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Nissan N, Hertz U, Shahar N, Gabay Y. Distinct reinforcement learning profiles distinguish between language and attentional neurodevelopmental disorders. BEHAVIORAL AND BRAIN FUNCTIONS : BBF 2023; 19:6. [PMID: 36941632 PMCID: PMC10029183 DOI: 10.1186/s12993-023-00207-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Received: 07/31/2022] [Accepted: 01/26/2023] [Indexed: 03/23/2023]
Abstract
BACKGROUND Theoretical models posit abnormalities in cortico-striatal pathways in two of the most common neurodevelopmental disorders (Developmental dyslexia, DD, and Attention deficit hyperactive disorder, ADHD), but it is still unclear what distinct cortico-striatal dysfunction might distinguish language disorders from others that exhibit very different symptomatology. Although impairments in tasks that depend on the cortico-striatal network, including reinforcement learning (RL), have been implicated in both disorders, there has been little attempt to dissociate between different types of RL or to compare learning processes in these two types of disorders. The present study builds upon prior research indicating the existence of two learning manifestations of RL and evaluates whether these processes can be differentiated in language and attention deficit disorders. We used a two-step RL task shown to dissociate model-based from model-free learning in human learners. RESULTS Our results show that, relative to neurotypicals, DD individuals showed an impairment in model-free but not in model-based learning, whereas in ADHD the ability to use both model-free and model-based learning strategies was significantly compromised. CONCLUSIONS Thus, learning impairments in DD may be linked to a selective deficit in the ability to form action-outcome associations based on previous history, whereas in ADHD some learning deficits may be related to an incapacity to pursue rewards based on the tasks' structure. Our results indicate how different patterns of learning deficits may underlie different disorders, and how computation-minded experimental approaches can differentiate between them.
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Affiliation(s)
- Noyli Nissan
- Department of Special Education, University of Haifa, Haifa, Israel
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, 199 Abba Khoushy Ave, Haifa, Israel
| | - Uri Hertz
- Department of Cognitive Sciences, University of Haifa, Haifa, Israel
| | - Nitzan Shahar
- The School of Psychological Sciences, Tel Aviv University, Tel Aviv, Israel
- Sagol School of Neuroscience, Tel Aviv University, Tel Aviv, Israel
| | - Yafit Gabay
- Department of Special Education, University of Haifa, Haifa, Israel.
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, 199 Abba Khoushy Ave, Haifa, Israel.
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Höbler F, Bitan T, Tremblay L, De Nil L. Explicit benefits: Motor sequence acquisition and short-term retention in adults who do and do not stutter. JOURNAL OF FLUENCY DISORDERS 2023; 75:105959. [PMID: 36736073 DOI: 10.1016/j.jfludis.2023.105959] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Revised: 01/13/2023] [Accepted: 01/17/2023] [Indexed: 06/18/2023]
Abstract
Motor sequencing skills have been found to distinguish individuals who experience developmental stuttering from those who do not stutter, with these differences extending to non-verbal sequencing behaviour. Previous research has focused on measures of reaction time and practice under externally cued conditions to decipher the motor learning abilities of persons who stutter. Without the confounds of extraneous demands and sensorimotor processing, we investigated motor sequence learning under conditions of explicit awareness and focused practice among adults with persistent development stuttering. Across two consecutive practice sessions, 18 adults who stutter (AWS) and 18 adults who do not stutter (ANS) performed the finger-to-thumb opposition sequencing (FOS) task. Both groups demonstrated significant within-session performance improvements, as evidenced by fast on-line learning of finger sequences on day one. Additionally, neither participant group showed deterioration of their learning gains the following day, indicating a relative stabilization of finger sequencing performance during the off-line period. These findings suggest that under explicit and focused conditions, early motor learning gains and their short-term retention do not differ between AWS and ANS. Additional factors influencing motor sequencing performance, such as task complexity and saturation of learning, are also considered. Further research into explicit motor learning and its generalization following extended practice and follow-up in persons who stutter is warranted. The potential benefits of motor practice generalizability among individuals who stutter and its relevance to supporting treatment outcomes are suggested as future areas of investigation.
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Affiliation(s)
- Fiona Höbler
- Rehabilitation Sciences Institute, Temerty Faculty of Medicine, University of Toronto, Rehabilitation Sciences Building, 500 University Avenue, Suite 160, Toronto, ON M5G 1V7, Canada; Department of Speech-Language Pathology, Temerty Faculty of Medicine, University of Toronto, Rehabilitation Sciences Building, 500 University Avenue, Suite 160, Toronto, ON M5G 1V7, Canada.
