Classical eyeblink conditioning in Parkinson's disease

Daum, Irene; Schugens, Markus M.; Breitenstein, Caterina; Topka, Helge; Spieker, Sybille

doi:10.1002/mds.870110608

Cited by 33 publications

(21 citation statements)

References 23 publications

(1 reference statement)

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“…These patients are impaired in motor learning (Sanes et al, 1990) and in classical conditioning (Topka et al, 1993) (e.g., eye-blink conditioning with the electrically elicited blink reflex). A similar, though milder, deficit in performing the serial reaction time task has been reported for patients with Parkinson's disease (PD) (Ferraro, Balota, & Connor, 1993), but classical conditioning is unaffected in PD (Sommer, Grafman, Clark, & Hallett, 1999;Daum, Schugens, Breitenstein, Topka, & Spieker, 1996). It has been concluded that basal ganglia and cerebellum are part of implicit learning and memory systems in humans (Salmon & Butters, 1995).…”

Section: Introductionmentioning

confidence: 73%

“…The role of the brainstem and the cerebellar structures in classical conditioning has been extensively studied in humans (Doyon et al, 1997;Deuschl et al, 1996;Solomon, Stowe, & Pendlbeury, 1989) and animals with various lesions ( Yeo, Hardiman, & Glickstein, 1984. Diseases affecting the basal ganglia do not influence classical conditioning (Daum et al, 1996). The role of subcortical structures in skill-learning remains less clear.…”

Section: Discussionmentioning

confidence: 99%

“…Other studies, however, could not confirm these findings (Gomez Beldarrain, Garcia-Monco, Quintana, Llorens, & Rodeno, 1997;Daum et al, 1993). The role of the cerebellum in explicit (declarative) learning and memory is still a matter of debate, but profound impairment in implicit (nondeclarative) learning has been demonstrated (Daum, Schugens, Breitenstein, Topka, & Spieker, 1996;Pascual-Leone et al, 1993;Topka, Valls-Sole, Massaquoi, & Hallett, 1993;Sanes, Dimitrov, & Hallett, 1990). Patients with cerebellar dysfunction failed to learn the serial reaction time task, which is sensitive for testing modality-specific memory for skill-based procedures (Pascual-Leone et al, 1993).…”

Section: Introductionmentioning

confidence: 89%

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Dissociation of Habit-Learning in Parkinson's and Cerebellar Disease

Witt

Nuhsman

Deuschl

2002

Journal of Cognitive Neuroscience

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Damage to the medial-temporal region is known to result in declarative (explicit) memory deficits but nondeclarative (implicit) memory is largely unaffected by such lesions. Earlier studies have shown that some forms of implicit learning depend on cerebellar circuits but remain preserved following affections of the basal ganglia circuits. It is unknown which forms of implicit learning persist in patients with cerebellar pathology but are affected after basal ganglia lesions. Therefore, we determined if a test sensitive for habit-learning (probabilistic classification task) resulted in normal values for patients with cerebellar disease but resulted in affected results in patients with Parkinson's disease (PD). To this end, 23 patients with PD, 16 patients with familial or idiopathic cerebellar degeneration (CD), and 20 controls were tested for habit-learning. There was no impairment of patients with CD for the early learning period but there was abnormal learning in the PD group. For a later learning period, the patients with the PD showed improved performance. We conclude that the probabilistic learning task is an implicit, nonmotor learning task which is sensitive for basal ganglia pathology but remains unaffected in the case of cerebellar pathology. Such a test may be of special interest for the detection and possible neurobehavioral treatment of cognitive and motor deficits.

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Section: Introductionmentioning

confidence: 73%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 89%

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Dissociation of Habit-Learning in Parkinson's and Cerebellar Disease

Witt

Nuhsman

Deuschl

2002

Journal of Cognitive Neuroscience

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“…Furthermore, eyeblink conditioning is selective to AD neuropathology. Eyeblink classical conditioning in patients with other neurodegenerative diseases such as Huntington's disease [68] and Parkinson's disease [69,70] is relatively normal and clearly differentiated from eyeblink conditioning in AD.…”

Section: Eyeblink Classical Conditioning In Alzheimer's Diseasementioning

confidence: 94%

Neuroscience-based Tests for Assessing Cognitive Changes in Normal Aging and in the Prodromal Phase of Alzheimer’s Disease

Woodruff-Pak

Raber

2012

Curr Transl Geriatr Exp Gerontol Rep

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Slow decline in cognition is key to the clinical diagnosis of Alzheimer's disease (AD). This diagnosis relies on screening tests insensitive to detection of prodromal AD, which occurs years before the appearance of clinical symptoms. Neuroscience-based tests of eyeblink classical conditioning, spatial navigation, and object recognition are associated with synaptic-level function. They show promise in detecting early changes in AD-impacted memory circuits. Eyeblink conditioning engages synapses dependent upon nicotinic acetylcholine receptors and medial septal cholinergic input to the hippocampus. Spatial navigation and object recognition engage perforant pathway entorhinal cortical input to the hippocampus. Synapses in these circuits are among the earliest impacted by beta amyloid. These three translational tests are well characterized in normal aging and AD in humans and pertinent animal models, including organisms expressing the AD risk factor apolipoprotein E4. They may detect cognitive decline in prodromal AD and prove useful for population screening and evaluation of therapeutic interventions.

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“…Patients with cerebellar pathology were unable to acquire conditioned motor responses, whereas conditioning was unimpaired in early PD in the same experimental procedure [3,5].…”

Section: Introductionmentioning

confidence: 99%

Role of the Striatum and the Cerebellum in Motor Skill Acquisition

Schugens

Breitenstein

Ackermann

et al. 1999

Behavioural Neurology

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Motor skill acquisition was investigated in patients with Parkinson's disease (PD) or cerebellar dysfunction using two sensory-guided tracking tasks. The subjects had to learn to track a visual target (a square) on a computer screen by moving a joystick under two different conditions. In the unreversed task, the horizontal target movements were semi-predictable and could be anticipated. In the reversed task, the horizontal movements of a pointer which had to be kept within the target square were mirror-reversed to the joystick movements. PD patients showed intact learning of the semi-predictable task and reduced learning of the mirror-reversed task; patients with cerebellar dysfunction showed the opposite pattern. These findings are discussed in relation to the differential contribution of the cerebellum and the striatum to motor skill acquisition: the cerebellum appears to participate in the implementation of anticipatory movements, whereas the striatum may be critically involved in types of motor learning which require a high degree of internal elaboration.

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Classical eyeblink conditioning in Parkinson's disease

Cited by 33 publications

References 23 publications

Dissociation of Habit-Learning in Parkinson's and Cerebellar Disease

Dissociation of Habit-Learning in Parkinson's and Cerebellar Disease

Neuroscience-based Tests for Assessing Cognitive Changes in Normal Aging and in the Prodromal Phase of Alzheimer’s Disease

Role of the Striatum and the Cerebellum in Motor Skill Acquisition

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