Advance information and movement sequencing in Gilles de la Tourette's syndrome.

Abstract

Tourette's syndrome is a chronic neurological disorder manifested by involuntary motor tics and vocalisations.

Movement sequencing in children with Tourette's syndrome and attention deficit hyperactivity disorder

“…4,5 Adults with TS, a disorder of childhood onset characterized by hyperkinetic motor and vocal tics, have also shown similar evidence of movement sequencing abnormalities and increased reliance on advance information (external cueing), although not to the extent as the PD and HD patients. 5 Advance information was systematically reduced in the sequential button-pressing task resulting in three conditions: no reduction in advance information (the next illuminated button in the sequence was extinguished as the current button was released; no light-emitting diodes extinguished in advance), moderate reduction (the next button was extinguished as the current button was depressed) and high reduction (in addition to the next button remaining extinguished, the button after the next was also extinguished as the current button was released). Adults with TS showed larger movement times and a progressive slowing across the sequence, relative to matched control subjects, for the highest reduction in advance information condition.…”

“…5 In contrast to extinguishing the light-emitting diodes ahead of each move and reducing the level of advance information, the level of advance information was varied by sequentially and individually illuminating each successive target button at a specific stage of the movement sequencing cycle (see reference 5 for specific methodologic details). Adults with TS showed increased movement execution times when the lowest level of advance information was provided, as compared with conditions in which medium and high levels of information were provided.…”

“…Adults with TS showed increased movement execution times when the lowest level of advance information was provided, as compared with conditions in which medium and high levels of information were provided. 5 Little research has been conducted to examine the motor functioning of children with TS or with attention deficit hyperactivity disorder (ADHD). Traumatic brain injuries to the frontal lobe, especially to the orbitofrontal cortex during childhood, 6 have been found to result in a clinical syndrome identical to ADHD.…”

Distinct Contribution of the Striatum and Cerebellum to Motor Learning

“…Second, the inconsistency may be due to the explicit vs implicit nature of the sequencing of movements that the patients had to execute. In the other studies, patients with PD acquired declarative knowledge of the sequence of movements they had to perform because (1) they were asked either to memorize the sequence (Rafal, Inhoff, Friedman, & Bernstein, 1987;Stelmach et al, 1987) or to practice it before the experimental testing began (Benecke et al, 1987;Georgiou et al, 1994;Georgiou, Bradshaw, Phillips, Bradshaw, & Chiu, 1995;Georgiou, Iansek, Bradshaw, Phillips, Mattingley, & Bradshaw, 1993;Jones, Phillips, Bradshaw, Iansek, & Bradshaw, 1992;Rafal et al, 1987) or (2) they were allowed to refer to a written version of the sequence they had to produce at all times during the experiment (Harrington & Haaland, 1991). In this study, however, the subjects were unaware that the triads in the Practiced condition were made of the consecutive juxtaposition of the simple figures they had practiced in Phase III, nor that the triads in the Unpracticed condition were composed of novel simple figures that they had never traced individually before.…”

“…Third, evidence from animal (Brotchie, Iansek, & Horne, 1991a, 1991b, clinical (Doyon et al, 1997a(Doyon et al, , 1998Georgiou et al, 1994Georgiou et al, , 1995Georgiou et al, , 1993, and neuroimaging investigations (Doyon et al, 1997b(Doyon et al, , 1996bGrafton et al, 1994;Jenkins et al, 1994;Seitz, Roland, Bohm, Greitz, & Stone-Elander, 1990) has demonstrated that the striatum is critically involved in the late phases of learning where automatization of a skill is thought to occur. Consistent with such a notion is the absence of deficit observed in both PD groups that may result from the fact that, in the present study, subjects had not achieved automatization of the task.…”