| | - Tali Bitan
- Department of Speech-Language Pathology, Temerty Faculty of Medicine, University of Toronto, Rehabilitation Sciences Building, 500 University Avenue, Suite 160, Toronto, ON M5G 1V7, Canada; Department of Psychology and IIPDM, University of Haifa, Haifa 3498838, Israel
| | - Luc Tremblay
- Faculty of Kinesiology and Physical Education, University of Toronto, Clara Benson Building, 320 Huron St., Room 231, Toronto, ON M5S 3J7, Canada; KITE Research Institute, Toronto Rehabilitation Institute - University Health Network, 550 University Avenue, Toronto, ON M5G 2A2, Canada
| | - Luc De Nil
- Rehabilitation Sciences Institute, Temerty Faculty of Medicine, University of Toronto, Rehabilitation Sciences Building, 500 University Avenue, Suite 160, Toronto, ON M5G 1V7, Canada; Department of Speech-Language Pathology, Temerty Faculty of Medicine, University of Toronto, Rehabilitation Sciences Building, 500 University Avenue, Suite 160, Toronto, ON M5G 1V7, Canada
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Source Localization of Somatosensory Neural Generators in Adults with Attention-Deficit/Hyperactivity Disorder. Brain Sci 2023; 13:brainsci13020370. [PMID: 36831913 PMCID: PMC9954543 DOI: 10.3390/brainsci13020370] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2023] [Revised: 02/13/2023] [Accepted: 02/17/2023] [Indexed: 02/23/2023] Open
Abstract
Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder, where differences are often present relating to the performance of motor skills. Our previous work elucidated unique event-related potential patterns of neural activity in those with ADHD when performing visuomotor and force-matching motor paradigms. The purpose of the current study was to identify whether there were unique neural sources related to somatosensory function and motor performance in those with ADHD. Source localization (sLORETA) software identified areas where neural activity differed between those with ADHD and neurotypical controls when performing a visuomotor tracing task and force-matching task. Median nerve somatosensory evoked potentials (SEPs) were elicited, while whole-head electroencephalography (EEG) was performed. sLORETA localized greater neural activity post-FMT in those with ADHD, when compared with their baseline activity (p < 0.05). Specifically, greater activity was exhibited in BA 31, precuneus, parietal lobe (MNI coordinates: X = -5, Y = -75, and Z = 20) at 156 ms post stimulation. No significant differences were found for any other comparisons. Increased activity within BA 31 in those with ADHD at post-FMT measures may reflect increased activation within the default mode network (DMN) or attentional changes, suggesting a unique neural response to the sensory processing of force and proprioceptive afferent input in those with ADHD when performing motor skills. This may have important functional implications for motor tasks dependent on similar proprioceptive afferent input.
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McCracken HS, Murphy BA, Ambalavanar U, Glazebrook CM, Yielder PC. Sensorimotor integration and motor learning during a novel force-matching task in young adults with attention-deficit/hyperactivity disorder. Front Hum Neurosci 2023; 16:1078925. [PMID: 36684834 PMCID: PMC9849696 DOI: 10.3389/fnhum.2022.1078925] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Accepted: 12/12/2022] [Indexed: 01/06/2023] Open
Abstract
Introduction Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that exhibits unique neurological and behavioral characteristics. Those with ADHD often have noted impairments in motor performance and coordination, including during tasks that require force modulation. The present study provides insight into the role of altered neural processing and SMI in response to a motor learning paradigm requiring force modulation and proprioception, that previous literature has suggested to be altered in those with ADHD, which can also inform our understanding of the neurophysiology underlying sensorimotor integration (SMI) in the general population. Methods Adults with ADHD (n = 15) and neurotypical controls (n = 15) performed a novel force-matching task, where participants used their right-thumb to match a trace template that varied from 2-12% of their Abductor Pollicis Brevis maximum voluntary contraction. This motor task was completed in pre, acquisition, and post blocks. Participants also completed a retention test 24 h later. Median nerve somatosensory-evoked potentials (SEPs) were collected pre and post motor acquisition. SEPs were stimulated at two frequencies, 2.47 Hz and 4.98 Hz, and 1,000 sweeps were recorded using 64-electrode electroencephalography (EEG) at 2,048 Hz. SEP amplitude changes were normalized to each participant's baseline values for that peak. Results Both groups improved at post measures (ADHD: 0.85 ± 0.09; Controls: 0.85 ± 0.10), with improvements maintained at retention (ADHD: 0.82 ± 0.11; Controls: 0.82 ± 0.11). The ADHD group had a decreased N18 post-acquisition (0.87 ± 0.48), while the control N18 increased (1.91 ± 1.43). The N30 increased in both groups, with a small increase in the ADHD group (1.03 ± 0.21) and a more pronounced increase in controls (1.15 ± 0.27). Discussion Unique neural differences between groups were found after the acquisition of a novel force-matching motor paradigm, particularly relating to the N18 peak. The N18 differences suggest that those with ADHD have reduced olivary-cerebellar-M1 inhibition when learning a novel motor task dependent on force-modulation, potentially due to difficulties integrating the afferent feedback necessary to perform the task. The results of this work provide evidence that young adults with ADHD have altered proprioceptive processing when learning a novel motor task when compared to neurotypical controls.
