learning.

Attentional Demand of a Movement Sequence Guided by Visual-Spatial and by Motor Representations.

The objective of the experiment was to assess the change in attentional demands of a movement sequence guided by visual-spatial and motor representations across practice sessions in a dual-task probe paradigm. Participants were randomly assigned to either a 1-day or 2-day practice group. Following acquisition of the motor sequence task, participants first conducted a retention test and then four inter-manual transfer tests under single and dual-task conditions. The probe task was a simple reaction time. The inter-manual transfer tests, consisting of a mirror and non-mirror test, examined the development of the motor and visual-spatial representation, respectively. The results indicated that both representations guided the movement sequence and required attention. The attentional demands did not change with additional practice.

Enhancing learning and retention through the distribution of practice repetitions across multiple sessions.

The acquisition and retention of knowledge is affected by a multitude of factors including amount of practice, elapsed time since practice occurred, and the temporal distribution of practice. The third factor, temporal distribution of practice, is at the heart of research on the spacing effect. This research has consistently shown that separating practice repetitions by a delay slows acquisition but enhances retention. The current study addresses an empirical gap in the spacing effects literature. Namely, how does the allocation of a fixed number of practice repetitions among multiple sessions impact learning and retention? To address this question, we examined participants' acquisition and retention of declarative knowledge given different study schedules in which the number of practice repetitions increased, decreased, or remained constant across multiple acquisition sessions. The primary result was that retention depended strongly on the total number of sessions in which an item appeared, but not on how practice repetitions were distributed among those sessions. This outcome was consistent with predictions from a computational cognitive model of skill acquisition and retention called the Predictive Performance Equation (PPE). The success of the model in accounting for the patterns of performance across a large set of study schedules suggests that it can be used to tame the complexity of the design space and to identify schedules to enhance knowledge acquisition and retention.

Learning Multiple Movements in Parallel-Accurately and in Random Order, or Each with Added Noise?

Traditionally, studies on learning have mainly focused on the acquisition and stabilization of only single movement tasks. In everyday life and in sports, however, several new skills often must be learned in parallel. The extent to which the similarity of the movements or the order in which they are learned influences success has only recently begun to attract increased interest. This study aimed to compare the effects of CI in random practice order (high CI) with differential learning (DL) in learning three volleyball skills in parallel. Thirty-two advanced beginners in volleyball (mean age = 24, SD = 2.7) voluntarily participated in the study. Within a pre-, post-, retention test design, an intervention of six weeks and one week retention phase, the effects of three practice protocols of a CI, DL, and control (CO) group were compared. Three different volleyball skills (underhand pass, overhand pass, and overhand serve) were trained with emphasis on accuracy. Results showed statistically significant higher rates of improvement in the acquisition and learning phases for the DL group compared to the CI and CO groups. The differences were associated with moderate to high effect sizes in all individual skills and in the combined skills. The findings show more agreement with DL than with CI theory.

Varying retrieval conditions to study survival processing.

The survival processing advantage is a mnemonic benefit resulting from processing items for their relevance to survival. One explanation of the survival processing advantage is the richness-of-encoding hypothesis: Survival processing enhances retention by generating ideas (elaborative and distinctive processing), increasing the number of retrieval cues. Without retrieval, encoding is futile. Hence, the present experiments varied retrieval conditions - via transfer appropriate processing (TAP) tasks - predicting that the survival processing advantage could be reversed. In Experiment 1a, reducing the transfer appropriateness of survival processing caused significantly lower recognition scores after survival processing than after processing of word associates. Experiment 1b replicated a survival processing advantage and found a survival processing disadvantage. In Experiment 2, survival processing was pitted against a gift desirability task and retrieval mode was varied. Survival processing yielded superior memory on a standard free recall test, but the survival processing advantage was eliminated when an unusual retrieval mode was encouraged. Results affirm the importance of context-dependent retrieval.

Spacing learning units affects both learning and forgetting.

