A recently emerging view sees language understanding as closely linked to sensory and motor processes. The present study investigates this issue by examining the influence of processing action verbs and concrete nouns on the execution of a reaching movement. Fine-grained analyses of movement kinematics revealed that relative to nouns, processing action verbs significantly affects overt motor performance. Within 200 msec after onset, processing action verbs interferes with a concurrent reaching movement. By contrast, the same words assist reaching movement when processed before movement onset. The cross-talk between language processes and overt motor behavior provides unambiguous evidence that action words and motor action share common cortical representations and could thus suggest that cortical motor regions are indeed involved in action word retrieval.

Control of action occurs at different stagesof the executive process, in particular at those of sensory-motor integration and conscious monitoring. The aim of this study was to determine the implication of the prefrontal cortex in the control of action. For that purpose, we compared the performance of 15 patients with frontal lobe lesions and 15 matched controls on an experimental paradigm generating a conflict between the action planned and the sensory-motor feedback. Subjects had to trace a sagittal line witha stylus on a graphic tablet. The hand was hidden by a mirror on which the traced line, processed by a computer, was projected. Without informing the subjects, the line traced was modified by introducing a bias to the right, which increased progressively from 2° to 42°. To succeed the task, subjects had to modify their motor program and deviate their hand in the opposite direction. The sensory-motor adjustment to the bias was evaluated by the surface between the line traced and the ideal line to compensate for the deviation. The awareness of the conflict was measured by the angle of the bias at which subjects expressed the feeling that the line they traced was not the same as the line they saw. The deviation was similarly compensated for by patients and controls until24°. Then 14 controls but only3 patients were aware of a conflict. After that, the variability of performance increased significantly for the unaware patients. These results suggest that the prefrontal cortex is required at the level of conscious monitoring of actions, but not at the level of sensory-motor integration.

A sensorimotor sequence may contain information structure at several different levels. In this study, we investigated the hypothesis that two dissociable processes are required for the learning of surface structure and abstract structure, respectively, of sensorimotor sequences. Surface structure is the simple serial order of the sequence elements, whereas abstract structure is defined by relationships between repeating sequence elements. Thus, sequences ABCBAC and DEFEDF have different surface structures but share a common abstract structure, 123213, and are therefore isomorphic. Our simulations of sequence learning performance in serial reaction time (SRT) tasks demonstrated that (1) an existing model of the primate fronto-striatal system is capable of learning surface structure but fails to learn abstract structure, which requires an additional capability, (2) surface and abstract structure can be learned independently by these independent processes, and (3) only abstract structure transfers to isomorphic sequences. We tested these predictions in human subjects. For a sequence with predictable surface and abstract structure, subjects in either explicit or implicit conditions learn the surface structure, but only explicit subjects learn and transfer the abstract structure. For sequences with only abstract structure, learning and transfer of this structure occurs only in the explicit group. These results are parallel to those from the simulations and support our dissociable process hypothesis. Based on the synthesis of the current simulation and empirical results with our previous neuropsychological findings, we propose a neuro-physiological basis for these dissociable processes: Surface structure can be learned by processes that operate under implicit conditions and rely on the fronto-striatal system, whereas learning abstract structure requires a more explicit activation of dissociable processes that rely on a distributed network that includes the left anterior cortex.