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Affiliation(s)
- Heather S. McCracken
- Faculty of Health Sciences, University of Ontario Institute of Technology, Oshawa, ON, Canada
| | - Bernadette A. Murphy
- Faculty of Health Sciences, University of Ontario Institute of Technology, Oshawa, ON, Canada,*Correspondence: Bernadette A. Murphy,
| | - Ushani Ambalavanar
- Faculty of Health Sciences, University of Ontario Institute of Technology, Oshawa, ON, Canada
| | - Cheryl M. Glazebrook
- Faculty of Kinesiology and Recreation Management, University of Manitoba, Winnipeg, MB, Canada,Health, Leisure & Human Performance Research Institute, University of Manitoba, Winnipeg, MB, Canada
| | - Paul C. Yielder
- Faculty of Health Sciences, University of Ontario Institute of Technology, Oshawa, ON, Canada,Faculty of Health, School of Medicine, Deakin University, Waurn Ponds, VIC, Australia
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McCracken HS, Murphy B, Ambalavanar U, Zabihhosseinian M, Yielder PC. Sensorimotor integration and motor learning during a novel visuomotor tracing task in young adults with attention-deficit/hyperactivity disorder. J Neurophysiol 2023; 129:247-261. [PMID: 36448686 DOI: 10.1152/jn.00173.2022] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022] Open
Abstract
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that has noted alterations to motor performance and coordination, potentially affecting learning processes and the acquisition of motor skills. This work will provide insight into the role of altered neural processing and sensorimotor integration (SMI) while learning a novel visuomotor task in young adults with ADHD. This work compared adults with ADHD (n = 12) to neurotypical controls (n = 16), using a novel visuomotor tracing task, where participants used their right-thumb to trace a sinusoidal waveform that varied in both frequency and amplitude. This learning paradigm was completed in pre, acquisition, and post blocks, where participants additionally returned and completed a retention and transfer test 24 h later. Right median nerve short latency somatosensory-evoked potentials (SEPs) were collected pre and post motor acquisition. Performance accuracy and variability improved at post and retention measures for both groups for both normalized (P < 0.001) and absolute (P < 0.001) performance scores. N18 SEP: increased in the ADHD group post motor learning and decreased in controls (P < 0.05). N20 SEP: increased in both groups post motor learning (P < 0.01). P25: increased in both groups post motor learning (P < 0.001). N24: increased for both groups at post measures (P < 0.05). N30: decreased in the ADHD group and increased in controls (P < 0.05). These findings suggest that there may be differences in cortico-cerebellar and prefrontal processing in response to novel visuomotor tasks in those with ADHD.NEW & NOTEWORTHY Alterations to somatosensory-evoked potentials (SEPs) were present in young adults with attention-deficit/hyperactivity disorder (ADHD), when compared with neurotypical controls. The N18 and N30 SEP peak had differential changes between groups, suggesting alterations to olivary-cerebellar-M1 processing and SMI in those with ADHD when acquiring a novel visuomotor tracing task. This suggests that short-latency SEPs may be a useful biomarker in the assessment of differential responses to motor acquisition in those with ADHD.
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Affiliation(s)
- Heather S McCracken
- Faculty of Health Sciences, University of Ontario Institute of Technology, Oshawa, Ontario, Canada
| | - Bernadette Murphy
- Faculty of Health Sciences, University of Ontario Institute of Technology, Oshawa, Ontario, Canada
| | - Ushani Ambalavanar
- Faculty of Health Sciences, University of Ontario Institute of Technology, Oshawa, Ontario, Canada
| | | | - Paul C Yielder
- Faculty of Health Sciences, University of Ontario Institute of Technology, Oshawa, Ontario, Canada.,Faculty of Health, School of Medicine, Deakin University, Waurn Ponds, Victoria, Australia
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A failure of sleep-dependent consolidation of visuoperceptual procedural learning in young adults with ADHD. Transl Psychiatry 2022; 12:499. [PMID: 36460644 PMCID: PMC9718731 DOI: 10.1038/s41398-022-02239-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Revised: 10/18/2022] [Accepted: 10/27/2022] [Indexed: 12/04/2022] Open
Abstract
ADHD has been associated with cortico-striatal dysfunction that may lead to procedural memory abnormalities. Sleep plays a critical role in consolidating procedural memories, and sleep problems are an integral part of the psychopathology of ADHD. This raises the possibility that altered sleep processes characterizing those with ADHD could contribute to their skill-learning impairments. On this basis, the present study tested the hypothesis that young adults with ADHD have altered sleep-dependent procedural memory consolidation. Participants with ADHD and neurotypicals were trained on a visual discrimination task that has been shown to benefit from sleep. Half of the participants were tested after a 12-h break that included nocturnal sleep (sleep condition), whereas the other half were tested after a 12-h daytime break that did not include sleep (wakefulness condition) to assess the specific contribution of sleep to improvement in task performance. Despite having a similar degree of initial learning, participants with ADHD did not improve in the visual discrimination task following a sleep interval compared to neurotypicals, while they were on par with neurotypicals during the wakefulness condition. These findings represent the first demonstration of a failure in sleep-dependent consolidation of procedural learning in young adults with ADHD. Such a failure is likely to disrupt automatic control routines that are normally provided by the non-declarative memory system, thereby increasing the load on attentional resources of individuals with ADHD.
