Dissociation between two aspects of procedural learning in Tourette syndrome: Enhanced statistical and impaired sequence learning

Tóth-Fáber, Eszter; Tárnok, Zsanett; Janacsek, Karolina; Kóbor, Andrea; Nagy, Péter; Farkas, Bence; Oláh, Szabina; Merkl, Dóra; Hegedüs, Orsolya; Németh, Dezső; Takács, Ádám

doi:10.1080/09297049.2021.1894110

Cited by 10 publications

(34 citation statements)

References 73 publications

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“…In this task, participants receive explicit instructions to pay attention and learn the pattern of the sequential stimuli (dogs appearing in the four possible locations). In contrast, the alternating random elements (penguins in the four possible locations) are learnt incidentally as part of the triplet structures (Nemeth et al, 2013; Tóth‐Fáber et al, 2021). Interestingly, children with GTS (10–15 years of age) showed better learning of triplet probabilities (statistical learning) than TD children.…”

Section: Procedural Memory In Gtsmentioning

confidence: 99%

“…Therefore, the processing of S‐R connections has been one focus of GTS research (Beste & Münchau, 2018; Goodman et al, 2014; Kleimaker, Kleimaker, et al, 2020; Maia & Conceição, 2017; Shephard et al, 2019). However, the formation of S‐R associations was suggested to be either facilitated (Beste & Münchau, 2018; Delorme et al, 2016; Dye et al, 2016; Kleimaker, Takacs, et al, 2020; Petruo et al, 2019; Shephard et al, 2019; Takács et al, 2018; Tóth‐Fáber et al, 2021; Walenski et al, 2007) or impaired in GTS (Eördegh et al, 2020; Goodman et al, 2014; Kéri et al, 2002; Marsh et al, 2004). To solve this contradiction, a framework is needed that can create a bridge between different fields of GTS research.…”

Section: Introductionmentioning

confidence: 99%

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Lower‐level associations in Gilles de la Tourette syndrome: Convergence between hyperbinding of stimulus and response features and procedural hyperfunctioning theories

Takács

Münchau

Németh

et al. 2021

Eur J of Neuroscience

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Gilles de la Tourette syndrome (GTS) can be characterized by enhanced cognitive functions related to creating, modifying and maintaining connections between stimuli and responses (S‐R links). Specifically, two areas, procedural sequence learning and, as a novel finding, also event file binding, show converging evidence of hyperfunctioning in GTS. In this review, we describe how these two enhanced functions can be considered as cognitive mechanisms behind habitual behaviour, such as tics in GTS. Moreover, the presence of both procedural sequence learning and event file binding hyperfunctioning in the same disorder can be treated as evidence for their functional connections, even beyond GTS. Importantly though, we argue that hyperfunctioning of event file binding and procedural learning are not interchangeable: they have different time scales, different sensitivities to potential impairment in action sequencing and distinguishable contributions to the cognitive profile of GTS. An integrated theoretical account of hyperbinding and hyperlearning in GTS allows to formulate predictions for the emergence, activation and long‐term persistence of tics in GTS.

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Section: Procedural Memory In Gtsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Lower‐level associations in Gilles de la Tourette syndrome: Convergence between hyperbinding of stimulus and response features and procedural hyperfunctioning theories

Takács

Münchau

Németh

et al. 2021

Eur J of Neuroscience

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“…It has been proposed that tics and habits have similarities: both are stereotyped actions that are automatically executed and hard to inhibit ( Conceição et al, 2017 ). Several studies have shown enhanced procedural learning, termed procedural hyperfunctioning, in TS ( Dye et al, 2016 ; Takács et al, 2018 ; Shephard et al, 2019 ; Tóth-Fáber et al, 2021b ). An important question emerges: does procedural hyperfunctioning in TS lead to persistent changes?…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Several studies focused on procedural learning in TS with most showing intact ( Channon et al, 2003 ; Takács et al, 2017 ) or even enhanced procedural functions ( Walenski et al, 2007 ; Dye et al, 2016 ; Takács et al, 2018 ; Shephard et al, 2019 ; Tóth-Fáber et al, 2021b ). Takács et al (2018) , Shephard et al (2019) , and Tóth-Fáber et al (2021b) all employed variations of a well-known procedural learning task, the serial reaction time task (SRTT). Consequently, Shephard et al (2019) showed enhanced learning of deterministic serial-order information, whereas Takács et al (2018) and Tóth-Fáber et al (2021b) showed enhanced learning of probability-based information in children and adolescents with TS.…”

