Q2. What are the future works mentioned in the paper "Effects of tdcs on motor learning and memory formation: a consensus and critical position paper" ?
Furthermore, under-reporting of negative effects ( Horvath et al., 2015b ) due to publication bias ( Mancuso, Ilieva, Hamilton, & Farah, 2016 ; Shiozawa et al., 2014 ; Vannorsdall et al., 2016 ) represents another important scientific caveat that must be addressed in order to facilitate future research progress. As nuanced understanding of the possibilities and limitations of a given experimental technique matures, critical evaluation amongst experts leads to the progressive refinement of standards associated with its use. These circumstances limit the information that can be drawn from the effects of tDCS on those tasks. Therefore, better understanding of motor learning processes and the tasks used to assess them will be critical to determine whether NIBS can or can not manipulate behaviors that are potentially impactful to daily life.
Q3. How did they observe the effects of tDCS on the pinch force task?
Following three days of training in each task with concurrent application of sham or anodal tDCS applied over M1, they observed that anodal stimulation improved online sequence learning, but only skill retention for the pinch force task.
Q4. What is the main reason for the growing body of work?
A growing body of work continues to support the use of noninvasive brain stimulation as a tool for neuromodulation of motor learning.
Q5. What is the significance of tDCS in the study?
Concurrent application of anodal tDCS with training also appears crucial for these effects to emerge as stimulation applied post-training only did not induce offline skill gains, consistent with the finding that tDCS alone does not elicit LTP unless it is associated with a second input delivered to the motor cortex in rodents (Fritsch et al., 2010).
Q6. What is the effect of tDCS on learning?
in a force-field reaching task that assesses adaptation to perturbed upper limb dynamics, anodal tDCS applied to the cerebellum increased error-dependent learning and facilitated adaptation, while M1 stimulation had no effect (Herzfeld et al., 2014).
Q7. What is the effect of tDCS on offline learning?
In a follow-up study, effects mediated by consolidation processes were further supported as offline skill gains induced by anodal tDCS were found to be dependent upon the passage of time, as opposed to requiring overnight sleep (Reis et al., 2015).
Q8. What is the way to test replicability for stochastic data?
replicability is best tested for stochastic data using Bayesian paradigms of accumulating evidence more than binary criteria of successful or unsuccessful replication (Goodman et al., 2016).
Q9. What is the effect of a consolidation phase on motor memories?
Over longer periods of time, such as over several hours, days or training sessions, motor memories may transition to a consolidation phase (Gais et al., 2007; Marshall & Born, 2007; Stickgold, 2005; Walker, Brakefield, Hobson, & Stickgold, 2003).
Q10. What is the role of the consolidated motor memories in the development of a skill?
Each time a given skill is executed, retrieval of these previously consolidated motor memories may initiate a cascade of plasticity mechanisms that enable their composition to be modified in order to maintain skill performance optimization over the long term (Censor, Buch, Nader, & Cohen, 2015; Censor, Dayan, & Cohen, 2014; Censor, Dimyan, & Cohen, 2010; Censor, Horovitz, & Cohen, 2014; Dayan, Laor-Maayany, & Censor, 2016; Wymbs et al., 2016).
Q11. What is the common type of perturbation used in the SVIPT?
The applied perturbations can be designed to affect either limb kinematics or dynamics, and typically involve rotating visual feedback representations of the movement (Krakauer, Ghilardi, & Ghez, 1999) or applying external forces to the moving limb via a robotic manipulandum (Smith, Brandt, & Shadmehr, 2000), respectively.
Q12. What is the main focus of the review?
Since published findings using rTMS, TBS, tACS and tRNS for enhancing motor learning remain particularly sparse (Figure 1) the primary focus of the review will be on tDCSbased interventions.
Q13. What is the way to address the issue of heterogeneity of stimulation protocols and tasks?
An interesting approach to address the issue of heterogeneity of stimulation protocols and tasks could be to directly account for the heterogeneity within statistical models through inclusion of stimulation parameters, electrode montages and task variants as covariates.
Q14. What is the difference between tDCS and other do-it-yourself techniques?
(Goodman et al., 2016)A unique concern that has emerged with transcranial electrical stimulation techniques, isthat the simplicity, low-cost nature of, and public access to the technology has lead to the emergence of a popular do-it-yourself movement where individuals participate in selfexperimentation without oversight.