Spaced learning produces better learning performance than extended learning periods without or with little interruptions. This "spacing effect" exists on different time scales, ranging from seconds to months. We recently found large spacing effects with a hitherto rarely investigated 12-hours spacing interval. The present study tested for potentially larger learning effects in the temporal vicinity of 12 h and analyzed spacing effects separately for learning and forgetting. 102 participants learned 40 German-Japanese vocabulary pairs in separate conditions with 7.5 min and 4-, 8-, 12-, and 24-hours spacing intervals. Two final tests were executed after retention intervals of 24 h and 7 days. The 7.5-min spacing interval produced a steeper initial learning curve than all other spacing intervals. 24 h after the last learning unit, we found almost no forgetting in the 4-, 8- and 12-hours spacing conditions, but about 9.3% and 3.6% forgetting in the 7.5 min and 24 h spacing conditions. After 7 days, forgetting was in the range of 13% for all conditions between 4 and 24 h. The 7.5 min condition produced 34% forgetting. Our results indicate that spacing intervals in the range of 8 h ± 4 h provide high learning performance and can be easily integrated in our daily schedules.

Using child-friendly movie stimuli to study the development of face, place, and object regions from age 3 to 12 years.

Scanning young children while they watch short, engaging, commercially-produced movies has emerged as a promising approach for increasing data retention and quality. Movie stimuli also evoke a richer variety of cognitive processes than traditional experiments, allowing the study of multiple aspects of brain development simultaneously. However, because these stimuli are uncontrolled, it is unclear how effectively distinct profiles of brain activity can be distinguished from the resulting data. Here we develop an approach for identifying multiple distinct subject-specific Regions of Interest (ssROIs) using fMRI data collected during movie-viewing. We focused on the test case of higher-level visual regions selective for faces, scenes, and objects. Adults (N = 13) were scanned while viewing a 5.6-min child-friendly movie, as well as a traditional localizer experiment with blocks of faces, scenes, and objects. We found that just 2.7 min of movie data could identify subject-specific face, scene, and object regions. While successful, movie-defined ssROIS still showed weaker domain selectivity than traditional ssROIs. Having validated our approach in adults, we then used the same methods on movie data collected from 3 to 12-year-old children (N = 122). Movie response timecourses in 3-year-old children's face, scene, and object regions were already significantly and specifically predicted by timecourses from the corresponding regions in adults. We also found evidence of continued developmental change, particularly in the face-selective posterior superior temporal sulcus. Taken together, our results reveal both early maturity and functional change in face, scene, and object regions, and more broadly highlight the promise of short, child-friendly movies for developmental cognitive neuroscience.

Demarcating the boundary conditions of memory reconsolidation: An unsuccessful replication.

Disrupting memory reconsolidation provides an opportunity to abruptly reduce the behavioural expression of fear memories with long-lasting effects. The success of a reconsolidation intervention is, however, not guaranteed as it strongly depends on the destabilization of the memory. Identifying the necessary conditions to trigger destabilization remains one of the critical challenges in the field. We aimed to replicate a study from our lab, showing that the occurrence of a prediction error (PE) during reactivation is necessary but not sufficient for destabilization. We tested the effectiveness of a reactivation procedure consisting of a single PE, compared to two control groups receiving no or multiple PEs. All participants received propranolol immediately after reactivation and were tested for fear retention 24 h later. In contrast to the original results, we found no evidence for a reconsolidation effect in the single PE group, but a straightforward interpretation of these results is complicated by the lack of differential fear retention in the control groups. Our results corroborate other failed reconsolidation studies and exemplify the complexity of experimentally investigating this process in humans. Thorough investigation of the interaction between learning and memory reactivation is essential to understand the inconsistencies in the literature and to improve reconsolidation interventions.

Long-term retention after structured curriculum on attainment of critical view of safety during laparoscopic cholecystectomy for surgeons.

