4 recherche sur le mot-clé 'Serial reaction time task'

Autism: Too eager to learn? Event related potential findings of increased dependency on intentional learning in a serial reaction time task / Fenny S. ZWART in Autism Research, 10-9 (September 2017)  

Public ISBD [article]  inAutism Research > 10-9 (September 2017) . - p.1533-1543 Titre : Autism: Too eager to learn? Event related potential findings of increased dependency on intentional learning in a serial reaction time task Type de document : texte imprimé Auteurs : Fenny S. ZWART, Auteur ; Constance T.W.M. VISSERS, Auteur ; Roemer VAN DER MEIJ, Auteur ; Roy P.C. KESSELS, Auteur ; Joseph H.R. MAES, Auteur Article en page(s) : p.1533-1543 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  implicit learning  incidental learning  event related potentials  N2b  P3  serial reaction time task Index. décimale : PER Périodiques Résumé : It has been suggested that people with autism spectrum disorder (ASD) have an increased tendency to use explicit (or intentional) learning strategies. This altered learning may play a role in the development of the social communication difficulties characterizing ASD. In the current study, we investigated incidental and intentional sequence learning using a Serial Reaction Time (SRT) task in an adult ASD population. Response times and event related potentials (ERP) components (N2b and P3) were assessed as indicators of learning and knowledge. Findings showed that behaviorally, sequence learning and ensuing explicit knowledge were similar in ASD and typically developing (TD) controls. However, ERP findings showed that learning in the TD group was characterized by an enhanced N2b, while learning in the ASD group was characterized by an enhanced P3. These findings suggest that learning in the TD group might be more incidental in nature, whereas learning in the ASD group is more intentional or effortful. Increased intentional learning might serve as a strategy for individuals with ASD to control an overwhelming environment. Although this led to similar behavioral performances on the SRT task, it is very plausible that this intentional learning has adverse effects in more complex social situations, and hence contributes to the social impairments found in ASD. En ligne : http://dx.doi.org/10.1002/aur.1802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320 [article] Autism: Too eager to learn? Event related potential findings of increased dependency on intentional learning in a serial reaction time task [texte imprimé] / Fenny S. ZWART, Auteur ; Constance T.W.M. VISSERS, Auteur ; Roemer VAN DER MEIJ, Auteur ; Roy P.C. KESSELS, Auteur ; Joseph H.R. MAES, Auteur . - p.1533-1543. Langues : Anglais (eng) in Autism Research > 10-9 (September 2017) . - p.1533-1543 Mots-clés : autism spectrum disorder  implicit learning  incidental learning  event related potentials  N2b  P3  serial reaction time task Index. décimale : PER Périodiques Résumé : It has been suggested that people with autism spectrum disorder (ASD) have an increased tendency to use explicit (or intentional) learning strategies. This altered learning may play a role in the development of the social communication difficulties characterizing ASD. In the current study, we investigated incidental and intentional sequence learning using a Serial Reaction Time (SRT) task in an adult ASD population. Response times and event related potentials (ERP) components (N2b and P3) were assessed as indicators of learning and knowledge. Findings showed that behaviorally, sequence learning and ensuing explicit knowledge were similar in ASD and typically developing (TD) controls. However, ERP findings showed that learning in the TD group was characterized by an enhanced N2b, while learning in the ASD group was characterized by an enhanced P3. These findings suggest that learning in the TD group might be more incidental in nature, whereas learning in the ASD group is more intentional or effortful. Increased intentional learning might serve as a strategy for individuals with ASD to control an overwhelming environment. Although this led to similar behavioral performances on the SRT task, it is very plausible that this intentional learning has adverse effects in more complex social situations, and hence contributes to the social impairments found in ASD. En ligne : http://dx.doi.org/10.1002/aur.1802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320