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Ben-Zion D, Gabitov E, Prior A, Bitan T. Effects of Sleep on Language and Motor Consolidation: Evidence of Domain General and Specific Mechanisms. NEUROBIOLOGY OF LANGUAGE (CAMBRIDGE, MASS.) 2022; 3:180-213. [PMID: 37215556 PMCID: PMC10158628 DOI: 10.1162/nol_a_00060] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/15/2021] [Accepted: 10/21/2021] [Indexed: 05/24/2023]
Abstract
The current study explores the effects of time and sleep on the consolidation of a novel language learning task containing both item-specific knowledge and the extraction of grammatical regularities. We also compare consolidation effects in language and motor sequence learning tasks, to ask whether consolidation mechanisms are domain general. Young adults learned to apply plural inflections to novel words based on morphophonological rules embedded in the input, and learned to type a motor sequence using a keyboard. Participants were randomly assigned into one of two groups, practicing each task during either the morning or evening hours. Both groups were retested 12 and 24 hours post-training. Performance on frequent trained items in the language task stabilized only following sleep, consistent with a hippocampal mechanism for item-specific learning. However, regularity extraction, indicated by generalization to untrained items in the linguistic task, as well as performance on motor sequence learning, improved 24 hours post-training, irrespective of the timing of sleep. This consolidation process is consistent with a frontostriatal skill-learning mechanism, common across the language and motor domains. This conclusion is further reinforced by cross-domain correlations at the individual level between improvement across 24 hours in the motor task and in the low-frequency trained items in the linguistic task, which involve regularity extraction. Taken together, our results at the group and individual levels suggest that some aspects of consolidation are shared across the motor and language domains, and more specifically, between motor sequence learning and grammar learning.
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Affiliation(s)
- Dafna Ben-Zion
- Department of Learning Disabilities, University of Haifa, Haifa, Israel
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
- Institute of Information Processing and Decision Making, University of Haifa, Haifa, Israel
- The Integrated Brain and Behavior Research Center (IBBRC), University of Haifa, Haifa, Israel
| | - Ella Gabitov
- McConnell Brain Imaging Center, Montreal Neurological Institute, McGill University, Montreal, Quebec, Canada
| | - Anat Prior
- Department of Learning Disabilities, University of Haifa, Haifa, Israel
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Tali Bitan
- Institute of Information Processing and Decision Making, University of Haifa, Haifa, Israel
- The Integrated Brain and Behavior Research Center (IBBRC), University of Haifa, Haifa, Israel
- Department of Psychology, University of Haifa, Haifa, Israel
- Department of Speech Language Pathology, University of Toronto, Toronto, Ontario, Canada
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Ghanamah R, Eghbaria-Ghanamah H, Karni A, Adi-Japha E. Practice schedule and testing per se affect children's transfer abilities in a grapho-motor task. J Exp Child Psychol 2021; 215:105323. [PMID: 34864374 DOI: 10.1016/j.jecp.2021.105323] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2021] [Revised: 10/10/2021] [Accepted: 11/06/2021] [Indexed: 01/29/2023]
Abstract
Children's ability to transfer the gains of a motor experience, such as learning to write a letter, to novel conditions, such as cursive writing of the same letter, are affected by the way in which the learning experience is parsed. Parsing may have limitations because a short session may hamper the engagement of procedural memory consolidation processes. Here, we compared the effects of two practice schedules with the total amount of practice identical training provided in a single-session practice versus multi-session practice, wherein each session on its own was insufficient for generating long-term gains. A total of 40 7- and 8-year-old children practiced the production of a novel letter form by connecting dots, namely, the Invented Letter Task (ILT). Multiple ILT-related transfer tasks were assessed at 24 h post-training and again at 4-5 weeks post-training. Although by the end of training the single-session practice group outperformed the multi-session practice group in speed and accuracy, at 24 h post-training both groups showed comparable gains. However, after multi-session practice, children were as fast or faster and more accurate in the transfer tasks. By 4-5 weeks post-training, the multi-session practice group showed larger gains in the trained condition, a speed advantage in the transfer tasks, and a significant improvement on the transfer tasks. The results suggest that parsing training over several brief sessions may lead to long-term gains in children's grapho-motor skills. Moreover, multi-session practice protocols may contribute to the potential for transfer and to more effective learning from experiences such as transfer tasks.