BACKGROUND: Obtaining a clear Critical View of Safety helps prevent bile duct injuries during laparoscopic cholecystectomy, which can be improved with a structured Safe Critical View of Safety curriculum. We aimed to determine whether the improvement in obtaining Critical View of Safety postcurriculum is retained long-term. METHODS: A safe Critical View of Safety curriculum was previously implemented for all surgeons who perform laparoscopic cholecystectomy at a regional health system. Recordings of laparoscopic cholecystectomy cases were collected 1 year after completion of the curriculum, deidentified and randomly ordered, and then graded by 2 blinded expert surgeons using a 6-point Critical View of Safety assessment tool. RESULTS: A total of 12 surgeons with average experience of 17.9 ± 6.3 years in practice participated in the study. The majority (83%) had performed >700 laparoscopic cholecystectomies, and 4 surgeons (33%) reported 2 or more bile duct injuries in their career. Controlling for gallbladder pathology, Critical View of Safety scores improved from 1.7 ± 0.4 to 4.0 ± 0.4 (P < .001) immediately after completion of the curriculum. However, there was a small decrease in Critical View of Safety score after 1 year (3.2 ± 0.3 from 4.0 ± 0.4, P = .055), while still significantly higher compared to precurriculum (3.2 ± 0.3 vs 1.7 ± 0.4, P < .001). Acute care surgeons had lower Critical View of Safety retention scores compared to general surgeons (1.8 ± 0.5 vs 3.3 ± 0.4, P = .01) and minimally invasive surgeons (1.8 ± 0.5 vs 3.8 ± 0.5, P < .01). CONCLUSION: A structured curriculum helped improve practicing surgeons' attainment of obtaining the Critical View of Safety during laparoscopic cholecystectomy. However, this improvement decreased after 1 year, suggesting some decay in knowledge retention over time. Therefore, continued educational interventions on Critical View of Safety and safe laparoscopic cholecystectomy may be needed to enhance long-term retention.

Intranasal calcitonin gene-related peptide administration impairs fear memory retention in mice through the PKD/p-HDAC5/Npas4 pathway.

The calcitonin gene-related peptide (CGRP) suppresses fear memory retention in mice. Although intracerebroventricular administration of CGRP alters the fear memory processes, making it a promising therapeutic strategy for post-traumatic stress disorder (PTSD), direct brain injection into patients is not practical. Therefore, we propose that intranasal application may be an effective way to deliver CGRP to the brain. This study tested whether CGRP nasal administration exerts the same effect as intracerebroventricular administration using C57BL6J mice. The amount of CGRP in the cerebrospinal fluid and hippocampus 30 min after nasal administration of CGRP was significantly higher when compared with saline. Intranasal CGRP also elicited photophobic behaviors similar to intracerebroventricular injection. Moreover, intranasal CGRP decreased fear memory retention but did not affect reactivation and extinction of fear memory. We found intranasal CGRP significantly increased the expression of protein kinase D (PKD), phosphorylated histone deacetylase 5 (p-HDAC5) and neuronal PAS domain protein 4 (Npas4) in the hippocampus. CGRP-mediated impairment of fear memory and Npas4 expression increases were attenuated significantly by the CGRP receptor antagonist BIBN4096. Together, our data demonstrate that intranasal CGRP delivery activates the PKD/p-HDAC5/Npas4 pathway, decreases fear memory retention.

Are witnesses able to avoid highly accessible misinformation? Examining the efficacy of different warnings for high and low accessibility postevent misinformation.

The reliability of eyewitness memory continues to be an area of concern, particularly in situations that involve conflicting sources of information (e.g., the misinformation effect; Loftus et al., 1978, Journal of Experimental Psychology: Human Learning and Memory, 4[1], 19-31). To mitigate the negative effects of misinformation, researchers have examined the efficacy of warnings that highlight the unreliability of postevent information. However, warnings have proven less effective for highly accessible misinformation (Eakin et al., 2003, Journal of Experimental Psychology: Learning, Memory, and Cognition, 29[5], 813-825). In the present study, we examined the effects of different types of warnings for low accessibility misinformation in a standard single test misinformation paradigm, and highly accessible misinformation in a repeated testing misinformation paradigm (Chan et al., 2009, Psychological Science, 20[1], 66-73). We modeled these warnings after Eakin et al. (2003) to include both general warnings and specific question-by-question warnings. We found that warnings were effective in both types of misinformation paradigms. Additionally, memory accuracy in situations where participants were exposed to misleading information was improved when specific and general warnings were combined. We argue that both retrieval blocking of low accessibility items and enhanced contextual discrimination account for these findings.