Atypical connectivity in the cortico-striatal network in NF1 children and its relationship with procedural perceptual-motor learning and motor skills / Eloïse BAUDOU in Journal of Neurodevelopmental Disorders, 14 (2022)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 14 (2022) Titre : Atypical connectivity in the cortico-striatal network in NF1 children and its relationship with procedural perceptual-motor learning and motor skills Type de document : texte imprimé Auteurs : Eloïse BAUDOU, Auteur ; Federico NEMMI, Auteur ; Patrice PERAN, Auteur ; Fabien CIGNETTI, Auteur ; Melody BLAIS, Auteur ; Stéphanie MAZIERO, Auteur ; Jessica TALLET, Auteur ; Yves CHAIX, Auteur Langues : Anglais (eng) Mots-clés : Child  Corpus Striatum  Humans  Learning  Magnetic Resonance Imaging  Motor Skills  Neurofibromatosis 1/complications  Cortico-striatal connectivity  Neurodevelopmental disorder  Neurofibromatosis type 1  Procedural memory  Resting-state MRI  Serial reaction time task Index. décimale : PER Périodiques Résumé : INTRODUCTION: Neurofibromatosis type 1 (NF1) is considered a model of neurodevelopmental disorder because of the high frequency of learning deficits, especially developmental coordination disorder. In neurodevelopmental disorder, Nicolson and Fawcett formulated the hypothesis of an impaired procedural learning system that has its origins in cortico-subcortical circuits. Our aim was to investigate the relationship between cortico-striatal connectivity and procedural perceptual-motor learning performance and motor skills in NF1 children. METHODS: Seventeen NF1 and 18 typically developing children aged between 8 and 12 years old participated in the study. All were right-handed and did not present intellectual or attention deficits. In all children, procedural perceptual-motor learning was assessed using a bimanual visuo-spatial serial reaction time task (SRTT) and motor skills using the Movement Assessment Battery for Children (M-ABC). All participants underwent a resting-state functional MRI session. We used a seed-based approach to explore cortico-striatal connectivity in somatomotor and frontoparietal networks. A comparison between the groups' striato-cortical connectivity and correlations between connectivity and learning (SRTT) and motor skills (M-ABC) were performed. RESULTS: At the behavioral level, SRTT scores are not significantly different in NF1 children compared to controls. However, M-ABC scores are significantly impaired within 9 patients (scores below the 15th percentile). At the cerebral level, NF1 children present a higher connectivity in the cortico-striatal regions mapping onto the right angular gyrus compared to controls. We found that the higher the connectivity values between these regions, differentiating NF1 and controls, the lower the M-ABC scores in the whole sample. No correlation was found for the SRTT scores. CONCLUSION: NF1 children present atypical hyperconnectivity in cortico-striatal connections. The relationship with motor skills could suggest a sensorimotor dysfunction already found in children with developmental coordination disorder. These abnormalities are not linked to procedural perceptual-motor learning assessed by SRTT. En ligne : https://dx.doi.org/10.1186/s11689-022-09428-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574 [article] Atypical connectivity in the cortico-striatal network in NF1 children and its relationship with procedural perceptual-motor learning and motor skills [texte imprimé] / Eloïse BAUDOU, Auteur ; Federico NEMMI, Auteur ; Patrice PERAN, Auteur ; Fabien CIGNETTI, Auteur ; Melody BLAIS, Auteur ; Stéphanie MAZIERO, Auteur ; Jessica TALLET, Auteur ; Yves CHAIX, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 14 (2022) Mots-clés : Child  Corpus Striatum  Humans  Learning  Magnetic Resonance Imaging  Motor Skills  Neurofibromatosis 1/complications  Cortico-striatal connectivity  Neurodevelopmental disorder  Neurofibromatosis type 1  Procedural memory  Resting-state MRI  Serial reaction time task Index. décimale : PER Périodiques Résumé : INTRODUCTION: Neurofibromatosis type 1 (NF1) is considered a model of neurodevelopmental disorder because of the high frequency of learning deficits, especially developmental coordination disorder. In neurodevelopmental disorder, Nicolson and Fawcett formulated the hypothesis of an impaired procedural learning system that has its origins in cortico-subcortical circuits. Our aim was to investigate the relationship between cortico-striatal connectivity and procedural perceptual-motor learning performance and motor skills in NF1 children. METHODS: Seventeen NF1 and 18 typically developing children aged between 8 and 12 years old participated in the study. All were right-handed and did not present intellectual or attention deficits. In all children, procedural perceptual-motor learning was assessed using a bimanual visuo-spatial serial reaction time task (SRTT) and motor skills using the Movement Assessment Battery for Children (M-ABC). All participants underwent a resting-state functional MRI session. We used a seed-based approach to explore cortico-striatal connectivity in somatomotor and frontoparietal networks. A comparison between the groups' striato-cortical connectivity and correlations between connectivity and learning (SRTT) and motor skills (M-ABC) were performed. RESULTS: At the behavioral level, SRTT scores are not significantly different in NF1 children compared to controls. However, M-ABC scores are significantly impaired within 9 patients (scores below the 15th percentile). At the cerebral level, NF1 children present a higher connectivity in the cortico-striatal regions mapping onto the right angular gyrus compared to controls. We found that the higher the connectivity values between these regions, differentiating NF1 and controls, the lower the M-ABC scores in the whole sample. No correlation was found for the SRTT scores. CONCLUSION: NF1 children present atypical hyperconnectivity in cortico-striatal connections. The relationship with motor skills could suggest a sensorimotor dysfunction already found in children with developmental coordination disorder. These abnormalities are not linked to procedural perceptual-motor learning assessed by SRTT. En ligne : https://dx.doi.org/10.1186/s11689-022-09428-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574

