Analogical transfer is effective in a serial reaction time task in Parkinson's disease: Evidence for a dissociable form of sequence learning
Identifieur interne : 001789 ( Main/Corpus ); précédent : 001788; suivant : 001790Analogical transfer is effective in a serial reaction time task in Parkinson's disease: Evidence for a dissociable form of sequence learning
Auteurs : Peter F. Dominey ; Jocelyne Ventre-Dominey ; Emannuel Broussolle ; Marc JeannerodSource :
- Neuropsychologia [ 0028-3932 ] ; 1996.
Abstract
Several studies of procedural learning in Parkinson's disease (PD) have demonstrated that these patients are impaired with respect to age-matched control subjects. In order to examine more closely the specific impairment, we considered three dimensions along which a procedural learning task could vary. These are: (1) implicit vs explicit learning, (2) instance vs rule learning, and (3) learning with internal vs external error correction. We consider two hypotheses that could explain the impairments observed in PD for different types of explicit motor learning: (H1) an impairment related to the acquisition of rules vs specific instances, and (H2) an impairment in learning when no explicit error feedback is provided. In order to examine the condition of rule learning with external error feedback, we developed a modified version of the serial reaction time (SRT) protocol that tests analogical transfer in sequence learning (ATSL). Reaction times are measured for responses to visual stimuli that appear in several different repeating sequences. While these isomorphic sequences are different, they share a common rule. Verbatim learning of a sequence would result in negative transfer from one sequence to a different one, while rule learning would result in positive transfer. Parkinson's patients and age-matched controls demonstrate significant acquisition and positive transfer of the rule between sequences. Our results demonstrate that PD patients are capable of learning and transferring rule or schema-based representations in an explicit learning format, and that this form of learning may be functionally distinct from learning mechanisms that rely on representations of the verbatim or statistical structure of sequences.
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DOI: 10.1016/S0028-3932(96)00050-4
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Dominey</name><affiliation><mods:affiliation>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</mods:affiliation></affiliation></author><author><name sortKey="Ventre Dominey, Jocelyne" sort="Ventre Dominey, Jocelyne" uniqKey="Ventre Dominey J" first="Jocelyne" last="Ventre-Dominey">Jocelyne Ventre-Dominey</name><affiliation><mods:affiliation>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</mods:affiliation></affiliation></author><author><name sortKey="Broussolle, Emannuel" sort="Broussolle, Emannuel" uniqKey="Broussolle E" first="Emannuel" last="Broussolle">Emannuel Broussolle</name><affiliation><mods:affiliation>Service de Neurologie, Hôpital Neurologique, 69003 Lyon, France</mods:affiliation></affiliation></author><author><name sortKey="Jeannerod, Marc" sort="Jeannerod, Marc" uniqKey="Jeannerod M" first="Marc" last="Jeannerod">Marc Jeannerod</name><affiliation><mods:affiliation>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</mods:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:228779B3C2E8F6FECF5C68D951FD16CEBFA0D972</idno><date when="1996" year="1996">1996</date><idno type="doi">10.1016/S0028-3932(96)00050-4</idno><idno type="url">https://api.istex.fr/document/228779B3C2E8F6FECF5C68D951FD16CEBFA0D972/fulltext/pdf</idno><idno type="wicri:Area/Main/Corpus">001789</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a">Analogical transfer is effective in a serial reaction time task in Parkinson's disease: Evidence for a dissociable form of sequence learning</title><author><name sortKey="Dominey, Peter F" sort="Dominey, Peter F" uniqKey="Dominey P" first="Peter F" last="Dominey">Peter F. Dominey</name><affiliation><mods:affiliation>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</mods:affiliation></affiliation></author><author><name sortKey="Ventre Dominey, Jocelyne" sort="Ventre Dominey, Jocelyne" uniqKey="Ventre Dominey J" first="Jocelyne" last="Ventre-Dominey">Jocelyne Ventre-Dominey</name><affiliation><mods:affiliation>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</mods:affiliation></affiliation></author><author><name sortKey="Broussolle, Emannuel" sort="Broussolle, Emannuel" uniqKey="Broussolle E" first="Emannuel" last="Broussolle">Emannuel Broussolle</name><affiliation><mods:affiliation>Service de Neurologie, Hôpital Neurologique, 69003 Lyon, France</mods:affiliation></affiliation></author><author><name