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.

Altered Synaptic Plasticity in Tourette's Syndrome and Its Relationship to Motor Skill Learning

Tourette patients did not show long-term potentiation in response to PAS and also showed reduced levels of motor skill consolidation after 9 months compared to healthy controls, indicating that synaptic plasticity appears to be related to symptom severity.

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

Annual research review: The neurobehavioral development of multiple memory systems--implications for childhood and adolescent psychiatric disorders.

Considering Tourette syndrome, attention-deficit/hyperactivity disorder, obsessive-compulsive disorder, eating disorders, and autism spectrum disorders within the context of multiple memory systems may help elucidate the pathogenesis of habit-like symptoms in childhood and adolescence, and lead to novel treatments that lessen the habits of these disorders.

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.



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.

Procedural learning and striatofrontal dysfunction in Parkinson's disease

Results confirm the involvement of striatofrontal circuits in procedural learning and indicate that the intervention of the frontal network may depend on the characteristics of the task.

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.