Motor Learning in People with Multiple Sclerosis: A Systematic Review and Meta-analysis

Tablerion, Jake M.; Wood, Tyler; Hsieh, Katherine L.; Bishnoi, Alka; Sun, Ruopeng; Hernandez, Manuel E.; An, Ruopeng; Sosnoff, Jacob J.

doi:10.1016/j.apmr.2019.09.014

Cited by 11 publications

(11 citation statements)

References 40 publications

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“…Those studies indicated simi-lar motor sequence learning between pwMS and HC in implicit learning conditions but impaired motor sequence learning in explicit learning conditions. 13 It has even been reported that explicit knowledge disrupted motor sequence learning in pwMS. 18 Contrastingly, our present study showed motor sequence learning in the stepping task, regardless of explicit knowledge of the sequence beforehand.…”

Section: Persons With Ms Show Motor Sequence Learning By Acquisition ...mentioning

confidence: 99%

“…Sequence learning has occurred when reaction times and/or errors are decreased in the repeated sequences as compared with random stimuli. 23,24 Studies comparing motor sequence learning in upper-limb tasks between pwMS and healthy adults indicated, in general, similar performance improvements during implicit conditions, but reduced improvements under explicit conditions, 12,13,[17][18][19] although contrastingly Tacchino et al reported no improvements for pwMS in the implicit condition, while healthy adults did improve. 21 Furthermore, only four studies examined both implicit and explicit learning conditions within pwMS, and contrasting results were reported on differences between those conditions in pwMS, with two studies reporting less learning in explicit conditions 17,18 and two in implicit conditions.…”

Section: Introductionmentioning

confidence: 98%

“…11,12 Given the cognitive and motor impairments in pwMS, understanding motor learning in MS is important to optimize rehabilitation. 13 doi: 10.1111/nyas.14702…”

Section: Introductionmentioning

confidence: 99%

“…14,15 Implicit forms of motor learning might, therefore, have potential advantages for rehabilitation in pwMS where cognitive deficits are prevalent. 13 In pwMS, seven studies have been conducted on implicit and/or explicit motor learning, and all focused on sequential motor skill learning. Sequential movements are an essential component in daily life functioning, 16 think of typing, tying a knot, or riding a bike.…”

Section: Introductionmentioning

confidence: 99%

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Motor sequence learning in a goal‐directed stepping task in persons with multiple sclerosis: a pilot study

Veldkamp

Moumdjian

Dun

et al. 2021

Annals of the New York Academy of Sciences

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Motor sequence learning in persons with multiple sclerosis (pwMS) and healthy controls (HC) under implicit or explicit learning conditions has not yet been investigated in a stepping task. Given the prevalent cognitive and mobility impairments in pwMS, this is important in order to understand motor learning processes and optimize rehabilitation strategies. Nineteen pwMS (the Expanded Disability Status Scale = 3.4 ± 1.2) and 18 HC performed a modified serial reaction time task by stepping as fast as possible on a stepping tile when it lit up, either with (explicit) or without (implicit) knowledge of the presence of a sequence beforehand. Motor sequence learning was studied by examining response time changes and differences between sequence and random blocks during the learning session (acquisition), 24 h later (retention), and in three dual-task (DT) conditions at baseline and retention (automaticity) using subtracting sevens, verbal fluency, and vigilance as concurrent cognitive DTs. Response times improved and were lower for the sequenced compared with the random blocks at the post-and retention tests (P's < 0.001). Response times during DT conditions improved after learning, but DT cost improved only for the subtracting sevens DT condition. No differences in learning were observed between learning conditions or groups. This study showed motor sequence learning, by acquisition and retention, in a stepping task in pwMS with motor impairments, to a similar degree as HC and regardless of learning conditions. Whether automaticity increased remains unclear.

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Section: Persons With Ms Show Motor Sequence Learning By Acquisition ...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

“…11,12 Given the cognitive and motor impairments in pwMS, understanding motor learning in MS is important to optimize rehabilitation. 13 doi: 10.1111/nyas.14702…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Motor sequence learning in a goal‐directed stepping task in persons with multiple sclerosis: a pilot study

Veldkamp

Moumdjian

Dun

et al. 2021

Annals of the New York Academy of Sciences

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show abstract

“…The motor-cognitive procedural memory in AD and PD patient groups has been much studied, but few studies have been done in MS. Mostly studies showed contradictory results about procedural capacities in AD [13][14][15][16] and in PD [17][18][19]. In contrast, procedural memory has been poorly investigated in MS, though a few recent studies have evaluated only motor procedural learning and the results are also inconclusive (see [8][9][10][11][12][20][21][22][23]). While some authors have reported that MS patients are preserved in motor learning, independent of sever-ity of disability [21], others have found impaired motor learning even at early phases of the disease [22,23].…”

Section: Introductionmentioning

confidence: 99%

Procedural Learning Improves Cognition in Multiple Sclerosis

Arroyo-Anlló

Sánchez

Ventola

et al. 2020

JAD

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Background: Multiple sclerosis (MS) is considered a neurodegenerative disease and an inflammatory demyelinating neuropathology in young population. Procedural memory has been poorly investigated in MS. Objective: We assessed whether the MS group was able to develop a motor-cognitive skill, using a procedural task (PLSC) developed in our laboratory, applying a manual and serial reaction time (RT) paradigm to semantic categorization. Methods: We evaluated 26 MS patients and 26 socio-demographic matched control participants using the PLSC task. Results: Using non-parametric statistical analyses, we observed a significant improvement of semantic categorization RTs with practice (p = 0.002), even with new verbal material to categorize in MS patients (p = 0.006), despite their motor and executive moderate deficits. This same profile of semantic procedural learning in MS was observed in previous studies carried out with Alzheimer's and Parkinson's diseases. Moreover, the visual-motor RTs remained stable or slightly improved over the five blocks in both groups, as well as in the AD groups of previous studies. The MS group showed longer visual-motor reaction times than those of the control group (p < 0.042), except in motor initiation aspect (p = 0.064). Both groups showed no significant differences for any type of error. Additionally, disability level and cognitive performances were not associated with the ratio of semantic procedural learning. Conclusion: The present results support the notion that MS patients may be capable of acquiring semantic skill, despite their motor disabilities and executive troubles. This work also addresses the possibilities to improve motor-cognitive skill RTs in neurodegenerative diseases.

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The impact of aerobic and resistance training intensity on markers of neuroplasticity in health and disease

Hortobágyi

Vetrovsky

Balbim

et al. 2022

Ageing Research Reviews

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Motor Learning in People with Multiple Sclerosis: A Systematic Review and Meta-analysis

Cited by 11 publications

References 40 publications

Motor sequence learning in a goal‐directed stepping task in persons with multiple sclerosis: a pilot study

Motor sequence learning in a goal‐directed stepping task in persons with multiple sclerosis: a pilot study

Procedural Learning Improves Cognition in Multiple Sclerosis

The impact of aerobic and resistance training intensity on markers of neuroplasticity in health and disease

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