sortKey="Jeannerod, Marc" sort="Jeannerod, Marc" uniqKey="Jeannerod M" first="Marc" last="Jeannerod">Marc Jeannerod</name><affiliation><mods:affiliation>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j">Neuropsychologia</title><title level="j" type="abbrev">NSY</title><idno type="ISSN">0028-3932</idno><imprint><publisher>ELSEVIER</publisher><date type="published" when="1996">1996</date><biblScope unit="volume">35</biblScope><biblScope unit="issue">1</biblScope><biblScope unit="page" from="1">1</biblScope><biblScope unit="page" to="9">9</biblScope></imprint><idno type="ISSN">0028-3932</idno></series><idno type="istex">228779B3C2E8F6FECF5C68D951FD16CEBFA0D972</idno><idno type="DOI">10.1016/S0028-3932(96)00050-4</idno><idno type="PII">S0028-3932(96)00050-4</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0028-3932</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Several studies of procedural learning in Parkinson's disease (PD) have demonstrated that these patients are impaired with respect to age-matched control subjects. In order to examine more closely the specific impairment, we considered three dimensions along which a procedural learning task could vary. These are: (1) implicit vs explicit learning, (2) instance vs rule learning, and (3) learning with internal vs external error correction. We consider two hypotheses that could explain the impairments observed in PD for different types of explicit motor learning: (H1) an impairment related to the acquisition of rules vs specific instances, and (H2) an impairment in learning when no explicit error feedback is provided. In order to examine the condition of rule learning with external error feedback, we developed a modified version of the serial reaction time (SRT) protocol that tests analogical transfer in sequence learning (ATSL). Reaction times are measured for responses to visual stimuli that appear in several different repeating sequences. While these isomorphic sequences are different, they share a common rule. Verbatim learning of a sequence would result in negative transfer from one sequence to a different one, while rule learning would result in positive transfer. Parkinson's patients and age-matched controls demonstrate significant acquisition and positive transfer of the rule between sequences. Our results demonstrate that PD patients are capable of learning and transferring rule or schema-based representations in an explicit learning format, and that this form of learning may be functionally distinct from learning mechanisms that rely on representations of the verbatim or statistical structure of sequences.</div></front></TEI><istex><corpusName>elsevier</corpusName><author><json:item><name>Peter F Dominey</name><affiliations><json:string>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</json:string></affiliations></json:item><json:item><name>Jocelyne Ventre-Dominey</name><affiliations><json:string>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</json:string></affiliations></json:item><json:item><name>Emannuel Broussolle</name><affiliations><json:string>Service de Neurologie, Hôpital Neurologique, 69003 Lyon, France</json:string></affiliations></json:item><json:item><name>Marc Jeannerod</name><affiliations><json:string>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</json:string></affiliations></json:item></author><subject><json:item><lang><json:string>eng</json:string></lang><value>Parkinson's disease</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>serial reaction time</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>analogical transfer</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>sequence learning</value></json:item></subject><language><json:string>eng</json:string></language><abstract>Several studies of procedural learning in Parkinson's disease (PD) have demonstrated that these patients are impaired with respect to age-matched control subjects. In order to examine more closely the specific impairment, we considered three dimensions along which a procedural learning task could vary. These are: (1) implicit vs explicit learning, (2) instance vs rule learning, and (3) learning with internal vs external error correction. We consider two hypotheses that could explain the impairments observed in PD for different types of explicit motor learning: (H1) an impairment related to the acquisition of rules vs specific instances, and (H2) an impairment in learning when no explicit error feedback is provided. In order to examine the condition of rule learning with external error feedback, we developed a modified version of the serial reaction time (SRT) protocol that tests analogical transfer in sequence learning (ATSL). Reaction times are measured for responses