The medium and the message: Comparing the effectiveness of six methods of misinformation delivery in an eyewitness memory paradigm.

Studies of eyewitness memory commonly employ variations on a standard misinformation paradigm. Participants are (a) exposed to an event (e.g., a simulated crime), (b) misled about certain details of the event and (c) questioned about their memory of the original event. Misinformation may be provided in the second step via a range of methods. Here, we directly compared the effectiveness of six misinformation delivery methods-leading questions, elaborate leading questions, doctored photographs, simple narratives, scrambled narratives, and missing word narratives. We presented 1182 participants with a video of a simulated robbery and randomly assigned them to receive misinformation about two out of four critical details via one of these methods. In line with the levels of processing account of memory, we report that methods that encourage deeper processing of misinformation result in more memory distortions. Contrary to previous reports, doctored photographs were not a successful method of implanting misinformation. The six delivery methods resulted in minimal differences in confidence and metamemory estimates, but participants were more likely to notice the presence of misinformation in the simple narrative condition. We conclude with suggestions for the selection of an appropriate method of misinformation delivery in future studies. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Punishments and rewards both modestly impair visuomotor memory retention.

While the effects of rewards on memory appear well documented, the effects of punishments remain uncertain. Based on neuroimaging data, this study tested the hypothesis that, as compared to a neutral condition, a context allowing successful punishment avoidance would enhance memory to a similar extent as rewards. In a fully within-subject and counter-balanced design, participants (n = 18) took part in 3 distinct learning sessions during which the delivery of performance-contingent monetary punishments and rewards was manipulated. Specifically, participants had to reach towards visual targets while compensating for a gradually introduced visual deviation. Accuracy at achieving targets was either punished (Hit: "+0$"; Miss: "-0.5$), rewarded (Hit: "+0.5$"; Miss: "-0$"), or associated with neutral binary feedback (Hit: "Hit"; Miss: "Miss"). Retention was assessed through reach aftereffects both immediately and 24 h after initial acquisition. The results disconfirmed the hypothesis by showing that the punishment and reward learning sessions both impaired retention as compared to the neutral session, suggesting that both types of incentives similarly impaired memory formation and consolidation. Two alternative but complementary interpretations are discussed. One interpretation is that the presence of punishments and rewards induced a negative learning context, which - based on neurobiological data - could have been sufficient to interfere with memory formation and consolidation. Another interpretation is that punishments and rewards emphasized the disrupting effects of target hits on implicit learning processes, therefore yielding retention impairments. Altogether, these results suggest that incentives can have counter-productive effects on memory.

The effect of encoding task on the forgetting of object gist and details.

One important feature of episodic memory is that it contains fine-grained and vividly recollected details. How to improve and maintain detailed information over time has been one of the central issues in memory research. Previous studies have inconsistent findings on whether detailed memory is forgotten more rapidly than gist memory. In this study, we investigated to what extent different encoding tasks modulated forgetting of gist and detailed information. In three experiments, participants were presented pictures of common objects and were asked to name them (Experiment 1), describe the details about them (Experiment 2) or imagine scenes associated with them (Experiment 3). After intervals of 10 minutes, one day, one week and one month, gist and detailed memories of the pictures were tested and assessed using a remember/know/guess judgement. The results showed that after the naming task, gist and detailed memories were forgotten at a similar rate, but after the description and the imagination tasks, detailed memory was forgotten at a slower rate than gist memory. The forgetting rate of gist memory was the slowest after the naming task, while that of detailed memory was the slowest after the description task. In addition, when three experiments were compared, the naming task enhanced the contributions of recollection and familiarity for gist memory, while the description task enhanced the contribution of familiarity for detailed memory. These results reveal the importance of the encoding task in the forgetting of gist and detailed information, and suggest a possible way to maintain perceptual details of objects at longer intervals.

