Sleep has no critical role in implicit motor sequence learning in young and old adults

Németh, Dezső; Janacsek, Karolina; Londe, Zsuzsa; Ullman, Michael T.; Howard, Darlene V.; Howard, James H.

doi:10.1007/s00221-009-2024-x

Cited by 191 publications

(303 citation statements)

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“…In both experiments, one half of the participants were exposed to a deterministic sequence and the other half to a probabilistic sequence. To test probabilistic sequence learning we used an alternating serial reaction time task (ASRTT) in which every alternate component is sequenced according to a predictable rule with pseudorandom trials in between (see Howard & Howard, 1997;Németh et al, 2010;Romano, Howard, & Howard, 2010). The main reason for using a probabilistic sequence was to avoid the emergence of explicit knowledge, which might alter performance (Cleeremans & Jiménez, 1998;Destrebecqz & Cleeremans, 2001;Perruchet, Bigand, & Benoit-Gonin, 1997;Remillard, 2008;Remillard & Clark, 2001;Song et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…active online training) is all that is useful for the consolidation of implicit memory traces (Della-Maggiore, 2005;Press et al, 2005;Robertson et al, 2004;. In fact, offline consolidation, in the sense of "silent" improvement, may play no role at all in implicit sequence-specific learning (Hallgato et al, 2013;Németh & Janacsek, 2011;Németh et al, 2010;Siengsukon & Boyd, 2009;Song et al, 2007;Spencer, Gouw, & Ivry, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…For example, it has been demonstrated that the performance of some procedures can be significantly improved after a "silent" or offline interval subsequent to training. During this interval, there is no further practice, or even mention, of the procedure, and learning remains largely tacit or implicit (Brown & Robertson, 2007;Hallgato, Gyori-Dani, Pekar, Janacsek, & Nemeth, 2013;Krakauer & Shadmehr, 2006;Németh et al, 2010). Consolidation is also sometimes referred to as resistance to interference and forgetting (Ghilardi, Moisello, Silvestri, Ghez, & Krakauer, 2009;Goedert & Willingham, 2002; Stephan, Meier, Orosz, Cattapan-Ludewig, & KaelinLang, 2009).…”

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confidence: 99%

“…Sequence-specific learning refers to faster responses as a result of the acquisition of sequence-specific knowledge. Many serial reaction time task (SRTT) studies to date have not distinguished between these two components of performance (but see Hallgato et al, 2013;Németh et al, 2010;Song, Howard, & Howard, 2007, for exceptions).Evidence of offline motor memory consolidation in conjunction with explicit sequence learning was found when participants performed a finger-tapping task with two training sessions (Doyon et al, 2009;Walker, Brakefield, Morgan, Hobson, & Stickgold, 2002;Walker, Brakefield, Seidman, et al, 2003). Specifically, after one night's sleep, with no further practice between sessions, participants showed marked improvements in speed and accuracy.…”

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Offline consolidation in implicit sequence learning

