Impaired Higher Order Implicit Sequence Learning on the Verbal Version of the Serial Reaction Time Task in Patients With Parkinson's Disease.

Smith, Jared G.; McDowall, John

doi:10.1037/0894-4105.18.4.679

Cited by 43 publications

(39 citation statements)

References 59 publications

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“…Willingham et al 1996). Thus, striatal impairments in PD appeared to impair IL of sequential information and these results have since been replicated in other studies using similar designs (e.g., Smith and McDowall 2004). Importantly, impaired sequence learning in PD is not confined to the motor modality, as performance deficits were also reported on a verbal version of the SRTT as well as in AG learning (Smith and McDowall 2006).…”

Section: Patient Studiessupporting

confidence: 57%

Implicit Learning in Aging: Extant Patterns and New Directions

Rieckmann

Bäckman

2009

Neuropsychol Rev

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Research suggests that the striatum plays an important role in implicit learning (IL). The striatum exhibits marked age-related morphological and neurochemical losses. Yet, behavioral studies suggest that IL is generally well preserved in old age, and that age-related differences emerge only when highly complex IL tasks are used. In this review, we integrate behavioral and neuroimaging evidence on IL in aging. We suggest that relative stability of IL in old age may reflect neural reorganization that compensates for age-related losses in striatal functions. Specifically, there may be an age-related increase in reliance on extrastriatal regions (e.g., medial-temporal, frontal) during IL. This reorganization of function may be beneficial under less taxing performance conditions, but not when task demands become more challenging.

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Section: Patient Studiessupporting

confidence: 57%

Implicit Learning in Aging: Extant Patterns and New Directions

Rieckmann

Bäckman

2009

Neuropsychol Rev

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“…Sequence learning deficits associated with BG dysfunction were found for speech as well as nonspeech sequencing tasks (Schulz, Leon, & Sulc, 2001;Smith & McDowall, 2004;Smith, Siegert, McDowall, & Abernethy, 2001;Westwater, McDowall, Siegert, Mossman, & Abernethy, 1998). Schulz et al (2001) measured the accuracy and articulatory patterns of PPD relative to control subjects while learning a novel speech utterance, a nonsense phrase "Thraim po fra mo dis" practiced 50 times.…”

Section: The Role Of the Bg In Complex/ambiguous Sequence Skill Learningmentioning

confidence: 99%

Sequence skill learning in persons who stutter: Implications for cortico-striato-thalamo-cortical dysfunction

Smits-Bandstra¹,

Nil²

2007

Journal of Fluency Disorders

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“…Clinical studies have shown serial reaction time learning deficits in both Parkinson's (Jackson et al, 1995;Dominey et al, 1997;Smith and McDowall, 2004) and Huntington's (Knopman and Nissen, 1991;Willingham and Koroshetz, 1993;Brown et al, 2001) diseases. Functional imaging studies have confirmed the involvement of the basal ganglia in implicit serial reaction time learning in diverse populations of human subjects (Rauch et al, 1997;Peigneux et al, 2000;Daselaar et al, 2003;Kim et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

The Role of Striatum in Initiation and Execution of Learned Action Sequences in Rats

Bailey

Mair²

2006

J. Neurosci.

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To understand the role of striatum in motor sequence learning, we trained rats to perform a series of tasks measuring speed and accuracy of responding to luminance cues presented as discriminative stimuli for single nose pokes or for sequences of nose pokes in a serial reaction time task. Habit (stimulus-response) learning was measured by comparing performances when stimuli were repeated (predictable) with when they were selected randomly (unpredictable). Sequences had defined start and end points and were limited to five nose pokes to minimize chunking. When sequences were repeated, response time (RT) increased for nose pokes initiating the sequence and decreased for nose pokes completing it. These effects developed incrementally across sessions, consistent with the time course of habit learning. Medial (mCPu), lateral, and complete (CPu) caudate-putamen lesions affected speed and accuracy of single nose poke responses, confirming the role of these areas in guiding responses with external sensory stimuli. None of these lesions affected the short-term increase in accuracy observed when single nose poke responses were repeated. Both mCPu and CPu lesions increased RTs for initiating sequential responses, effects that were exacerbated across sessions in which specific sequences were repeated. None of the lesions affected the gradual decrease in RT for nose pokes completing repeated sequences. Correlational analyses confirmed the relationship between the extent of dorsal striatal damage and the ability to respond to brief luminance cues and to initiate learned sequences. These results provide evidence implicating dorsal striatum in higher-level organizational aspects of learning reflected in planning that precedes the execution of learned action sequences.

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Impaired Higher Order Implicit Sequence Learning on the Verbal Version of the Serial Reaction Time Task in Patients With Parkinson's Disease.

Cited by 43 publications

References 59 publications

Implicit Learning in Aging: Extant Patterns and New Directions

Implicit Learning in Aging: Extant Patterns and New Directions

Sequence skill learning in persons who stutter: Implications for cortico-striato-thalamo-cortical dysfunction

The Role of Striatum in Initiation and Execution of Learned Action Sequences in Rats

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