Section: Introductionmentioning

confidence: 99%

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Access to Procedural Memories After One Year: Evidence for Robust Memory Consolidation in Tourette Syndrome

Tóth-Fáber

Tárnok

Takács

et al. 2021

Front. Hum. Neurosci.

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Tourette syndrome is a childhood-onset neurodevelopmental disorder characterized by motor and vocal tics. On the neural level, tics are thought to be related to the disturbances of the cortico-basal ganglia-thalamo-cortical loops, which also play an important role in procedural learning. Several studies have investigated the acquisition of procedural information and the access to established procedural information in TS. Based on these, the notion of procedural hyperfunctioning, i.e., enhanced procedural learning, has been proposed. However, one neglected area is the retention of acquired procedural information, especially following a long-term offline period. Here, we investigated the 5-hour and 1-year consolidation of two aspects of procedural memory, namely serial-order and probability-based information. Nineteen children with TS between the ages of 10 and 15 as well as 19 typically developing gender- and age-matched controls were tested on a visuomotor four-choice reaction time task that enables the simultaneous assessment of the two aspects. They were retested on the same task 5 hours and 1 year later without any practice in the offline periods. Both groups successfully acquired and retained the probability-based information both when tested 5 hours and then 1 year later, with comparable performance between the TS and control groups. Children with TS did not acquire the serial-order information during the learning phase; hence, retention could not be reliably tested. Our study showed evidence for short-term and long-term retention of one aspect of procedural memory, namely probability-based information in TS, whereas learning of serial-order information might be impaired in this disorder.

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Neural representations of statistical and rule‐based predictions in Gilles de la Tourette syndrome

Takacs,

Toth‐Faber,

Schubert

et al. 2024

Human Brain Mapping

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Gilles de la Tourette syndrome (GTS) is a disorder characterised by motor and vocal tics, which may represent habitual actions as a result of enhanced learning of associations between stimuli and responses (S‐R). In this study, we investigated how adults with GTS and healthy controls (HC) learn two types of regularities in a sequence: statistics (non‐adjacent probabilities) and rules (predefined order). Participants completed a visuomotor sequence learning task while EEG was recorded. To understand the neurophysiological underpinnings of these regularities in GTS, multivariate pattern analyses on the temporally decomposed EEG signal as well as sLORETA source localisation method were conducted. We found that people with GTS showed superior statistical learning but comparable rule‐based learning compared to HC participants. Adults with GTS had different neural representations for both statistics and rules than HC adults; specifically, adults with GTS maintained the regularity representations longer and had more overlap between them than HCs. Moreover, over different time scales, distinct fronto‐parietal structures contribute to statistical learning in the GTS and HC groups. We propose that hyper‐learning in GTS is a consequence of the altered sensitivity to encode complex statistics, which might lead to habitual actions.

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Dissociation between two aspects of procedural learning in Tourette syndrome: Enhanced statistical and impaired sequence learning

Cited by 10 publications

References 73 publications

Lower‐level associations in Gilles de la Tourette syndrome: Convergence between hyperbinding of stimulus and response features and procedural hyperfunctioning theories

Lower‐level associations in Gilles de la Tourette syndrome: Convergence between hyperbinding of stimulus and response features and procedural hyperfunctioning theories

Access to Procedural Memories After One Year: Evidence for Robust Memory Consolidation in Tourette Syndrome

Neural representations of statistical and rule‐based predictions in Gilles de la Tourette syndrome

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