從環境中提取序列訊息規則而據以決定如何行動，對於生存至關緊要。現存文獻鮮少涉及高度差異之動作器官在序列動作學習過程及遷移上的差別，此對比有助於了解序列學習之本質。本研究計畫將於四年期間執行一系列行為及腦磁波實驗比較手部及口語動作序列學習，藉由操弄序列中刺激材料與反應方式之空間、符號內容、與時間變異，以及量測其學習曲線和遷移效果，釐清序列學習中習得之表徵以及其相應之腦磁波活動頻段特性。第一年將比較手部與口語動作在目標之空間位置（實驗1-1與1-2）、符號內容（實驗1-3與1-4）、以及時間間隔（實驗1-5與1-6）變異下學習曲線與腦磁波活化差別；第二年將比較手部與口語動作在目標之空間變異下之學習曲線、交互遷移以及相應之腦磁波成份（實驗2-1 ~ 2-4）；第三年將比較手部與口語動作在目標符號內容變異下之學習曲線、交互遷移以及相應之腦磁波成份（實驗3-1 ~ 3-4）；最後，第四年則探討上述比較在序列中目標時間間隔變異下之學習曲線、交互遷移及相應之腦磁波成份（實驗4-1 ~ 4-4）。此一系列實驗將增進吾人了解動作序列學習與遷移如何受各種刺激表徵及動作器官特性影響，除了在理論上驗証學習發生的表徵層次，也有助於設計更有效的動作訓練與復健方法。 ;Extracting regularity embedded in the incoming sequence of information and acting accordingly is crucial for survival. Previous studies investigating the acquisition of sequential motor skills have not compared how highly dissimilar effectors learn and transfer the skill between each other. Understanding and comparing the learning and transfer process in highly dissimilar effectors, such as speech and manual responses, may shed light on the nature of what is learned in implicit motor sequence learning. To examine motor sequence learning and the associated brain oscillations under various theoretically important and intriguing scenarios, including impacts of sequential uncertainty in spatial, symbolic, and temporal characteristics, the current study proposes a series of eighteen experiments over the span of four project years. In the project Year 1, manual and speech sequence learning will be compared in pairs of behavioral and MEG experiments to explore the impacts of sequence varying probabilistically in spatial location of targets and responses (Experiment 1-1 & 1-2), in non-spatial symbolic content of targets and their mapped responses (Experiment 1-3 & 1-4), and in temporal separation between consecutive response and upcoming target (Experiment 1-5 & 1-6). After gathering comprehensive information about difference between manual and speech responses under these distinct variation of sequence as well as the associated brain oscillations, the following years will explore the cross-effector transfer for these structural characteristics. Year 2 will focus on the transfer of spatial sequence learning from manual to speech (Experiment 2-1 & 2-2) and from speech to manual (Experiment 2-3 & 2-4) responses. Likewise, Year 3 studies transfer symmetrically for sequence varying in symbolic contents and response selection (Experiment 3-1 ~ 3-4). Finally, Year 4 investigate transfer for sequence varying in temporal separation between response and target (Experiment 4-1 ~ 4-4). Throughout the project years, pairs of behavioral and MEG experiment complement each other in uncovering optimal parameters for revealing learning and transfer effect and brain dynamics. A new and advanced theoretical view of motor sequence learning will be established, and the underlying brain mechanisms will be uncovered.