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Affiliation(s)
- Rafat Ghanamah
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa 3498838, Israel; Oranim Academic College of Education, Kiryat Tevon 3600600, Israel.
| | - Hazar Eghbaria-Ghanamah
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa 3498838, Israel
| | - Avi Karni
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa 3498838, Israel; Sagol Department of Neurobiology, Brain-Behavior Research Center, University of Haifa, Haifa 3498838, Israel
| | - Esther Adi-Japha
- School of Education, Bar-Ilan University, Ramat Gan 5290002, Israel; Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan 5290002, Israel
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Hollander C, Adi-Japha E. Second Graders' Grapho-Motor Skill Learning and Verbal Learning: The Effects of Socio-Educational Factors. Front Psychol 2021; 12:687207. [PMID: 34712165 PMCID: PMC8547519 DOI: 10.3389/fpsyg.2021.687207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Accepted: 08/31/2021] [Indexed: 11/13/2022] Open
Abstract
Introduction: Children from low socioeconomic status (SES) families, and in particular, those with a lower level of maternal education, show lower fine-motor skills and lower vocabulary scores than their SES peers whose mothers have a higher level of education. Furthermore, low SES children frequently have difficulties in reading and spelling. These difficulties are attributed to deficits in the acquisition of skills through practice, such as those required for developing visual-motor routines, alongside deficits in the intentional acquisition of knowledge, such as those required in verbal learning. The aim of the current study was to test the effect of two background factors: low maternal education (ME) and risk of reading and spelling difficulties on practice-dependent learning of a motor task and intentional learning of a verbal task in second graders from low SES families. Methods: In 2016/17, 134 low-SES second graders with higher and lower ME (95 typical learners and 39 with reading and spelling difficulties) were assessed with (a) the Invented Letter Task (ILT; a grapho-motor skill learning task) across five time-points (initial- and end-training Day 1; initial- and end-training Day 2; and 2-weeks post-training), as well as an ILT transfer task; and (b) The Rey Auditory Verbal Learning Test (RAVLT; an intentional word-learning task in which a word list is read to children for five learning trials and is recalled 20 min later). Findings: Lower ME was associated with surplus segments in the performance of the motor task and its transfer to a novel condition as well as with lower recall on the verbal task, but not with the learning of both the motor and the verbal task. Having reading and spelling difficulties affected motor-task accuracy and also the way children learned the task, as evidenced by surplus segments at the beginning of Day 2, which were reduced with further practice. Conclusion: Low ME affected overall performance level. Reading and spelling difficulties resulted in atypical learning of the motor task. Future research on practice-dependent learning in the context of children coming from low SES families should focus on subgroups within this heterogeneous population.
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Affiliation(s)
| | - Esther Adi-Japha
- School of Education, Bar-Ilan University, Ramat Gan, Israel.,The Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan, Israel
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Roshchupkina L, Stee W, Peigneux P. Beta-tACS does not impact the dynamics of motor memory consolidation. Brain Stimul 2020; 13:1489-1490. [PMID: 32861847 DOI: 10.1016/j.brs.2020.08.012] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2020] [Revised: 08/21/2020] [Accepted: 08/24/2020] [Indexed: 10/23/2022] Open
Affiliation(s)
- Liliia Roshchupkina
- UR2NF-Neuropsychology and Functional Neuroimaging Research Unit Affiliated at CRCN - Centre for Research in Cognition and Neurosciences, Avenue F.D. Roosevelt 50, Bruxelles, 1050, Belgium; UNI-ULB Neuroscience Institute, Université Libre de Bruxelles (ULB), Avenue F.D. Roosevelt 50, Bruxelles, 1050, Belgium
| | - Whitney Stee
- UR2NF-Neuropsychology and Functional Neuroimaging Research Unit Affiliated at CRCN - Centre for Research in Cognition and Neurosciences, Avenue F.D. Roosevelt 50, Bruxelles, 1050, Belgium; UNI-ULB Neuroscience Institute, Université Libre de Bruxelles (ULB), Avenue F.D. Roosevelt 50, Bruxelles, 1050, Belgium
| | - Philippe Peigneux
- UR2NF-Neuropsychology and Functional Neuroimaging Research Unit Affiliated at CRCN - Centre for Research in Cognition and Neurosciences, Avenue F.D. Roosevelt 50, Bruxelles, 1050, Belgium; UNI-ULB Neuroscience Institute, Université Libre de Bruxelles (ULB), Avenue F.D. Roosevelt 50, Bruxelles, 1050, Belgium.