Meier¹,

Cock²

2014

Cortex

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The goal of this study was to investigate offline memory consolidation with regard to general motor skill learning and implicit sequence-specific learning. We trained young adults on a serial reaction time task with a retention interval of either 24 hours (Experiment 1) or 1 week (Experiment 2) between two sessions. We manipulated sequence complexity (deterministic vs. probabilistic) and motor responses (unimanual or vs. bimanual). We found no evidence of offline memory consolidation for sequencespecific learning with either interval (in the sense of no deterioration over the interval but no further improvement either). However, we did find evidence of offline enhancement of general motor skill learning with both intervals, independent of kind of sequence or kind of response. These results suggest that general motor skill learning, but not sequence-specific learning, appears to be enhanced during offline intervals in implicit sequence learning.Keywords: implicit learning, motor skill learning, retention interval OFFLINE CONSOLIDATION 3 IntroductionThere have been a vast number of studies on sequence learning, but only recently has there been much interest in how it relates to memory consolidation. The term consolidation usually refers to the stabilization, and even enhancement, of memory traces after their initial acquisition. For example, it has been demonstrated that the performance of some procedures can be significantly improved after a "silent" or offline interval subsequent to training. During this interval, there is no further practice, or even mention, of the procedure, and learning remains largely tacit or implicit (Brown & Robertson, 2007;Hallgato, Gyori-Dani, Pekar, Janacsek, & Nemeth, 2013;Krakauer & Shadmehr, 2006;Németh et al., 2010). Consolidation is also sometimes referred to as resistance to interference and forgetting (Ghilardi, Moisello, Silvestri, Ghez, & Krakauer, 2009;Goedert & Willingham, 2002; Stephan, Meier, Orosz, Cattapan-Ludewig, & KaelinLang, 2009). In the present study, we use the first definition (i.e., further improvement or enhancement). For related reviews see Doyon et al. (2009) Offline consolidation of sequence learning may depend on a variety of factors, such as training session intervals (Albouy et al., 2008;Press, Casement, Pascual-Leone, & Robertson, 2005;, practice (Korman, Raz, Flash, & Karni, 2003;Shanks & Cameron, 2000;Steele & Penhune, 2010), sleep vs.,wakefulness and time of day (Brawn, Fenn, Nusbaum, & Margoliash, 2010;Cajochen et al., 2004;Della-Maggiore, 2005;Doyon et al., 2009;Fischer, Hallschmid, Elsner, & Born, 2002;Keisler, Ashe, & Willingham, 2007;Kuriyama, Stickgold, & Walker, 2004;Manoach et al., 2004;Maquet, Schwartz, Passingham, & Frith, 2003 The purpose of the present study was to investigate the separate contributions of general motor skill learning and sequence-specific memory consolidation in implicit sequence learning. General motor skill learning refers to faster responses as a result of practice. Sequence-specific learning refers to faster ...

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Offline consolidation in implicit sequence learning

Meier¹,

Cock²

2014

Cortex

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Sequence Learning in Minimally Verbal Children With ASD and the Beneficial Effect of Vestibular Stimulation

Katz-Nave

Adini²,

Hetzroni

et al. 2019

Autism Research

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People with autism spectrum disorder (ASD) and especially the minimally verbal, often fail to learn basic perceptual and motor skills. This deficit has been demonstrated in several studies, but the findings could have been due to the nonoptimal adaptation of the paradigms. In the current study, we sought to characterize the skill learning deficit in young minimally verbal children with ASD and explore ways for improvement. For this purpose, we used vestibular stimulation (VS) whose beneficial effects have been demonstrated in the typical population, but the data regarding ASD are limited. We trained 36 children ages 6–13 years, ASD (N = 18, 15 of them minimally verbal) and typical development (TD, N = 18), on a touch version of the visual‐motor Serial‐Reaction‐Time sequence‐learning task, in 10 short (few minutes) weekly practice sessions. A subgroup of children received VS prior to each training block. All the participants but two ASD children showed gradual median reaction time improvement with significant speed gains across the training period. The ASD children were overall slower (by ~250 msec). Importantly, those who received VS (n = 10) showed speed gains comparable to TD, which were larger (by ~100%) than the ASD controls, and partially sequence‐specific. VS had no effect on the TD group. These results suggest that VS has a positive effect on learning in minimally verbal ASD children, which may have important therapeutic implications. Furthermore, contrary to some previous findings, minimally verbal children with ASD can acquire, in optimal conditions, procedural skills with few short training sessions, spread over weeks, and with a similar time course as non‐ASD controls. Autism Res 2020, 13: 320–337. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Minimally verbal children with ASD who received specially adjusted learning conditions showed significant learning of a visual‐motor sequence across 10 practice days. This learning was considerably improved with vestibular stimulation before each short learning session. This may have important practical implications in the education and treatment of ASD children.

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