to visual stimuli that appear in several different repeating sequences. While these isomorphic sequences are different, they share a common rule. Verbatim learning of a sequence would result in negative transfer from one sequence to a different one, while rule learning would result in positive transfer. Parkinson's patients and age-matched controls demonstrate significant acquisition and positive transfer of the rule between sequences. Our results demonstrate that PD patients are capable of learning and transferring rule or schema-based representations in an explicit learning format, and that this form of learning may be functionally distinct from learning mechanisms that rely on representations of the verbatim or statistical structure of sequences.</abstract><qualityIndicators><score>8</score><pdfVersion>1.2</pdfVersion><pdfPageSize>595 x 842 pts (A4)</pdfPageSize><refBibsNative>true</refBibsNative><keywordCount>4</keywordCount><abstractCharCount>1742</abstractCharCount><pdfWordCount>6284</pdfWordCount><pdfCharCount>39133</pdfCharCount><pdfPageCount>9</pdfPageCount><abstractWordCount>255</abstractWordCount></qualityIndicators><title>Analogical transfer is effective in a serial reaction time task in Parkinson's disease: Evidence for a dissociable form of sequence learning</title><pii><json:string>S0028-3932(96)00050-4</json:string></pii><genre><json:string>research-article</json:string></genre><host><volume>35</volume><pii><json:string>S0028-3932(00)X0329-6</json:string></pii><pages><last>9</last><first>1</first></pages><issn><json:string>0028-3932</json:string></issn><issue>1</issue><genre><json:string>Journal</json:string></genre><language><json:string>unknown</json:string></language><title>Neuropsychologia</title><publicationDate>1997</publicationDate></host><categories><wos><json:string>PSYCHOLOGY, EXPERIMENTAL</json:string><json:string>BEHAVIORAL SCIENCES</json:string><json:string>NEUROSCIENCES</json:string></wos></categories><publicationDate>1996</publicationDate><copyrightDate>1996</copyrightDate><doi><json:string>10.1016/S0028-3932(96)00050-4</json:string></doi><id>228779B3C2E8F6FECF5C68D951FD16CEBFA0D972</id><fulltext><json:item><original>true</original><mimetype>application/pdf</mimetype><extension>pdf</extension><uri>https://api.istex.fr/document/228779B3C2E8F6FECF5C68D951FD16CEBFA0D972/fulltext/pdf</uri></json:item><json:item><original>true</original><mimetype>text/plain</mimetype><extension>txt</extension><uri>https://api.istex.fr/document/228779B3C2E8F6FECF5C68D951FD16CEBFA0D972/fulltext/txt</uri></json:item><json:item><original>false</original><mimetype>application/zip</mimetype><extension>zip</extension><uri>https://api.istex.fr/document/228779B3C2E8F6FECF5C68D951FD16CEBFA0D972/fulltext/zip</uri></json:item><istex:fulltextTEI uri="https://api.istex.fr/document/228779B3C2E8F6FECF5C68D951FD16CEBFA0D972/fulltext/tei"><teiHeader><fileDesc><titleStmt><title level="a">Analogical transfer is effective in a serial reaction time task in Parkinson's disease: Evidence for a dissociable form of sequence learning</title></titleStmt><publicationStmt><authority>ISTEX</authority><publisher>ELSEVIER</publisher><availability><p>ELSEVIER</p></availability><date>1996</date></publicationStmt><notesStmt><note type="content">Fig. 1: Analogical transfer in sequence learning protocol. Above-24 element sequence. (A) One mapping of letters A–H to target locations on the touch-sensitive screen. Targets are presented one at a time. Note that the letters themselves are never displayed. (B) Breakdown of sequence A–B–C–B–C–D–C–D–E into three-element chunks. Note that each shaded element is predictable from the element two positions behind, labeled `n−2'. For example, the first two elements `B–C' in `B–C–D' are predicted by the last two elements `B–C' in the preceding chunk `A–B–C'. (C) Analogical Schema. The first two elements are predicted from the previous two elements (`n−2'), and the third element is unpredictable (`u'). These elements are referred to, respectively, by their position in the analogical schema, P1, P2 and P3. P1 and P2 are predictable and P3 is unpredictable. This analogical schema is the unit that describes the isomorphism between SEQ1, SEQ2 and SEQ3 (see text). (D) An alternative mapping of A–H to the eight target locations used to generate an isomorphic sequence.</note><note type="content">Fig. 2: Mean reaction time improvement (RTi) values by block for the control and Parkinson groups. RTi values are calculated by subtracting the mean RT for RAND2 block from the other SEQ and RAND blocks. Negative values indicate improvement over Rand2 performance. First, the significant difference in RT between SEQ3 and RAND2 indicates significant overall learning for both groups (see text). Second, a cumulative reduction in RTi for SEQ3 vs SEQ1 is seen in the control and in Parkinson groups. This reflects analogical transfer since SEQ1–SEQ3 are all different isomorphic sequences.