¿El Retén Episódico de Baddeley es independiente del Ejecutivo Central? Una nueva medida del Retén Episódico / Is the Episodic Buffer of Baddeley independent of the Central Executive? A new measure of the Episodic Buffer

El Retén Episódico (RE) está tomando un creciente papel central en las explicaciones sobre el funcionamiento de la memoria operativa. De hecho, los últimos estudios de Baddeley y sus colaboradores sitúan al RE en el corazón del sistema de memoria. Recientemente la discusión también atañe a si este componente de la memoria operativa presenta una naturaleza independiente respecto a los recursos del ejecutivo central. Algunos estudios muestran como en tareas automatizadas, la construcción y mantenimiento de elementos almacenados en el RE no requieren de recursos desde el ejecutivo central. El presente trabajo pretende analizar esta cuestión para lo que se toman diferentes variables y se ha diseñado un nuevo test para medir el EB. En este test de doble tarea, la tarea secundaria consiste en la lectura de textos sencillos que contienen palabras ocultas. Los resultados muestran como a pesar del aumento del procesamiento debido al incremento de la longitud de los textos, no se produce un aumento en la carga demandada por el ejecutivo central, ni en la creación de los agrupamientos de información ni en su mantenimiento. Es por ello, que pensamos que el RE bajo ciertas circunstancias es independiente del ejecutivo central

The Episodic Buffer (EB) is taking a growing central role in explanations regarding the functioning of working memory. In fact, in the most recent studies by Baddeley and his collaborators, the EB has situated itself at the core of this memory system. Recently, the discussion also concerns whether this component of working memory seems to demonstrate an independent nature with respect to central executive resourcing. Some studies show that in automatic tasks the creation and maintenance of elements stored in the episodic buffer do not require resources from the central executive. The current work attempts to evaluate this assumption for what different variables are taken and a new test has been developed to measure the EB. In this double task test, the processing task consists of reading short simple texts that contain missing words. The results show that further processing due to increasing the length of the texts does not correspond to higher load demands made on the central executive, nor in the creation of chunks or their maintenance. Thus, we think that the EB is under certain circumstances independent of the central executive

Lactobacillus plantarum GKM3 Promotes Longevity, Memory Retention, and Reduces Brain Oxidation Stress in SAMP8 Mice.

(1) Background: An age-related cognitive decline is commonly affecting the life of elderly with symptoms involved in progressive impairments to memory and learning. It has been proposed that probiotics could modulate age-related neurological disorders via the gut-brain axis. (2) Methods: To investigate the anti-aging effect of probiotic Lactobacillus plantarum GKM3, both survival tests and cognitive experiments were conducted in the SAMP8 mice model. The six-month-old SAMP8 (n = 20 in each gender) were fed with probiotic GKM3 at a dosage of 5.1 × 109 and 1.0 × 109 cfu/ kg B.W./day until their natural death. Then, the life span was investigated. Three-month-old SAMP8 (n = 10 in each gender) were administered GKM3 for 14 weeks. Then, the behavior tests and oxidation parameters were recorded. (3) Results: GKM3 groups showed significantly increased latency in the passive avoidance test and time of successful avoidance in the active avoidance test. The TBARS and 8-OHdG from mice brains also showed a significant reduction in the groups treated with GKM3. In addition, lower accumulation of the amyloid-ß protein was found in SAMP8 mice brains with the supplement of GKM3. (4) Conclusions: These results indicated that L. plantarum GKM3 delayed the process of aging, alleviated age-related cognitive impairment, and reduced oxidative stress.

Neuroplasticity induced by the retention period of a complex motor skill learning in rats.

