Over the past several decades, theories about cerebellar learning have evolved. A relatively simple view that highlighted the contribution of one major form of heterosynaptic plasticity to cerebellar motor learning has given way to a plethora of perspectives that suggest that many different forms of synaptic and non-synaptic plasticity, acting at various sites, can control multiple types of learning behaviour. However, there still seem to be contradictions between the various hypotheses with regard to the mechanisms underlying cerebellar learning. The challenge is therefore to reconcile these different views and unite them into a single overall concept. Here I review our current understanding of the changes in the activity of cerebellar Purkinje cells in different ‘microzones’ during various forms of learning. I describe an emerging model that indicates that the activity of each microzone is bound to either increase or decrease during the initial stages of learning, depending on the directional and temporal demands of its downstream circuitry and the behaviour involved.

在过去的几十年里，关于小脑学习的理论不断发展。一个相对简单的观点强调了一种主要形式的异突触可塑性对小脑运动学习的贡献已经让位于过多的观点，这些观点表明许多不同形式的突触和非突触可塑性，在不同的位置起作用，可以控制多种类型的学习行为。然而，关于小脑学习机制的各种假设之间似乎仍然存在矛盾。因此，挑战在于调和这些不同的观点并将它们统一为一个整体概念。在这里，我回顾了我们目前对不同形式学习过程中不同“微区”中小脑浦肯野细胞活动变化的理解。