Motor sequence acquisition through practice involves at least two distinct, yet interrelated processes in the nervous system: online processes leading to improvements in skill performance during practice, and offline processes that lead to either stabilization of the skill performance over time (memory stabilization) or improvement in skill performance between training sessions (offline learning) (Robertson & Cohen, 2006). Sequence learning is implemented by a network of cortical and subcortical structures that are engaged during practice as well as after

practice (Doyon et al., 1997, 2003; Karni et al., 1998; Robertson et al., 2001; Press selleck products et al., 2005). Acquisition of serial behavior may involve implicit or explicit learning. Implicit sequence learning refers to improvement in performance of the sequence without overt information about the elements of a sequence. In contrast, explicit sequence learning is accompanied by explicit conscious recollection of each element and its order in the sequence (Squire, 1986; Vidoni & Boyd, 2007; Robertson, 2009). There are multiple differences in the explicit and implicit memory systems, including the neural substrates that implement implicit and explicit learning. Using positron emission tomography, Honda and colleagues demonstrated that anatomically distinct networks

were associated with implicit and explicit sequence learning. Implicit sequence learning was primarily associated with activity in the contralateral sensory and M1 (Pascual-Leone et al., 1994). In contrast, when learners developed explicit knowledge about the practiced sequence, this website activation

in the dorsal premotor cortex (PMd), dorsolateral prefrontal cortex and supplementary motor area correlated strongly with conscious recall of the sequence (Honda et al., Calpain 1998; Vidoni & Boyd, 2007; Robertson, 2009). Implicit and explicit memory systems are complex and often compete to mediate task performance. Learning a word-list (explicit memory task) immediately after implicit motor sequence practice enhanced learning of the motor sequence (Brown & Robertson, 2007a). This suggested that sequence-related information in the explicit memory system probably competes with implicit memory system, and blocking that sequence-related explicit information (with a word-list) allows the implicit memory system to maximize motor learning. Here we investigated the neural basis of competition between the implicit and explicit systems during implicit motor sequence learning. We used anodal transcranial direct current stimulation (AtDCS) to modulate the excitability of distinct neural structures known to be engaged in implicit (primary motor cortex, M1) and explicit (PMd) memory systems during implicit motor sequence practice. The effect of AtDCS on M1 and PMd was assessed with online and offline changes in motor performance.