Implicit sequence learning processes after unilateral stroke

Orrell, Alison; Eves, Frank F.; Masters, Rich S. W.; Macmahon, Kenneth

doi:10.1080/09602010600832788

Cited by 23 publications

(48 citation statements)

References 54 publications

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“…Our results extend these findings by showing that not only simple motor skill learning, but also complex sequence-specific motor learning can be preserved in apraxic patients. This is in accordance with previous studies showing that (circumscribed) cortical lesions do not necessarily result in impaired SRT task performance (Koch et al, 2006;Pohl and McDowd, 2006;Orrell et al, 2007).…”

Section: Discussionsupporting

confidence: 93%

“…Because of its spatial component and the opportunity to isolate a sequence-specific learning effect, the SRT paradigm is well suited for the investigation of apraxic patients who clinically present with spatial (Poizner et al, 1990;Clark et al, 1994) as well as sequential errors (De Renzi et al, 1983;Harrington and Haaland, 1992;Buxbaum and Schwartz, 1998;Weiss et al, 2008). The neural substrate underlying motor learning deficits in apraxic patients was revealed by quantitative VLSM, thereby extending previous studies adopting the SRT paradigm to stroke patients (Pohl and McDowd, 2006;Orrell et al, 2007), which performed no or only descriptive lesion analysis.…”

Section: Introductionmentioning

confidence: 80%

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Apraxia Impairs Intentional Retrieval of Incidentally Acquired Motor Knowledge

Dovern¹,

Fink²,

Saliger³

et al. 2011

J. Neurosci.

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Apraxia caused by left hemispheric stroke typically impairs skilled sequential movements. After stroke, apraxic patients need to reacquire motor skills by motor learning. The current study assessed for the first time incidental motor sequence learning in apraxic patients. Forty-eight human subjects (henceforth called "patients") with left hemispheric stroke affecting the middle cerebral artery territory (18 with apraxia and 30 without apraxia) and 17 age-matched healthy controls were tested on a visuomanual serial reaction time task. Subjects performed four blocks consisting of repetitions of a complex six element sequence containing ambiguous pairwise transitions before a new and unfamiliar sequence was introduced in block 5. Reaction time (RT) disadvantages in this fifth block indicated incidental sequence-specific motor learning. The intentional retrieval of the learned motor knowledge was assessed subsequently with a free recall task. Voxel-based lesion-symptom mapping (VLSM) was performed to investigate for the first time the lesion correlates of deficits in learning and retrieving sequential motor knowledge. Despite generally prolonged RTs, apraxic patients showed sequence-specific motor learning as could be observed in nonapraxic patients and healthy controls. However, apraxic patients showed reduced intentional retrieval of the learned sequence. VLSM revealed that impaired intentional retrieval of motor sequence knowledge resulted from dorsal premotor cortex lesions. Apraxic patients showed a dissociation of preserved incidental motor (sequence) learning and deficient intentional retrieval of this incidentally learned motor knowledge. The data suggest that novel approaches for treating apraxia should focus on incidental motor learning, but that automatic rather than intentional retrieval strategies should be enforced.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 80%

Apraxia Impairs Intentional Retrieval of Incidentally Acquired Motor Knowledge

Dovern¹,

Fink²,

Saliger³

et al. 2011

J. Neurosci.

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“…A short-term practice score for each subject was calculated as [Error BLOCK 1 / Error ]. The mean error per day from the home practice sessions was assessed similarly using a repeated measures ANOVA with within-subject factor of Day (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15) and between-subject factor of Group (Patients, Controls). A long-term practice score for each subject was calculated as [Error DAY 1 / Error ].…”

Section: Behavioral Analysis Of Practice Effectsmentioning

confidence: 99%

“…Improvements in movement performance with practice provide a model for rehabilitation 2 and clinical studies have documented performance gains during practice of a motor skill by patients following stroke [3][4][5] , Imaging studies in healthy subjects have shown that gains in motor performance with practice are mediated by dynamic changes in brain activation in specific cortical and subcortical regions of the motor control network [6][7][8][9] . For example, practice-related improvements in visuo-motor tracking are associated with activity changes in prefrontal cortex and basal ganglia 6 .…”

Section: Introductionmentioning

confidence: 99%

Motor Practice Promotes Increased Activity in Brain Regions Structurally Disconnected After Subcortical Stroke

Bosnell

Kincses

Stagg

et al. 2011

Neurorehabil Neural Repair

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“…Thus, many training principles for successful skill learning are also used in rehabilitation therapy (French et al, 2007, Orrell et al, 2007, Boyd et al, 2010, Ausenda and Carnovali, 2011.…”

Section: Introductionmentioning

confidence: 99%

Impaired implicit learning and feedback processing after stroke

et al. 2016

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The ability to learn is assumed to support successful recovery and rehabilitation therapy after stroke. Hence, learning impairments may reduce the recovery potential. Here, the hypothesis is tested that stroke survivors have deficits in feedback-driven implicit learning. Stroke survivors (n=30) and healthy age-matched control subjects (n=21) learned a probabilistic classification task with brain activation measured using functional magnetic resonance imaging in a subset of these individuals (17 stroke and 10 controls). Stroke subjects learned slower than controls to classify cues. After being rewarded with a smiley face, they were less likely to give the same response when the cue was repeated. Stroke subjects showed reduced brain activation in putamen, pallidum, thalamus, frontal and prefrontal cortices and cerebellum when compared with controls. Lesion analysis identified those stroke survivors as learning-impaired who had lesions in frontal areas, putamen, thalamus, caudate and insula. Lesion laterality had no effect on learning efficacy or brain activation. These findings suggest that stroke survivors have deficits in reinforcement learning that may be related to dysfunctional processing of feedback-based decision-making, reward signals and working memory. AbstractThe ability to learn is assumed to support successful recovery and rehabilitation therapy after stroke. Hence, learning impairments may reduce the recovery potential.Here, the hypothesis is tested that stroke survivors have deficits in feedback-driven implicit learning. Stroke survivors (n=30) and healthy age-matched control subjects (n=21) learned a probabilistic classification task with brain activation measured using functional magnetic resonance imaging in a subset of these individuals (17 stroke and 10 controls). Stroke subjects learned slower than controls to classify cues. After being rewarded with a smiley face, they were less likely to give the same response when the cue was repeated. Stroke subjects showed reduced brain activation in putamen, pallidum, thalamus, frontal and prefrontal cortices and cerebellum when compared with controls. Lesion analysis identified those stroke survivors as learningimpaired who had lesions in frontal areas, putamen, thalamus, caudate and insula.Lesion laterality had no effect on learning efficacy or brain activation. These findings suggest that stroke survivors have deficits in reinforcement learning that may be related to dysfunctional processing of feedback-based decision-making, reward signals and working memory.

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Implicit sequence learning processes after unilateral stroke

Cited by 23 publications

References 54 publications

Apraxia Impairs Intentional Retrieval of Incidentally Acquired Motor Knowledge

Apraxia Impairs Intentional Retrieval of Incidentally Acquired Motor Knowledge

Motor Practice Promotes Increased Activity in Brain Regions Structurally Disconnected After Subcortical Stroke

Impaired implicit learning and feedback processing after stroke

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