</note><note type="content">Fig. 3: Mean RT improvement (RTi) by position. Solid lines: non-predictable elements (position 3), Dashed lines: predictable elements (position 1 and 2). (Right) Control subjects. Predictable elements show a progressive significant RT reduction in the three sequence blocks SEQ1–3 when compared to non-predictable elements. This indicates that it is the analogical schema, and not the sequences themselves, that is being learned. Note in SEQ2, the slight reduction in RTs for non-predictable elements, due to an increase in the number of spatially adjacent target pairs in SEQ2, that yields a non-transferable RT reduction for that sequence. (Left) Parkinson subjects display a similar predictable vs non-predictable profile. See the text for analysis.</note><note type="content">Fig. 4: Analogical schema transfer. The level of analogical schema transfer is displayed as the progressive change during the three sequence blocks of the level of analogical schema acquisition, as indexed by difference between predictable minus non-predictable RTis. For both the control and PD groups, this measure becomes increasingly significant in the progression from SEQ1 to SEQ3, indicating a significant level of analogical transfer in both groups.</note><note type="content">Table 1: Explicit learning of rules and instances with internal and external error correction</note><note type="content">Table 2: Details of the individual patients with Parkinson's disease</note><note type="content">Table 3: Mean RT values for the PD and control groups (in milliseconds)</note></notesStmt><sourceDesc><biblStruct type="inbook"><analytic><title level="a">Analogical transfer is effective in a serial reaction time task in Parkinson's disease: Evidence for a dissociable form of sequence learning</title><author><persName><forename type="first">Peter F</forename><surname>Dominey</surname></persName><affiliation>Address for correspondence: Vision et Motricité, Unité 94 INSERM, 69500 Bron, France; fax: 33 7236971.</affiliation><affiliation>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</affiliation></author><author><persName><forename type="first">Jocelyne</forename><surname>Ventre-Dominey</surname></persName><affiliation>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</affiliation></author><author><persName><forename type="first">Emannuel</forename><surname>Broussolle</surname></persName><affiliation>Service de Neurologie, Hôpital Neurologique, 69003 Lyon, France</affiliation></author><author><persName><forename type="first">Marc</forename><surname>Jeannerod</surname></persName><affiliation>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</affiliation></author></analytic><monogr><title level="j">Neuropsychologia</title><title level="j" type="abbrev">NSY</title><idno type="pISSN">0028-3932</idno><idno type="PII">S0028-3932(00)X0329-6</idno><imprint><publisher>ELSEVIER</publisher><date type="published" when="1996"></date><biblScope unit="volume">35</biblScope><biblScope unit="issue">1</biblScope><biblScope unit="page" from="1">1</biblScope><biblScope unit="page" to="9">9</biblScope></imprint></monogr><idno type="istex">228779B3C2E8F6FECF5C68D951FD16CEBFA0D972</idno><idno type="DOI">10.1016/S0028-3932(96)00050-4</idno><idno type="PII">S0028-3932(96)00050-4</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>1996</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="en"><p>Several studies of procedural learning in Parkinson's disease (PD) have demonstrated that these patients are impaired with respect to age-matched control subjects. In order to examine more closely the specific impairment, we considered three dimensions along which a procedural learning task could vary. These are: (1) implicit vs explicit learning, (2) instance vs rule learning, and (3) learning with internal vs external error correction. We consider two hypotheses that could explain the impairments observed in PD for different types of explicit motor learning: (H1) an impairment related to the acquisition of rules vs specific instances, and (H2) an impairment in learning when no explicit error feedback is provided. In order to examine the condition of rule learning with external error feedback, we developed a modified version of the serial reaction time (SRT) protocol that tests analogical transfer in sequence learning (ATSL). Reaction times are measured for responses to visual stimuli that appear in several different repeating sequences. While these isomorphic sequences are different, they share a common rule. Verbatim learning of a sequence would result in negative transfer from one sequence to a different one, while rule learning would result in positive transfer. Parkinson's patients and age-matched controls demonstrate significant acquisition and positive transfer of the rule between sequences. Our results demonstrate that PD patients are capable of learning and transferring rule or schema-based representations in an explicit learning format, and that this form of learning may be functionally distinct from learning mechanisms that rely on representations of the verbatim or statistical structure of sequences.