Retention of implicit sequence learning in persons who stutter and persons with Parkinson's disease.
Identifieur interne : 000547 ( Main/Exploration ); précédent : 000546; suivant : 000548Retention of implicit sequence learning in persons who stutter and persons with Parkinson's disease.
Auteurs : Sarah Smits-Bandstra [États-Unis] ; Vincent GraccoSource :
- Journal of motor behavior [ 1940-1027 ] ; 2015.
English descriptors
- KwdEn :
- MESH :
- physiology : Memory, Psychomotor Performance, Serial Learning.
- psychology : Parkinson Disease, Stuttering.
- Aged, Female, Humans, Learning Curve, Male, Middle Aged, Reaction Time, Reading, Speech.
Abstract
The authors investigated the retention of implicit sequence learning in 14 persons with Parkinson's disease (PPD), 14 persons who stutter (PWS), and 14 control participants. Participants completed a nonsense syllable serial reaction time task in a 120-min session. Participants named aloud 4 syllables in response to 4 visual stimuli. The syllables formed a repeating 8-item sequence not made known to participants. After 1 week, participants completed a 60-min retention session that included an explicit learning questionnaire and a sequence generation task. PPD showed retention of general learning equivalent to controls but PWS's reaction times were significantly slower on early trials of the retention test relative to other groups. Controls showed implicit learning during the initial session that was retained on the retention test. In contrast, PPD and PWS did not demonstrate significant implicit learning until the retention test suggesting intact, but delayed, learning and retention of implicit sequencing skills. All groups demonstrated similar limited explicit sequence knowledge. Performance differences between PWS and PPD relative to controls during the initial session and on early retention trials indicated possible dysfunction of the cortico-striato-thalamo-cortical loop. The etiological implications for stuttering, and clinical implications for both populations, of this dysfunction are discussed.
DOI: 10.1080/00222895.2014.961890
PubMed: 25368907
Affiliations:
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Le document en format XML
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Participants completed a nonsense syllable serial reaction time task in a 120-min session. Participants named aloud 4 syllables in response to 4 visual stimuli. The syllables formed a repeating 8-item sequence not made known to participants. After 1 week, participants completed a 60-min retention session that included an explicit learning questionnaire and a sequence generation task. PPD showed retention of general learning equivalent to controls but PWS's reaction times were significantly slower on early trials of the retention test relative to other groups. Controls showed implicit learning during the initial session that was retained on the retention test. In contrast, PPD and PWS did not demonstrate significant implicit learning until the retention test suggesting intact, but delayed, learning and retention of implicit sequencing skills. All groups demonstrated similar limited explicit sequence knowledge. Performance differences between PWS and PPD relative to controls during the initial session and on early retention trials indicated possible dysfunction of the cortico-striato-thalamo-cortical loop. The etiological implications for stuttering, and clinical implications for both populations, of this dysfunction are discussed.</div></front></TEI><affiliations><list><country><li>États-Unis</li></country><region><li>Minnesota</li></region></list><tree><noCountry><name sortKey="Gracco, Vincent" sort="Gracco, Vincent" uniqKey="Gracco V" first="Vincent" last="Gracco">Vincent Gracco</name></noCountry><country name="États-Unis"><region name="Minnesota"><name sortKey="Smits Bandstra, Sarah" sort="Smits Bandstra, Sarah" uniqKey="Smits Bandstra S" first="Sarah" last="Smits-Bandstra">Sarah Smits-Bandstra</name></region></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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