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

@article{Marsh2005PerceptualmotorSL,
  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},
  journal={Neuropsychologia},
  year={2005},
  volume={43},
  pages={1456-1465}
}

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

TLDR
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.

TLDR
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

TLDR
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

TLDR
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

TLDR
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.

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