</p></abstract><textClass><keywords scheme="keyword"><list><head>Keywords</head><item><term>Parkinson's disease</term></item><item><term>serial reaction time</term></item><item><term>analogical transfer</term></item><item><term>sequence learning</term></item></list></keywords></textClass></profileDesc><revisionDesc><change when="1996-05-02">Registration</change><change when="1996">Published</change></revisionDesc></teiHeader></istex:fulltextTEI></fulltext><metadata><istex:metadataXml wicri:clean="Elsevier, elements deleted: ce:floats; body; tail"><istex:xmlDeclaration>version="1.0" encoding="utf-8"</istex:xmlDeclaration><istex:docType PUBLIC="-//ES//DTD journal article DTD version 4.5.2//EN//XML" URI="art452.dtd" name="istex:docType"><istex:entity SYSTEM="gr1" NDATA="IMAGE" name="gr1"></istex:entity><istex:entity SYSTEM="gr2" NDATA="IMAGE" name="gr2"></istex:entity><istex:entity SYSTEM="gr3" NDATA="IMAGE" name="gr3"></istex:entity><istex:entity SYSTEM="gr4" NDATA="IMAGE" name="gr4"></istex:entity></istex:docType><istex:document><converted-article version="4.5.2" docsubtype="fla"><item-info><jid>NSY</jid><aid>447</aid><ce:pii>S0028-3932(96)00050-4</ce:pii><ce:doi>10.1016/S0028-3932(96)00050-4</ce:doi><ce:copyright year="1996" type="full-transfer">Elsevier Science Ltd</ce:copyright></item-info><head><ce:title>Analogical transfer is effective in a serial reaction time task in Parkinson's disease: Evidence for a dissociable form of sequence learning</ce:title><ce:author-group><ce:author><ce:given-name>Peter F</ce:given-name><ce:surname>Dominey</ce:surname><ce:cross-ref refid="AFF1">a</ce:cross-ref><ce:cross-ref refid="AFF2">b</ce:cross-ref><ce:cross-ref refid="AFF3">c</ce:cross-ref><ce:cross-ref refid="CORR1">*</ce:cross-ref></ce:author><ce:author><ce:given-name>Jocelyne</ce:given-name><ce:surname>Ventre-Dominey</ce:surname><ce:cross-ref refid="AFF1">a</ce:cross-ref></ce:author><ce:author><ce:given-name>Emannuel</ce:given-name><ce:surname>Broussolle</ce:surname><ce:cross-ref refid="AFF3">c</ce:cross-ref></ce:author><ce:author><ce:given-name>Marc</ce:given-name><ce:surname>Jeannerod</ce:surname><ce:cross-ref refid="AFF1">a</ce:cross-ref><ce:cross-ref refid="AFF2">b</ce:cross-ref></ce:author><ce:affiliation id="AFF1"><ce:label>a</ce:label><ce:textfn>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</ce:textfn></ce:affiliation><ce:affiliation id="AFF2"><ce:label>b</ce:label><ce:textfn>Institut des Sciences Cognitives EP-100-CNRS, 69008 Lyon, France</ce:textfn></ce:affiliation><ce:affiliation id="AFF3"><ce:label>c</ce:label><ce:textfn>Service de Neurologie, Hôpital Neurologique, 69003 Lyon, France</ce:textfn></ce:affiliation><ce:correspondence id="CORR1"><ce:label>*</ce:label><ce:text>Address for correspondence: Vision et Motricité, Unité 94 INSERM, 69500 Bron, France; fax: 33 7236971.</ce:text></ce:correspondence></ce:author-group><ce:date-received day="2" month="11" year="1995"></ce:date-received><ce:date-accepted day="2" month="5" year="1996"></ce:date-accepted><ce:abstract><ce:section-title>Abstract</ce:section-title><ce:abstract-sec><ce:simple-para>Several studies of procedural learning in Parkinson's disease (PD) have demonstrated that these patients are impaired with respect to age-matched control subjects. In order to examine more closely the specific impairment, we considered three dimensions along which a procedural learning task could vary. These are: (1) implicit vs explicit learning, (2) instance vs rule learning, and (3) learning with internal vs external error correction. We consider two hypotheses that could explain the impairments observed in PD for different types of explicit motor learning: (H1) an impairment related to the acquisition of rules vs specific instances, and (H2) an impairment in learning when no explicit error feedback is provided. In order to examine the condition of rule learning with external error feedback, we developed a modified version of the serial reaction time (SRT) protocol that tests analogical transfer in sequence learning (ATSL). Reaction times are measured for responses to visual stimuli that appear in several different repeating sequences. While these isomorphic sequences are different, they share a common rule. Verbatim learning of a sequence would result in negative transfer from one sequence to a different one, while rule learning would result in positive transfer. Parkinson's patients and age-matched controls demonstrate significant acquisition and positive transfer of the rule between sequences. Our results demonstrate that PD patients are capable of learning and transferring rule or schema-based representations in an explicit learning format, and that this form of learning may be functionally distinct from learning mechanisms that rely on representations of the verbatim or statistical structure of sequences.