Is procedural memory enhanced in Tourette syndrome? Evidence from a sequence learning task

Takács, Ádám; Kóbor, Andrea; Chezan, Júlia; Éltető, Noémi; Tárnok, Zsanett; Németh, Dezső; Ullman, Michael T.; Janacsek, Karolina

doi:10.1016/j.cortex.2017.08.037

Cited by 49 publications

(84 citation statements)

References 77 publications

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“…1-2-1) and repetitions (e.g. 1-1-1) were eliminated from the analysis because participants may show pre-existing response tendencies for these types of triplets (D. V Howard et al, 2004; Borbély-Ipkovich, Nemeth, & Gonda, 2018;Takács et al, 2018;Unoka et al, 2017). The first button presses were also excluded from the analysis (first 5 random button presses, and the 6 th and the 7 th , as they cannot be evaluated as the third element of a triplet).…”

Section: Alternating Serial Reaction Time Taskmentioning

confidence: 99%

Retrieval of a well-established skill is resistant to distraction: evidence from an implicit probabilistic sequence learning task

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Pedraza

et al. 2019

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The characteristics of acquiring new sequence information under dual-task situations have been extensively studied until now. Performing such a concurrent task has often been found to affect performance. In real life, however, we mostly perform a secondary task when the primary one is already well-acquired. The effect of a dual-task on the ability to retrieve well-established sequence representations remains elusive. The present study investigated whether accessing a well-acquired probabilistic sequence knowledge is affected by a concurrent task. Participants acquired non-adjacent regularities in an implicit probabilistic sequence learning task. After a 24hour offline period, we tested the participants on the sequence learning task under dual-task or single-task conditions. Here we show that although the dual-task condition significantly prolonged the overall reaction times in the primary task, the access to the previously learned probabilistic representations remained intact. Moreover, we found an inverse relationship between the ability to successfully retrieve sequence knowledge and the accuracy of the secondary task, which fits in well with the hypothesis of competition between model-based and model-free processes. Our results highlight the importance of studying the dual-task effect not only in the learning phase but also during memory access.

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Section: Alternating Serial Reaction Time Taskmentioning

confidence: 99%

Retrieval of a well-established skill is resistant to distraction: evidence from an implicit probabilistic sequence learning task

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Pedraza

et al. 2019

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“…One possibility is that faster presentation rates lead to response facilitation in that consecutive stimuli are closer to one another and thus the representation of the previous stimuli may be still activated in the time window when response is made to the current stimulus. Since the previous stimuli predict the current stimulus with a certain probability, their activation in this time window may facilitate the response to the current stimulus, which may be reflected in faster RTs and/or higher accuracy (Janacsek, Borbély-Ipkovich, Nemeth, & Gonda, 2018;Takács et al, 2018). This response facilitation may be greater for more predictable stimulus combinations (such as the highfrequency triplets in our study) compared to the less predictable ones.…”

Section: Discussionmentioning

confidence: 77%

Stimulus presentation rates affect performance but not the acquired knowledge – Evidence from procedural learning

Kiss

Németh

Janacsek

2019

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Presentation rates -the tempo in which we encounter subsequent items -can alter both our behavioral and neural responses in cognitive domains such as learning, memory, decisionmaking, perception and language. However, it is still unclear to what extent presentation rates affect the momentary performance versus the underlying cognitive function or mentalrepresentation. Here we systemically tested the effect of presentation rate on performance versus competence in procedural learning -a fundamental cognitive function that underlies the acquisition of skills and habits. Procedural learning was assessed by a probabilistic sequence learning task, in which learning typically occurs implicitly. Stimulus presentation rates were systematically manipulated by the Response-to-Stimulus-Intervals (RSIs). Participants were assigned to a fast (120ms) RSI or a slow (850ms) RSI group during the Learning phase, and were tested with both RSIs 24 hours later (Testing phase). We also tested whether they gained explicit knowledge about the sequence or their knowledge remained implicit. We found that the slower RSI led to weaker performance in the Learning phase. Importantly, however, the results of the Testing phase showed that this effect was primarily due to the expression of the acquired knowledge and not the learning itself. Thus, the slower presentation rate affected performance rather than competence. The acquired knowledge remained implicit in both groups, regardless of the presentation rate during learning. These findings call for tasks that can dissociate competence from performance both in experimental and clinical settings. Additionally, our findings can help design more efficient training protocols in education and clinical rehabilitation.

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“…Following prior studies (e.g. Németh et al, 2013;Janacsek et al, 2018;Kóbor et al, 2017;Simor et al, 2019;Takács et al, 2018), the ca. 1-minute-long blocks were organized into larger segments labeled as epochs.…”

Section: Discussionmentioning

confidence: 99%

Regularity extraction under stress: boosted statistical learning but unaffected sequence learning

Tóth-Fáber

Janacsek

Szöllősi

et al. 2020

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Acute stress can crucially influence learning and memory processes. A growing body of evidence shows that stress can induce a shift from cognitively demanding goal-directed to habitual, procedural forms of learning. However, the mechanisms underlying the shift are not yet understood. Here, we aimed to get an in-depth look into the effect of stress on the acquisition of procedural information with disentangling two aspects of procedural learning.We examined whether and how stress affects (1) processes and learning of probability-based information and (2) serial order-based information in the same experimental design, and (3) explicit access to the acquired information. Considering statistical learning, based on prior results, we primarily focused on the early phases of the task. We induced stress with the Socially Evaluated Cold Pressor Test in 27 young adults, while 26 participants were enrolled in the control group. Salivary cortisol levels and subjective ratings of affective states showed successful stress induction. After the stress induction, we measured procedural learning with the cued Alternating Serial Reaction Time task. We found that stress promoted the acquisition of probability-based information and did not alter the learning of order-based information.Post-block reports showed weaker explicit access to the order-based information in the stress group. Our results are in line with the theory of stress-induced memory shift and give a process-level understanding on how stress alters procedural learning.

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Is procedural memory enhanced in Tourette syndrome? Evidence from a sequence learning task

Cited by 49 publications

References 77 publications

Retrieval of a well-established skill is resistant to distraction: evidence from an implicit probabilistic sequence learning task

Retrieval of a well-established skill is resistant to distraction: evidence from an implicit probabilistic sequence learning task

Stimulus presentation rates affect performance but not the acquired knowledge – Evidence from procedural learning

Regularity extraction under stress: boosted statistical learning but unaffected sequence learning

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