Learning complex motor skills is an essential process in our daily lives. Moreover, it is an important aspect for the development of therapeutic strategies that refer to rehabilitation processes since motor skills previously acquired can be transferred to similar tasks (motor skill transfer) or recovered without further practice after longer delays (motor skill retention). Different acrobatic exercise training (AE) protocols induce plastic changes in areas involved in motor control and improvement in motor performance. However, the plastic mechanisms involved in the retention of a complex motor skill, essential for motor learning, are not well described. Thus, our objective was to analyze the brain plasticity mechanisms involved in motor skill retention in AE . Motor behavior tests, and the expression of synaptophysin (SYP), synapsin-I (SYS), and early growth response protein 1 (Egr-1) in brain areas involved in motor learning were evaluated. Young male Wistar rats were randomly divided into 3 groups: sedentary (SED), AE, and AE with retention period (AER). AE was performed three times a week for 8 weeks, with 5 rounds in the circuit. After a fifteen-day retention interval, the AER animals was again exposed to the acrobatic circuit. Our results revealed motor performance improvement in the AE and AER groups. In the elevated beam test, the AER group presented a lower time and greater distance, suggesting retention period is important for optimizing motor learning consolidation. Moreover, AE promoted significant plastic changes in the expression of proteins in important areas involved in control and motor learning, some of which were maintained in the AER group. In summary, these data contribute to the understanding of neural mechanisms involved in motor learning in an animal model, and can be useful to the construction of therapeutics strategies that optimize motor learning in a rehabilitative context.

Theoretical knowledge and skill retention 3 and 6 months after a European Newborn Life Support provider course.

INTRODUCTION: The European Resuscitation Council Newborn Life Support Course (ERC- NLS) aims at training healthcare professionals, involved in perinatal care, in order to intervene efficiently and promptly to assist transition or resuscitate neonates who require help at birth. However, limited data exists for the retention of the theoretical knowledge and practical skills provided by the course. This study aims to evaluate the degree of knowledge and skill retention 3 and 6 months after the ERC-NLS provider course. METHODS: This is a prospective study. Theoretical knowledge was evaluated using the ERC-approved NLS written test (50 True/False questions). Evaluation of technical skills included performance, on an Advanced Life Support neonatal maniquin (LAERDAL), of airway management, ventilation and support of circulation (21 detailed skills). The effect of certain factors on theoretical skill retention was also evaluated. RESULTS: One hundred and sixteen (n = 116) participants were initially recruited in the study (12 males and 104 females). Theoretical knowledge was evaluated in 113 participants (3 participants missed follow-up appointments) and technical skills in 80 participants. The mean score for theoretical knowledge was 86.24% ± 5.3, 80.88% ± 7.43 and 80.04% ± 7.04 at baseline, at 3 and 6 months, respectively. This difference was significant among the three time points (baseline vs 3 months: p < 0.001; baseline vs 6 months: p < 0.001; 3 month's vs 6 months: p = 0.034). Although gender did not have an effect, doctors and participants of higher education yielded higher score of success. Regarding technical skills, 9 skills showed a continuous decline of performance from baseline to 6 months, while no difference existed for 12 skills. CONCLUSIONS: Healthcare professionals after the NLS provider course retain satisfactory levels of theoretical knowledge and technical skills even at 6 months post-training, although, there is a decline compared to baseline. Further research is needed in order to establish the proper time and type of refreshment course in order to improve outcomes.

Beta power and movement-related beta modulation as hallmarks of energy for plasticity induction: Implications for Parkinson's disease.

Extensive work on movement-related beta oscillations (~13-30 Hz) over the sensorimotor areas in both humans and animals has demonstrated that sensorimotor beta power decreases during movement and transiently increases after movement. This beta power modulation has been interpreted as reflecting interactions between sensory and motor cortical areas with attenuation of sensory afferents during movement and their subsequent re-activation for internal models updating. More recent studies in neurologically normal subjects have demonstrated that this movement-related modulation as well as mean beta power at rest increase with practice and that previous motor learning enhances such increases. Conversely, patients with Parkinson's disease (PD) do not show such practice-related increases. Interestingly, a 2-h inactivity period without sleep can restore beta power values to baseline in normal subjects. Based on these results and on those of biochemical and electrophysiological studies in animals, we expand the current interpretation of beta activity and propose that the practice-related increases of beta power over sensorimotor areas are local indices of energy used for engaging plasticity-related activity. This paper provides some preliminary evidence in this respect linking findings of biochemical and electrophysiological studies in both humans and animals. This novel interpretation may explain the high level of beta power at rest, the deficient modulation during movement as well as the decreased skill formation in PD as resulting from deficiency in energy consumption, availability and regulation that are altered in this disease.