Implicit sequence learning in juvenile anorexia nervosa: neural mechanisms and the impact of starvation / Christine FIRK in Journal of Child Psychology and Psychiatry, 56-11 (November 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-11 (November 2015) . - p.1168-1176 Titre : Implicit sequence learning in juvenile anorexia nervosa: neural mechanisms and the impact of starvation Type de document : texte imprimé Auteurs : Christine FIRK, Auteur ; Verena MAINZ, Auteur ; Martin SCHULTE-RUETHER, Auteur ; Gereon R. FINK, Auteur ; Beate HERPERTZ-DAHLMANN, Auteur ; Kerstin KONRAD, Auteur Article en page(s) : p.1168-1176 Langues : Anglais (eng) Mots-clés : Anorexia nervosa  implicit sequence learning  serial reaction time task  functional magnetic resonance imaging Index. décimale : PER Périodiques Résumé : Background Previous studies have reported that cognitive deficits occur in patients with anorexia nervosa (AN) and that these deficits may represent a predisposition towards developing AN or perpetuate the disorder. Specifically, dysfunctional implicit learning may contribute to the development of highly resistant dieting behaviours that are fundamental to the persistence of the disorder. Thus, the aims of this study were (a) to investigate implicit sequence learning in adolescent patients with AN before and after weight recovery and (b) to elucidate the associated neural mechanisms in acute AN relative to healthy controls. Methods In a behavioural study, implicit sequence learning was assessed using a serial reaction time task in 27 adolescents with AN before (T1) and after weight recovery (T2) compared with age-matched healthy controls (HC) who were assessed at similar time intervals. The neural correlates of implicit sequence learning were subsequently investigated in 19 AN patients shortly after they were admitted to the hospital and 20 HC using functional magnetic resonance imaging (fMRI). Results At T1, AN patients showed reduced sequence learning compared with HC. However, no behavioural differences between HC and AN patients were found at T2. At the neural level, acute AN patients showed reduced thalamic activation during sequence learning compared with HC subjects. Conclusions Our data suggest that the impaired implicit learning observed in adolescent AN patients before weight gain is a state-related dysfunction that normalises with weight gain. Thus, implicit learning deficits do not appear to represent a predisposition towards developing AN; rather, these deficits should be considered when planning psychotherapeutic interventions for acute AN. Reduced thalamic activation during the acute stage of AN may indicate a starvation-induced dysfunction of the neural circuitry that is involved in behavioural flexibility. En ligne : http://dx.doi.org/10.1111/jcpp.12384 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Implicit sequence learning in juvenile anorexia nervosa: neural mechanisms and the impact of starvation [texte imprimé] / Christine FIRK, Auteur ; Verena MAINZ, Auteur ; Martin SCHULTE-RUETHER, Auteur ; Gereon R. FINK, Auteur ; Beate HERPERTZ-DAHLMANN, Auteur ; Kerstin KONRAD, Auteur . - p.1168-1176. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-11 (November 2015) . - p.1168-1176 Mots-clés : Anorexia nervosa  implicit sequence learning  serial reaction time task  functional magnetic resonance imaging Index. décimale : PER Périodiques Résumé : Background Previous studies have reported that cognitive deficits occur in patients with anorexia nervosa (AN) and that these deficits may represent a predisposition towards developing AN or perpetuate the disorder. Specifically, dysfunctional implicit learning may contribute to the development of highly resistant dieting behaviours that are fundamental to the persistence of the disorder. Thus, the aims of this study were (a) to investigate implicit sequence learning in adolescent patients with AN before and after weight recovery and (b) to elucidate the associated neural mechanisms in acute AN relative to healthy controls. Methods In a behavioural study, implicit sequence learning was assessed using a serial reaction time task in 27 adolescents with AN before (T1) and after weight recovery (T2) compared with age-matched healthy controls (HC) who were assessed at similar time intervals. The neural correlates of implicit sequence learning were subsequently investigated in 19 AN patients shortly after they were admitted to the hospital and 20 HC using functional magnetic resonance imaging (fMRI). Results At T1, AN patients showed reduced sequence learning compared with HC. However, no behavioural differences between HC and AN patients were found at T2. At the neural level, acute AN patients showed reduced thalamic activation during sequence learning compared with HC