</ce:simple-para></ce:abstract-sec></ce:abstract><ce:keywords class="keyword"><ce:section-title>Keywords</ce:section-title><ce:keyword><ce:text>Parkinson's disease</ce:text></ce:keyword><ce:keyword><ce:text>serial reaction time</ce:text></ce:keyword><ce:keyword><ce:text>analogical transfer</ce:text></ce:keyword><ce:keyword><ce:text>sequence learning</ce:text></ce:keyword></ce:keywords></head></converted-article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo><title>Analogical transfer is effective in a serial reaction time task in Parkinson's disease: Evidence for a dissociable form of sequence learning</title></titleInfo><titleInfo type="alternative" contentType="CDATA"><title>Analogical transfer is effective in a serial reaction time task in Parkinson's disease: Evidence for a dissociable form of sequence learning</title></titleInfo><name type="personal"><namePart type="given">Peter F</namePart><namePart type="family">Dominey</namePart><affiliation>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</affiliation><description>Address for correspondence: Vision et Motricité, Unité 94 INSERM, 69500 Bron, France; fax: 33 7236971.</description><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Jocelyne</namePart><namePart type="family">Ventre-Dominey</namePart><affiliation>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Emannuel</namePart><namePart type="family">Broussolle</namePart><affiliation>Service de Neurologie, Hôpital Neurologique, 69003 Lyon, France</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Marc</namePart><namePart type="family">Jeannerod</namePart><affiliation>Vision et Motricité, Unité 94 INSERM, 69500 Bron, France</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="Full-length article"></genre><originInfo><publisher>ELSEVIER</publisher><dateIssued encoding="w3cdtf">1996</dateIssued><dateValid encoding="w3cdtf">1996-05-02</dateValid><copyrightDate encoding="w3cdtf">1996</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract lang="en">Several studies of procedural learning in Parkinson's disease (PD) have demonstrated that these patients are impaired with respect to age-matched control subjects. In order to examine more closely the specific impairment, we considered three dimensions along which a procedural learning task could vary. These are: (1) implicit vs explicit learning, (2) instance vs rule learning, and (3) learning with internal vs external error correction. We consider two hypotheses that could explain the impairments observed in PD for different types of explicit motor learning: (H1) an impairment related to the acquisition of rules vs specific instances, and (H2) an impairment in learning when no explicit error feedback is provided. In order to examine the condition of rule learning with external error feedback, we developed a modified version of the serial reaction time (SRT) protocol that tests analogical transfer in sequence learning (ATSL). Reaction times are measured for responses to visual stimuli that appear in several different repeating sequences. While these isomorphic sequences are different, they share a common rule. Verbatim learning of a sequence would result in negative transfer from one sequence to a different one, while rule learning would result in positive transfer. Parkinson's patients and age-matched controls demonstrate significant acquisition and positive transfer of the rule between sequences. Our results demonstrate that PD patients are capable of learning and transferring rule or schema-based representations in an explicit learning format, and that this form of learning may be functionally distinct from learning mechanisms that rely on representations of the verbatim or statistical structure of sequences.