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180  V. WALSH



                               Janet Eyre in Newcastle who stimulated the motor cortex in over 300 sub-
                               jects between the ages of 32 weeks and 52 years while recording electrical
                               activity in the biceps and the hand muscles. Eyre took notice of the time
                               between applying stimulation and the arrival of signals at the muscle
                               recording sites (a measure of the speed of nerve conduction) and also of the
                               magnetic stimulation power required to produce muscle activity. There
                               was a sharp decrease in both delay time and power required during the first
                               two years of life and by the time the children had reached five years of age
                               their delay time had reached the same level as that of adults. The impor-
                               tance of this is that the results correlate with the time taken for the muscle
                               nerve fibres involved to reach their maximum diameter and, because diam-
                               eter is a determinant of speed, their maximum conduction velocities. The
                               magnetic stimulation data also correlate with the time at which children
                               develop good fine finger and prehension skills.
                                  Recording change is impressive enough but change can also be pro-
                               duced. A recent study by Alvaro Pascual-Leone at the Beth Israel Hospital
                               in Boston, MA, has shown that TMS applied at different temporal rates can
                               either impede or enhance one’s ability to learn certain kinds of tasks.
                               Remarkably low levels of stimulation (1 pulse per second) over the motor
                               cortex slowed down learning on a visuomotor association task but learn-
                               ing on the same task was faster than normal when magnetic stimulation
                               was applied at 10 pulses per second. Similar results have also been obtained
                               in the visual system and also in studies of language. The implications of
                               this kind of manipulation of learning function are far reaching and
                               attempts to apply this in the clinic are already underway: can we speed up
                               learning? Can we kick start the brain?
                                  What will happen in the twenty-first century? As you no doubt
                               remember from all the ‘end of century’ pundits who soiled magazines and
                               newspapers as we entered the year 2000, prediction is no more than a veil
                               for predilection, so I’ll come clean and say what it is I would like to see
                               happen in the near future with magnetic stimulation. The emergence of
                               magnetic stimulation as a tool in neuropsychology has been slower than it
                               should have been. Other techniques, such as functional magnetic reso-
                               nance imaging, multi channel electroencephalography and magnetoen-
                               cephalography have all attracted more attention. They are in themselves
                               exciting developments and we have learned much about the human brain
                               from them. However, they all record brain activity in one form or another
                               and thus cannot reveal how the brain would function in the absence of a
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