Role of Somatosensory Feedback from Tools in Realizing Movements by Patients with Ideomotor Apraxia

Wada, Yuko; Nakagawa, Yoshitsugu; Nishikawa, Takashi; Aso, Noriko; Inokawa, Maki; Kashiwagi, Asako; Tanabe, Hirotaka; Takeda, Masatoshi

doi:10.1159/000008006

Cited by 31 publications

(17 citation statements)

References 6 publications

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“…First, the severity of the deficit depends on the task condition and decreases from pantomime to actual use. This dependency of tool-use deficit on task conditions has frequently been reported (Buxbaum et al 2000;Clark et al 1994;De Renzi 1990;Goldenberg and Hagmann 1998;Goldenberg et al 2004;Hermsdörfer et al 2006Hermsdörfer et al , 2011Laimgruber et al 2005;Liepmann 1908;Wada et al 1999;Randerath et al 2011). The finding emphasizes the beneficial role of context and mechanical task constraints for ameliorating an apraxic movement deficit present during pantomime (see Introduction).…”

Section: Effects Of Brain Damagesupporting

confidence: 61%

“…Their errors vary widely from severe errors, such as no movement response or unrecognizable movements, to milder errors, such as incorrect hand grips at the imagined tool. A number of studies reported that patients perform better when they are allowed to actually use tools as compared to when they pantomime tool use (Buxbaum et al 2000;Clark et al 1994;De Renzi 1990;Goldenberg and Hagmann 1998;Goldenberg et al 2004;Hermsdörfer et al 2006;Laimgruber et al 2005;Liepmann 1908;Wada et al 1999), although errors or even inability of actual tool use have also been reported (De Renzi and Luchelli 1988;Goldenberg and Hagmann 1998;Goldenberg and Spatt 2009;Westwood et al 2001;Randerath et al 2011). In one of these studies (Goldenberg et al 2004), a neutral wooden implement resembling the handle of the tools was provided instead of the real tool (i.e., a 10-cm-long stick with a diameter of 3 cm instead of the hammer).…”

Section: Introductionmentioning

confidence: 99%

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Tool use without a tool: kinematic characteristics of pantomiming as compared to actual use and the effect of brain damage

Hermsdörfer

Randerath

et al. 2012

Exp Brain Res

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Movement goals and task mechanics differ substantially between actual tool use and corresponding pantomimes. In addition, apraxia seems to be more severe during pantomime than during actual tool use. Comparisons of these two modes of action execution using quantitative methods of movement analyses are rare. In the present study, repetitive scooping movements with a ladle from a bowl into a plate were recorded and movement kinematics was analyzed. Brain-damaged patients using their ipsilesional hand and healthy control subjects were tested in three conditions: pantomime, demonstration with the tool only, and actual use in the normal context. Analysis of the hand trajectories during the transport component revealed clear differences between the tasks, such as slower actual use and moderate deficits in patients with left brain damage (LBD). LBD patients were particularly impaired in the scooping component: LBD patients with apraxia exhibited reduced hand rotation at the bowl and the plate. The deficit was most obvious during pantomime but actual use was also affected, and reduced hand rotation was consistent across conditions as indicated by strong pair-wise correlations between task conditions. In healthy control subjects, correlations between movement parameters were most evident between the pantomime and demonstration conditions but weak in correlation pairs involving actual use. From these findings and published neuroimaging evidence, we conclude that for a specific tool-use action, common motor schemas are activated but are adjusted and modified according to the actual task constraints and demands. An apraxic LBD individual can show a deficit across all three action conditions, but the severity can differ substantially between conditions.

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Section: Effects Of Brain Damagesupporting

confidence: 61%

Section: Introductionmentioning

confidence: 99%

Tool use without a tool: kinematic characteristics of pantomiming as compared to actual use and the effect of brain damage

Hermsdörfer

Randerath

et al. 2012

Exp Brain Res

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“…In light of IMA patients' ability to respond to object structure, as exemplified by clinical studies demonstrating patients' improved performance when allowed to manipulate real objects (Clark et al, 1994;Goldenberg et al, 2004;Hermsdorfer et al, 2006;Wada et al, 1999), we speculated that adding affordance cues might result in better objectrelated learning of hand posture. We created a stimulus set of novel gestures and novel tools, paired in such a way as to reflect highly afforded and low-afforded action-tool relationships.…”

Section: Role Of Structural Object Information In New Learningmentioning

confidence: 99%

Abnormal reliance on object structure in apraxics' learning of novel object-related actions

Barde

Buxbaum

Moll

2007

J Int Neuropsychol Soc

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We assessed the prediction that object structural cues could benefit the learning of object-action relationships in ideomotor apraxia (IMA). A total of 15 patients with left-hemisphere stroke, 11 of whom exhibited IMA, and 10 healthy subjects were trained to match novel gestures to novel tool pictures that were either High- or Low-Afforded by their associated tools. Learning was assessed with recognition and production tests. Only IMA patients demonstrated better recognition of High- than Low-Afforded gestures, and their recognition of High-Afforded gestures was statistically comparable to the other groups. This finding suggests that apraxics may rely abnormally on object structure when learning to associate novel gestures and tools. Finally, the "affordance benefit" was associated with relative sparing of structures in the dorsal visual processing stream. These data are consistent with the proposal that two routes may mediate skilled action, one specialized for stored information, and the other responsive to object structure, and that deficient gesture learning may be compensated by "bootstrapping" intact dorsal stream coding of action.

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“…There is some evidence that teaching people with dyspraxia to use cognitive strategies to manage tasks improves their performance on both trained and un-trained tasks, and that those improvements endure [32]. To enable participation in any of these interventions, techniques such as sensory and proprioceptive stimulation of the limbs, verbal or physical cueing, and facilitating normal movement patterns may be used [11,33].…”

Section: Introductionmentioning

confidence: 99%

Rehabilitation of adults with dyspraxia: health professionals learning from patients

Blijlevens

Hocking

Paddy

2009

Disability and Rehabilitation

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The path to recovery remains unclear as dyspraxia makes itself known one day and not the next. Sheer determination and a hope for the future helps participants continue to try to reclaim the person they were prior to the dyspraxia. Health professionals can help by understanding what people with dyspraxia experience, supporting their hopefulness of improvement and building up knowledge of the functional and compensatory strategies they devise to support participation in daily activities.

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Role of Somatosensory Feedback from Tools in Realizing Movements by Patients with Ideomotor Apraxia

Cited by 31 publications

References 6 publications

Tool use without a tool: kinematic characteristics of pantomiming as compared to actual use and the effect of brain damage

Tool use without a tool: kinematic characteristics of pantomiming as compared to actual use and the effect of brain damage

Abnormal reliance on object structure in apraxics' learning of novel object-related actions

Rehabilitation of adults with dyspraxia: health professionals learning from patients

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