</abstract><note type="content">Fig. 1: Analogical transfer in sequence learning protocol. Above-24 element sequence. (A) One mapping of letters A–H to target locations on the touch-sensitive screen. Targets are presented one at a time. Note that the letters themselves are never displayed. (B) Breakdown of sequence A–B–C–B–C–D–C–D–E into three-element chunks. Note that each shaded element is predictable from the element two positions behind, labeled `n−2'. For example, the first two elements `B–C' in `B–C–D' are predicted by the last two elements `B–C' in the preceding chunk `A–B–C'. (C) Analogical Schema. The first two elements are predicted from the previous two elements (`n−2'), and the third element is unpredictable (`u'). These elements are referred to, respectively, by their position in the analogical schema, P1, P2 and P3. P1 and P2 are predictable and P3 is unpredictable. This analogical schema is the unit that describes the isomorphism between SEQ1, SEQ2 and SEQ3 (see text). (D) An alternative mapping of A–H to the eight target locations used to generate an isomorphic sequence.</note><note type="content">Fig. 2: Mean reaction time improvement (RTi) values by block for the control and Parkinson groups. RTi values are calculated by subtracting the mean RT for RAND2 block from the other SEQ and RAND blocks. Negative values indicate improvement over Rand2 performance. First, the significant difference in RT between SEQ3 and RAND2 indicates significant overall learning for both groups (see text). Second, a cumulative reduction in RTi for SEQ3 vs SEQ1 is seen in the control and in Parkinson groups. This reflects analogical transfer since SEQ1–SEQ3 are all different isomorphic sequences.</note><note type="content">Fig. 3: Mean RT improvement (RTi) by position. Solid lines: non-predictable elements (position 3), Dashed lines: predictable elements (position 1 and 2). (Right) Control subjects. Predictable elements show a progressive significant RT reduction in the three sequence blocks SEQ1–3 when compared to non-predictable elements. This indicates that it is the analogical schema, and not the sequences themselves, that is being learned. Note in SEQ2, the slight reduction in RTs for non-predictable elements, due to an increase in the number of spatially adjacent target pairs in SEQ2, that yields a non-transferable RT reduction for that sequence. (Left) Parkinson subjects display a similar predictable vs non-predictable profile. See the text for analysis.</note><note type="content">Fig. 4: Analogical schema transfer. The level of analogical schema transfer is displayed as the progressive change during the three sequence blocks of the level of analogical schema acquisition, as indexed by difference between predictable minus non-predictable RTis. For both the control and PD groups, this measure becomes increasingly significant in the progression from SEQ1 to SEQ3, indicating a significant level of analogical transfer in both groups.</note><note type="content">Table 1: Explicit learning of rules and instances with internal and external error correction</note><note type="content">Table 2: Details of the individual patients with Parkinson's disease</note><note type="content">Table 3: Mean RT values for the PD and control groups (in milliseconds)</note><subject><genre>Keywords</genre><topic>Parkinson's disease</topic><topic>serial reaction time</topic><topic>analogical transfer</topic><topic>sequence learning</topic></subject><relatedItem type="host"><titleInfo><title>Neuropsychologia</title></titleInfo><titleInfo type="abbreviated"><title>NSY</title></titleInfo><genre type="Journal">journal</genre><originInfo><dateIssued encoding="w3cdtf">199701</dateIssued></originInfo><identifier type="ISSN">0028-3932</identifier><identifier type="PII">S0028-3932(00)X0329-6</identifier><part><date>199701</date><detail type="volume"><number>35</number><caption>vol.</caption></detail><detail type="issue"><number>1</number><caption>no.</caption></detail><extent unit="issue pages"><start>1</start><end>110</end></extent><extent unit="pages"><start>1</start><end>9</end></extent></part></relatedItem><identifier type="istex">228779B3C2E8F6FECF5C68D951FD16CEBFA0D972</identifier><identifier type="DOI">10.1016/S0028-3932(96)00050-4</identifier><identifier type="PII">S0028-3932(96)00050-4</identifier><accessCondition type="use and reproduction" contentType="">© 1996Elsevier Science Ltd</accessCondition><recordInfo><recordContentSource>ELSEVIER</recordContentSource><recordOrigin>Elsevier Science Ltd, ©1996</recordOrigin></recordInfo></mods></metadata><enrichments><istex:catWosTEI uri="https://api.istex.fr/document/228779B3C2E8F6FECF5C68D951FD16CEBFA0D972/enrichments/catWos"><teiHeader><profileDesc><textClass><classCode scheme="WOS">PSYCHOLOGY, EXPERIMENTAL</classCode><classCode scheme="WOS">BEHAVIORAL SCIENCES</classCode><classCode scheme="WOS">NEUROSCIENCES</classCode></textClass></profileDesc></teiHeader></istex:catWosTEI></enrichments><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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