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11
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Rostami M, Farashi S, Khosrowabadi R, Pouretemad H. Discrimination of ADHD Subtypes Using Decision Tree on Behavioral, Neuropsychological, and Neural Markers. Basic Clin Neurosci 2020; 11:359-367. [PMID: 32963728 PMCID: PMC7502189 DOI: 10.32598/bcn.9.10.115] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2019] [Revised: 06/05/2019] [Accepted: 07/28/2019] [Indexed: 11/30/2022] Open
Abstract
Introduction: Attention-Deficit/Hyperactivity Disorder (ADHD) is a well-known neurodevelopmental disorder. Diagnosis and treatment of ADHD can often lead to a developmental trajectory toward positive results. The present study aimed at implementing the decision tree method to recognize children with and without ADHD, as well as ADHD subtypes. Methods: In the present study, the subjects included 61 children with ADHD (subdivided into ADHD-I (n=25), ADHD-H (n=14), and ADHD-C (n=22) groups) and 43 typically developing controls matched by IQ and age. The Child Behavior Checklist (CBCL), Integrated Visual And Auditory (IVA) test, and quantitative EEG during eyes-closed resting-state were utilized to evaluate the level of behavioral, neuropsychology, and electrophysiology markers using a decision tree algorithm, respectively. Results: Based on the results, excellent classification accuracy (100%) was obtained to discriminate children with ADHD from the control group. Also, the ADHD subtypes, including combined, inattention, and hyperactive/impulsive subtypes were recognized from others with an accuracy of 80.41%, 84.17%, and 71.46%, respectively. Conclusion: Our results showed that children with ADHD can be recognized from the healthy controls based on the neuropsychological data (sensory-motor parameters of IVA). Also, subtypes of ADHD can be distinguished from each other using behavioral, neuropsychiatric and electrophysiological parameters. The findings suggested that the decision tree method may present an efficient and accurate diagnostic tool for the clinicians.
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Affiliation(s)
- Mohammad Rostami
- Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran
| | - Sajjad Farashi
- Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran
| | - Reza Khosrowabadi
- Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran
| | - Hamidreza Pouretemad
- Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran
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Korman M, Palm D, Uzoni A, Faltraco F, Tucha O, Thome J, Coogan AN. ADHD 24/7: Circadian clock genes, chronotherapy and sleep/wake cycle insufficiencies in ADHD. World J Biol Psychiatry 2020; 21:156-171. [PMID: 30234417 DOI: 10.1080/15622975.2018.1523565] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Objectives: The current paper addresses the evidence for circadian clock characteristics associated with attention-deficit hyperactivity disorder (ADHD), and possible therapeutic approaches based on chronomodulation through bright light (BL) therapy.Methods: We review the data reported in ADHD on genetic risk factors for phase-delayed circadian rhythms and on the role of photic input in circadian re-alignment.Results: Single nucleotide polymorphisms in circadian genes were recently associated with core ADHD symptoms, increased evening-orientation and frequent sleep problems. Additionally, alterations in exposure and response to photic input may underlie circadian problems in ADHD. BL therapy was shown to be effective for re-alignment of circadian physiology toward morningness, reducing sleep disturbances and bringing overall improvement in ADHD symptoms. The susceptibility of the circadian system to phase shift by timed BL exposure may have broad cost-effective potential implications for the treatment of ADHD.Conclusions: We conclude that further research of circadian function in ADHD should focus on detection of genetic markers (e.g., using human skin fibroblasts) and development of BL-based therapeutic interventions.
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Affiliation(s)
- Maria Korman
- The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Denise Palm
- Department of Psychiatry and Psychotherapy, University Medical Center Rostock, Rostock, Germany
| | - Adriana Uzoni
- Department of Psychiatry and Psychotherapy, University Medical Center Rostock, Rostock, Germany
| | - Frank Faltraco
- Department of Psychiatry and Psychotherapy, University Medical Center Rostock, Rostock, Germany
| | - Oliver Tucha
- Department of Clinical and Developmental Neuropsychology, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, Netherlands
| | - Johannes Thome
- Department of Psychiatry and Psychotherapy, University Medical Center Rostock, Rostock, Germany
| | - Andrew N Coogan
- Department of Psychology, Maynooth University, National University of Ireland, Maynooth, Ireland
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13
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Capri T, Santoddi E, Fabio RA. Multi-Source Interference Task paradigm to enhance automatic and controlled processes in ADHD. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 97:103542. [PMID: 31812886 DOI: 10.1016/j.ridd.2019.103542] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2018] [Revised: 10/29/2019] [Accepted: 11/04/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND The role of automatic and controlled processes in children with Attention deficit hyperactivity disorder (ADHD) has recently been debated. Most theories on ADHD assume that core deficits are related to controlled processes and executive function. AIMS The main aim of the present study is to examine automatic and controlled attention in children with ADHD, compared to TD subjects. METHODS AND PROCEDURES Twenty ADHD-I children, 20 with ADHD-C and 20 typical developing children performed the Block-Formed Multi-Source Interference Task (MSIT) both in incongruent and congruent conditions. OUTCOME AND RESULTS Results show that clinical groups had a poorer performance than the TD group in both conditions. CONCLUSIONS AND IMPLICATIONS This study demonstrated that children with ADHD exhibit a deficit both in automatic and controlled processes.
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Affiliation(s)
- Tindara Capri
- Department of Clinical and Experimental Medicine, University of Messina, Via Bivona, 98100, Messina, Italy.
| | - Erika Santoddi
- Department of Clinical and Experimental Medicine, University of Messina, Via Bivona, 98100, Messina, Italy.
| | - Rosa Angela Fabio
- Department of Clinical and Experimental Medicine, University of Messina, Via Bivona, 98100, Messina, Italy.
