is concerned in this enormously complex organization and control of movement, and that throughout life, particularly in the earliest years, we are engaged in an incessant teaching program for the cerebellum. As a consequence, it can carry out all of these remarkable tasks that we set it to do in the whole repertoire for our skilled movements in games, in techniques, in musical performances, in speech, dance, song and so on. (p. 328)
This chapter was supported by grants from the National Science Foundation (BNS 8117115), the Office of Naval Research (NO0014-83), the McKnight Foundation, and the Sloan Foundation. We thank Dore Gormezano for his very helpful comments and suggestions.
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