subjects. Conclusions Our data suggest that the impaired implicit learning observed in adolescent AN patients before weight gain is a state-related dysfunction that normalises with weight gain. Thus, implicit learning deficits do not appear to represent a predisposition towards developing AN; rather, these deficits should be considered when planning psychotherapeutic interventions for acute AN. Reduced thalamic activation during the acute stage of AN may indicate a starvation-induced dysfunction of the neural circuitry that is involved in behavioural flexibility. En ligne : http://dx.doi.org/10.1111/jcpp.12384 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Isolating Visual and Proprioceptive Components of Motor Sequence Learning in ASD / Elizabeth A. SHARER in Autism Research, 9-5 (May 2016)  

Public ISBD [article]  inAutism Research > 9-5 (May 2016) . - p.563-569 Titre : Isolating Visual and Proprioceptive Components of Motor Sequence Learning in ASD Type de document : texte imprimé Auteurs : Elizabeth A. SHARER, Auteur ; Stewart H. MOSTOFSKY, Auteur ; Alvaro PASCUAL-LEONE, Auteur ; Lindsay M. OBERMAN, Auteur Article en page(s) : p.563-569 Langues : Anglais (eng) Mots-clés : serial reaction time task  ASD  motor learning  proprioception Index. décimale : PER Périodiques Résumé : In addition to defining impairments in social communication skills, individuals with autism spectrum disorder (ASD) also show impairments in more basic sensory and motor skills. Development of new skills involves integrating information from multiple sensory modalities. This input is then used to form internal models of action that can be accessed when both performing skilled movements, as well as understanding those actions performed by others. Learning skilled gestures is particularly reliant on integration of visual and proprioceptive input. We used a modified serial reaction time task (SRTT) to decompose proprioceptive and visual components and examine whether patterns of implicit motor skill learning differ in ASD participants as compared with healthy controls. While both groups learned the implicit motor sequence during training, healthy controls showed robust generalization whereas ASD participants demonstrated little generalization when visual input was constant. In contrast, no group differences in generalization were observed when proprioceptive input was constant, with both groups showing limited degrees of generalization. The findings suggest, when learning a motor sequence, individuals with ASD tend to rely less on visual feedback than do healthy controls. Visuomotor representations are considered to underlie imitative learning and action understanding and are thereby crucial to social skill and cognitive development. Thus, anomalous patterns of implicit motor learning, with a tendency to discount visual feedback, may be an important contributor in core social communication deficits that characterize ASD. En ligne : http://dx.doi.org/10.1002/aur.1537 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] Isolating Visual and Proprioceptive Components of Motor Sequence Learning in ASD [texte imprimé] / Elizabeth A. SHARER, Auteur ; Stewart H. MOSTOFSKY, Auteur ; Alvaro PASCUAL-LEONE, Auteur ; Lindsay M. OBERMAN, Auteur . - p.563-569. Langues : Anglais (eng) in Autism Research > 9-5 (May 2016) . - p.563-569 Mots-clés : serial reaction time task  ASD  motor learning  proprioception Index. décimale : PER Périodiques Résumé : In addition to defining impairments in social communication skills, individuals with autism spectrum disorder (ASD) also show impairments in more basic sensory and motor skills. Development of new skills involves integrating information from multiple sensory modalities. This input is then used to form internal models of action that can be accessed when both performing skilled movements, as well as understanding those actions performed by others. Learning skilled gestures is particularly reliant on integration of visual and proprioceptive input. We used a modified serial reaction time task (SRTT) to decompose proprioceptive and visual components and examine whether patterns of implicit motor skill learning differ in ASD participants as compared with healthy controls. While both groups learned the implicit motor sequence during training, healthy controls showed robust generalization whereas ASD participants demonstrated little generalization when visual input was constant. In contrast, no group differences in generalization were observed when proprioceptive input was constant, with both groups showing limited degrees of generalization. The findings suggest, when learning a motor sequence, individuals with ASD tend to rely less on visual feedback than do healthy controls. Visuomotor representations are considered to underlie imitative learning and action understanding and are thereby crucial to social skill and cognitive development. Thus, anomalous patterns of implicit motor learning, with a tendency to discount visual feedback, may be an important contributor in core social communication deficits that characterize ASD. En ligne : http://dx.doi.org/10.1002/aur.1537 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289