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14
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Reyes S, Algarín C, Lozoff B, Peigneux P, Peirano P. Sleep and motor sequence learning consolidation in former iron deficient anemic adolescents. Sleep Med 2019; 64:116-122. [PMID: 31704427 DOI: 10.1016/j.sleep.2019.05.023] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/14/2018] [Revised: 05/16/2019] [Accepted: 05/18/2019] [Indexed: 10/26/2022]
Abstract
BACKGROUND Iron deficiency is the most prevalent micronutrient deficiency worldwide. There is evidence that iron deficiency produces alterations in the developing brain, eventually leading to long-lasting effects on various cognitive functions. METHODS Here, we investigated motor learning and its consolidation after sleep in adolescents who sustained iron deficiency anemia (IDA) in infancy, compared to healthy controls, in the context of a long-term follow-up Chilean research project. Fifty-three adolescents who formerly had iron deficiency anemia as infants and 40 control adolescents practiced a sequential motor finger tapping task, before and after a night of sleep. Performance was measured at the end of learning, 30 min later (boost effect), and the next morning. RESULTS Revealed slower learning in subjects with infant iron deficiency anemia than control subjects, followed by a proportionally similar performance boost at 30 min. Performance remained stable overnight in healthy controls but further improved in infant IDA adolescents, suggesting a beneficial effect of post-training sleep on the consolidation of incompletely learned motor skills. In particular, overnight gains in performance were observed in female, but not male infant iron deficiency anemic subjects, suggesting a gender effect. CONCLUSIONS Our results indicate long-lasting motor learning deficits in infant IDA adolescents and provide support to the hypothesis that post-training sleep might, to some extent, compensate for hampered motor learning during wakefulness.
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Affiliation(s)
- Sussanne Reyes
- Sleep and Functional Neurobiology Laboratory, Institute of Nutrition and Food Technology (INTA), University of Chile, El Líbano 5524, Macul, Santiago, Chile
| | - Cecilia Algarín
- Sleep and Functional Neurobiology Laboratory, Institute of Nutrition and Food Technology (INTA), University of Chile, El Líbano 5524, Macul, Santiago, Chile
| | - Betsy Lozoff
- Department of Pediatrics and Communicable Disease, University of Michigan, North Ingalls Building, 10th Floor, 300 N. Ingalls Street, Ann Arbor, MI, 48109-5406, USA
| | - Philippe Peigneux
- UR2NF - Neuropsychology and Functional Neuroimaging Research Group, CRCN - Center for Research in Cognition and Neurosciences, UNI - ULB Neurosciences Institute, Université Libre de Bruxelles, 50 avenue F.D. Roosevelt CP191 B-1050, Brussels, Belgium.
| | - Patricio Peirano
- Sleep and Functional Neurobiology Laboratory, Institute of Nutrition and Food Technology (INTA), University of Chile, El Líbano 5524, Macul, Santiago, Chile.
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15
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Ferman S, Kishon-Rabin L, Ganot-Budaga H, Karni A. Deficits in Explicit Language Problem Solving Rather Than in Implicit Learning in Specific Language Impairment: Evidence From Learning an Artificial Morphological Rule. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:3790-3807. [PMID: 31560600 DOI: 10.1044/2019_jslhr-l-17-0140] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age-matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit-perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task-can better explain their difficulties in language learning.
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Affiliation(s)
- Sara Ferman
- Sackler Faculty of Medicine, Department of Communication Disorders, Tel Aviv University, Israel
| | - Liat Kishon-Rabin
- Sackler Faculty of Medicine, Department of Communication Disorders, Tel Aviv University, Israel
| | - Hila Ganot-Budaga
- Sackler Faculty of Medicine, Department of Communication Disorders, Tel Aviv University, Israel
| | - Avi Karni
- Sagol Department of Neurobiology, University of Haifa, Israel
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Israel
- FMRI Unit, Department of Diagnostic Radiology, The Chaim Sheba Medical Center at Tel HaShomer, Ramat Gan, Israel
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16
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Zion DB, Nevat M, Prior A, Bitan T. Prior Knowledge Predicts Early Consolidation in Second Language Learning. Front Psychol 2019; 10:2312. [PMID: 31681106 PMCID: PMC6802599 DOI: 10.3389/fpsyg.2019.02312] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2019] [Accepted: 09/27/2019] [Indexed: 11/27/2022] Open
Abstract
Language learning occurs in distinct phases. Whereas some improvement is evident during training, offline memory consolidation processes that take place after the end of training play an important role in learning of linguistic information. The timing of offline consolidation is thought to depend on the type of task, with generalization of implicit knowledge suggested to take more time and sleep to consolidate. The current study aims to investigate individual differences in the timing of consolidation following learning of morphological inflections in a novel language in typical adults. Participants learned to make plural inflections in an artificial language, where inflection was based on morpho-phonological regularities. Participants were trained in the evening, and consolidation was measured after two intervals: 12 h (one night) and 36 h (two nights) post training. We measured both inflection of trained items, which may rely on item-specific learning, and generalization to new untrained items, which requires extraction of morpho-phonological regularities. The results for both trained and un-trained items showed two patterns of consolidation: early versus late, that is while some participants improved during the first night, others, who deteriorated in performance during the first night, improved in the later consolidation interval. Importantly, phonological awareness in L1 predicted early consolidation for trained items. Furthermore, there was no association between participants' consolidation trajectory in trained and untrained items. Our results suggest that consolidation timing depends on the interaction between task characteristics and individual abilities. Moreover, the results show that prior meta-linguistic knowledge predicts the quality of early consolidation processes. These results are consistent with studies in rodents and humans, showing that prior knowledge accelerates consolidation of newly learnt episodic memory. Finally, the rate of consolidation across exposures to the language might explain some of the variability found in the attained level of second language proficiency.
