Implicit sequence learning in young people with Tourette syndrome with and without co‐occurring attention‐deficit/hyperactivity disorder

Shephard, Elizabeth; Groom, Madeleine J.; Jackson, Georgina M.

doi:10.1111/jnp.12167

Cited by 19 publications

(52 citation statements)

References 52 publications

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“…Notably, separating the neurophysiological mechanisms between different learning processes not only enriches our knowledge of human cognition, but also has implications on understanding atypical development. Specifically, the neuroanatomical differences between the two learning mechanisms may deepen our understanding of atypical forms of sequence learning, such as in specific language impairment (Lum, Conti‐Ramsden, Morgan, & Ullman, 2014), developmental dyslexia (Hedenius, Lum, & Bölte, 2020), or Gilles de la Tourette syndrome (Shephard, Groom, & Jackson, 2019; Takács et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Neurophysiological and functional neuroanatomical coding of statistical and deterministic rule information during sequence learning

Takács

Kóbor

Kardos

et al. 2021

Human Brain Mapping

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Humans are capable of acquiring multiple types of information presented in the same information stream. It has been suggested that at least two parallel learning processes are important during learning of sequential patterns—statistical learning and rule‐based learning. Yet, the neurophysiological underpinnings of these parallel learning processes are not fully understood. To differentiate between the simultaneous mechanisms at the single trial level, we apply a temporal EEG signal decomposition approach together with sLORETA source localization method to delineate whether distinct statistical and rule‐based learning codes can be distinguished in EEG data and can be related to distinct functional neuroanatomical structures. We demonstrate that concomitant but distinct aspects of information coded in the N2 time window play a role in these mechanisms: mismatch detection and response control underlie statistical learning and rule‐based learning, respectively, albeit with different levels of time‐sensitivity. Moreover, the effects of the two learning mechanisms in the different temporally decomposed clusters of neural activity also differed from each other in neural sources. Importantly, the right inferior frontal cortex (BA44) was specifically implicated in visuomotor statistical learning, confirming its role in the acquisition of transitional probabilities. In contrast, visuomotor rule‐based learning was associated with the prefrontal gyrus (BA6). The results show how simultaneous learning mechanisms operate at the neurophysiological level and are orchestrated by distinct prefrontal cortical areas. The current findings deepen our understanding on the mechanisms of how humans are capable of learning multiple types of information from the same stimulus stream in a parallel fashion.

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Section: Discussionmentioning

confidence: 99%

Neurophysiological and functional neuroanatomical coding of statistical and deterministic rule information during sequence learning

Takács

Kóbor

Kardos

et al. 2021

Human Brain Mapping

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“…It is yet unclear if tics would result from increased habit-learning, deficits in unlearning maladaptive behaviors, or a combination of both. Shephard et al . (2018) investigated implicit sequence learning in youth with TS with or without ADHD compared to tic-free youth with or without ADHD.…”

Section: Resultsmentioning

confidence: 99%

Tourette syndrome research highlights from 2018

et al. 2019

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This is the fifth yearly article in the Tourette Syndrome Research Highlights series, summarizing research from 2018 relevant to Tourette syndrome and other tic disorders. The authors briefly summarize reports they consider most important or interesting. The highlights from 2019 article is being drafted on the Authorea online authoring platform, and readers are encouraged to add references or give feedback on our selections using the comments feature on that page. After the calendar year ends, the article is submitted as the annual update for the Tics collection on F1000Research.

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“…The question arises whether the alterations in equivalence learning in all patients with Tourette syndrome were primarily due to TS or its most common comorbidity, ADHD. In most cases, Tourette syndrome and ADHD, which seems to plays a major role, are jointly responsible for the alterations in cognitive functions [44,[59][60][61]. We compared the performances of the three patient groups and found no significant difference among their performances.…”

Section: Plos Onementioning

confidence: 86%

“…In reinforcement learning, the results are conflicting, but most results show no difference between patients with Tourette syndrome and healthy controls [26,[40][41][42][43]. Patients with Tourette syndrome have intact motor sequence learning [44], but the procedural (habit) learning in a probabilistic classification learning, which is connected to the dorsal striatum [45] was significantly altered [46,47]. However, hippocampus-related learning was not affected in patients with Tourette syndrome alone [47].…”

Section: Introductionmentioning

confidence: 99%

Impairment of visually guided associative learning in children with Tourette syndrome

Eördegh¹,

Pertich²,

Tárnok³

et al. 2020

PLoS ONE

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The major symptoms of Tourette syndrome are motor and vocal tics, but Tourette syndrome is occasionally associated with cognitive alterations as well. Although Tourette syndrome does not affect the majority of cognitive functions, some of them improve. There is scarce evidence on the impairment of learning functions in patients with Tourette syndrome. The core symptoms of Tourette syndrome are related to dysfunction of the basal ganglia and the frontostriatal loops. Acquired equivalence learning is a kind of associative learning that is related to the basal ganglia and the hippocampi. The modified Rutgers Acquired Equivalence Test was used in the present study to observe the associative learning function of patients with Tourette syndrome. The cognitive learning task can be divided into two main phases: the acquisition and test phases. The latter is further divided into two parts: retrieval and generalization. The acquisition phase of the associative learning test, which mainly depends on the function of the basal ganglia, was affected in the entire patient group, which included patients with Tourette syndrome with attention deficit hyperactivity disorder, obsessive compulsive disorder, autism spectrum disorder, or no comorbidities. Patients with Tourette syndrome performed worse in building associations. However, the retrieval and generalization parts of the test phase, which primarily depend on the function of the hippocampus, were not worsened by Tourette syndrome.

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Implicit sequence learning in young people with Tourette syndrome with and without co‐occurring attention‐deficit/hyperactivity disorder

Cited by 19 publications

References 52 publications

Neurophysiological and functional neuroanatomical coding of statistical and deterministic rule information during sequence learning

Neurophysiological and functional neuroanatomical coding of statistical and deterministic rule information during sequence learning

Tourette syndrome research highlights from 2018

Impairment of visually guided associative learning in children with Tourette syndrome

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