Perceptual-motor skill learning in Gilles de la Tourette syndrome Evidence for multiple procedural learning and memory systems

  title={Perceptual-motor skill learning in Gilles de la Tourette syndrome Evidence for multiple procedural learning and memory systems},
  author={Rachel Marsh and Gerianne M. Alexander and Mark G. Packard and Hongtu Zhu and Bradley S. Peterson},

Selective corticostriatal dysfunction in schizophrenia: examination of motor and cognitive skill learning.

The authors examined motor (Serial Reaction Time task, SRT) and cognitive (Probabilistic Classification task, PCT) skill learning in patients with schizophrenia and normal controls and found dysfunction in a specific corticostriatal subcircuit.

Dopamine-dependent reinforcement of motor skill learning: evidence from Gilles de la Tourette syndrome.

The hypothesis that overactive dopamine transmission leads to excessive reinforcement of motor sequences, which might explain the formation of tics in Gilles de la Tourette syndrome is supported.

A Process-Oriented View of Procedural Memory Can Help Better Understand Tourette’s Syndrome

Tourette’s syndrome (TS) is a neurodevelopmental disorder characterized by repetitive movements and vocalizations, also known as tics. The phenomenology of tics and the underlying neurobiology of the

Procedural learning: A developmental study of motor sequence learning and probabilistic classification learning in school-aged children

The hypothesis of age invariance from motor to cognitive procedural learning, which had not been done previously, was extended and the ability to adopt more efficient learning strategies with age may rely on the maturation of the fronto-striatal loops.

Lower‐level associations in Gilles de la Tourette syndrome: Convergence between hyperbinding of stimulus and response features and procedural hyperfunctioning theories

It is argued that hyperfunctioning of event file binding and procedural learning are not interchangeable: they have different time scales, different sensitivities to potential impairment in action sequencing and distinguishable contributions to the cognitive profile of GTS.

Mirror-drawing skill in children with specific language impairment: Improving generalization by incorporating variability into the practice session

A mirror-drawing task, a sensorimotor adaptation paradigm that does not involve sequence learning and has never before been used in SLI, revealed a similar learning pattern between SLI and TD children in both practice conditions, suggesting that initial learning for a non-sequential procedural task is preserved in SLI.



Habit and skill learning in schizophrenia: evidence of normal striatal processing with abnormal cortical input.

The abnormal performance offset between patients with schizophrenia and controls in the absence of learning rate differences suggests that abnormal cortical processing provides altered input to normal striatal circuitry.

Procedural memory in Parkinson's disease: impaired motor but not visuoperceptual learning.

The results showed that PD patients were not impaired on mirror reading or paired associate learning, and the underlying processes/procedures for procedural learning are specific to the task, and are supported by different neuroanatomical systems.

Intact mirror-tracing and impaired rotary-pursuit skill learning in patients with Huntington's disease: evidence for dissociable memory systems in skill learning.

Results suggest that different forms of perceptual-motor skill learning are mediated by separable neural circuits, and that a striatal memory system may be essential for sequence or open-loop skill learning but not for skills that involve the closed-loop learning of novel visual-response mappings.

A Neostriatal Habit Learning System in Humans

This double dissociation shows that the limbic-diencephalic regions damaged in amnesia and the neostriatum damaged in Parkinson's disease support separate and parallel learning systems.

Imaging Brain Plasticity during Motor Skill Learning

Recent findings suggest that the learning of sequential finger movements produces a slowly evolving reorganization within primary motor cortex (M1) over the course of weeks and this change in M1 follows more dynamic, rapid changes in the cerebellum, striatum, and other motor-related cortical areas over the Course of days.

Distinct Contribution of the Striatum and Cerebellum to Motor Learning

The present findings suggest that the striatum and cerebellum are involved in distinct learning mechanisms in patients with Parkinson's disease or with cerebellar damage and in age-matched controls.

Learning and memory functions of the Basal Ganglia.

Evidence suggests that during learning, basal ganglia and medial temporal lobe memory systems are activated simultaneously and that in some learning situations competitive interference exists between these two systems.

Impaired learning of a motor skill in patients with Huntington's disease.

Results provide further evidence that the basal ganglia are critically involved in the acquisition of motor skills in patients with Huntington's disease, dementia, and amnesic patients.

Motor learning in patients with cerebellar dysfunction.

Results indicate that the cerebellum and its associated input pathways are involved in motor skill learning and improvements of movements guided by mirror-reversed vision were mediated by vision.