Separating coordinative and executive dysfunction in cerebellar patients during motor skill acquisition

Dirnberger, Georg; Novak, Judith; Našel, Christian; Zehnter, Miriam Katharina

doi:10.1016/j.neuropsychologia.2009.12.016

Cited by 28 publications

(28 citation statements)

References 42 publications

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“…Such responses call on working memory to maintain the association between the stimulus and response. Dirnberger et al [30] found the ability of people with cerebellar lesions to complete a motor sequence was labile and susceptible to interference thus reducing the capacity to maintain the association between the movement stimulus and response via working memory [29,30]. This was particularly apparent in both experiments in the conditions where the position of the next and the subsequent (next-but-one) button had to be retained in memory in order to execute a correct response.…”

Section: Discussionmentioning

confidence: 95%

“…Furthermore, these tasks offer the opportunity to explore function utilising a sequential movement paradigm. Cerebellar lesions have been associated with impairment in motor sequence learning; however, the exact mechanism underlying this impairment is still unclear, particularly given the dissociation between learning direct movement sequences and movement sequences that are more abstract [28][29][30].…”

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confidence: 99%

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Utilisation of Advance Motor Information is Impaired in Friedreich Ataxia

et al. 2011

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Friedreich ataxia (FRDA) is the most common of the genetically inherited ataxias. We sought to examine motor planning ability in 13 individuals with FRDA and 13 age- and sex-matched control participants using two experimental paradigms that examined the ability to incorporate different levels of advance information to plan sequential movements. Individuals with FRDA demonstrated a differential pattern of motor response to advance information and were significantly disadvantaged by conditions requiring initiation of movement without a direct visual cue. There was also a significant negative correlation with age of disease onset and differing levels of advance information, suggesting an impact of FRDA on the development of motor cognition, independent of the effect of disease duration. We suggest that deficits are due to cerebellar impairment disrupting cerebro-ponto-cerebello-thalamo-cerebral loops (and thus cortical function), direct primary cortical pathology or a possible combination of the two.

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Section: Discussionmentioning

confidence: 95%

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confidence: 99%

Utilisation of Advance Motor Information is Impaired in Friedreich Ataxia

et al. 2011

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“…Previous research demonstrated that learning Sequence B immediately after Sequence A (in the first stage of learning using SRT task) impaired offline learning in normal subjects (Goedert & Willingham, 2002). In addition, it was demonstrated that patients with cerebellar stroke showed a deficit in motor sequence learning when interrupted by the presentation of a different block (Dirnberger, Novak, Nasel, & Zehnter, 2010). If, indeed, DD individuals suffer from a deficit in cerebellar function (Nicolson et al, 2001), the presentation of a different block might harm their ability to learn the repeated sequence in the SRT task.…”

Section: Skill Learning In Ddmentioning

confidence: 99%

Dissociation between online and offline learning in developmental dyslexia

Gabay

Schiff

Vakil

2012

Journal of Clinical and Experimental Neuropsychology

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Most studies investigating procedural learning in developmental dyslexia (DD) have focused on the acquisition stage, ignoring later stages involved in the process of skill learning. The current study examined sequence learning among DD and control groups in two sessions. Both groups completed a sequence-learning task over a first session (online learning) and a second session 24 hours later (offline learning). While both groups showed improvements in performance during offline learning, only the control group showed improvements in performance during online learning. Moreover, the DD group differed from the control group in their ability to recover from the introduction of a different sequence.

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“…The R blocks were used to control for effects of probabilistic learning of item-by-item transitions. For this purpose, relative RTs were calculated as ratio (percentage) of performance in each learning block as compared with the preceding R block (Dirnberger, Novak, Nasel, & Zehnter, 2010;Molinari et al, 1997).…”

Section: Srttmentioning

confidence: 99%

Perceptual Sequence Learning Is More Severely Impaired than Motor Sequence Learning in Patients with Chronic Cerebellar Stroke

Dirnberger

Novak²,

Našel³

2013

Journal of Cognitive Neuroscience

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Patients with cerebellar stroke are impaired in procedural learning. Several different learning mechanisms contribute to procedural learning in healthy individuals. The aim was to compare the relative share of different learning mechanisms in patients and healthy controls. Ten patients with cerebellar stroke and 12 healthy controls practiced a visuomotor serial reaction time task. Learning blocks with high stimulus-response compatibility were exercised repeatedly; in between these, participants performed test blocks with the same or a different (mirror-inverted or unrelated) stimulus sequence and/or the same or a different (mirror-inverted) stimulus-response allocation. This design allowed to measure the impact of motor learning and perceptual learning independently and to separate both mechanisms from the learning of stimulus-response pairs. Analysis of the learning blocks showed that, as expected, both patients and controls improved their performance over time, although patients remained significantly slower. Analysis of the test blocks revealed that controls showed significant motor learning as well as significant visual perceptual learning, whereas cerebellar patients showed only significant motor learning. Healthy participants were able to use perceptual information for procedural learning even when the rule linking stimuli and responses had been changed, whereas patients with cerebellar lesions could not recruit this perception-based mechanism. Therefore, the cerebellum appears involved in the accurate processing of perceptual information independent from prelearned stimulus-response mappings.

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Separating coordinative and executive dysfunction in cerebellar patients during motor skill acquisition

Cited by 28 publications

References 42 publications

Utilisation of Advance Motor Information is Impaired in Friedreich Ataxia

Utilisation of Advance Motor Information is Impaired in Friedreich Ataxia

Dissociation between online and offline learning in developmental dyslexia

Perceptual Sequence Learning Is More Severely Impaired than Motor Sequence Learning in Patients with Chronic Cerebellar Stroke

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