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Affiliation(s)
- Dafna Ben Zion
- Department of Learning Disabilities, University of Haifa, Haifa, Israel
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
- The Language and Brain Plasticity Lab, Institute of Information Processing and Decision Making, University of Haifa, Haifa, Israel
| | - Michael Nevat
- The Language and Brain Plasticity Lab, Institute of Information Processing and Decision Making, University of Haifa, Haifa, Israel
| | - Anat Prior
- Department of Learning Disabilities, University of Haifa, Haifa, Israel
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Tali Bitan
- The Language and Brain Plasticity Lab, Institute of Information Processing and Decision Making, University of Haifa, Haifa, Israel
- Department of Psychology, University of Haifa, Haifa, Israel
- Department of Speech Language Pathology, University of Toronto, Toronto, ON, Canada
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17
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Duda TA, Casey JE, O'Brien AM, Frost N, Phillips AM. Reduced graphomotor procedural learning in children and adolescents with ADHD. Hum Mov Sci 2019; 65:S0167-9457(18)30340-3. [PMID: 30853258 DOI: 10.1016/j.humov.2018.06.018] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2018] [Accepted: 06/14/2018] [Indexed: 10/27/2022]
Abstract
PURPOSE The present study sought to determine if children and adolescents with ADHD demonstrate reduced procedural learning of a graphomotor program. METHOD Thirty-two children and adolescents between age 9 and 15 with (n = 16) and without ADHD (n = 16) participated in the study. Each group of participants practiced a novel grapheme on a digitizing tablet 30 times. Participants with ADHD were off stimulant medication or were medication naïve. RESULTS Control participants demonstrated significant improvement in graphomotor fluency from the beginning to the end of practice, T = 2, z = -2.534, p = .009, whereas participants with ADHD did not, T = 4, z = -1.810, p = .074. CONCLUSIONS Consistent with findings in adults with ADHD, results indicate that graphomotor procedural learning in children and adolescents with ADHD is attenuated. Findings have implications for future research that may inform remediation of handwriting difficulties, academic accommodations, and using digitizing technology for neuropsychological assessment.
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Affiliation(s)
- Thomas A Duda
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada.
| | - Joseph E Casey
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada
| | - Amanda M O'Brien
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada
| | - Natalie Frost
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada
| | - Amanda M Phillips
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada
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18
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Zaltz Y, Ari-Even Roth D, Karni A, Kishon-Rabin L. Long-Term Training-Induced Gains of an Auditory Skill in School-Age Children As Compared With Adults. Trends Hear 2019; 22:2331216518790902. [PMID: 30062912 PMCID: PMC6069028 DOI: 10.1177/2331216518790902] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
The few studies that compared auditory skill learning between children and adults found variable results, with only some children reaching adult-like thresholds following training. The present study aimed to assess auditory skill learning in children as compared with adults during single- and multisession training. It was of interest to ascertain whether children who do not reach adult-like performance following a single training session simply require additional training, or whether different mechanisms underlying skill learning need to reach maturity in order to become adult-like performers. Forty children (7-9 years) and 45 young adults (18-35 years) trained in a single session. Of them, 20 children and 24 adults continued training for eight additional sessions. Each session included six frequency discrimination thresholds at 1000 Hz using adaptive forced-choice procedure. Retention of the learning-gains was tested 6 to 8 months posttraining. Results showed that (a) over half of the children presented similar performance and time course of learning as the adults. These children had better nonverbal reasoning and working memory abilities than their non-adult-like peers. (b) The best predicting factor for the outcomes of multisession training was a child's performance following one training session. (c) Performance gains were retained for all children with the non-adult-like children further improving, 6 to 8 months posttraining. Results suggest that mature auditory skill learning can emerge before puberty, provided that task-related cognitive mechanisms and task-specific sensory processing are already mature. Short-term training is sufficient, however, to reflect the maturity of these mechanisms, allowing the prediction of the efficiency of a prolonged training for a given child.
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Affiliation(s)
- Y Zaltz
- 1 Department of Communication Disorders, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - D Ari-Even Roth
- 1 Department of Communication Disorders, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - A Karni
- 2 Department of Human Biology, Faculty of Natural Sciences and Education, The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Israel.,3 Division of Diagnostic Radiology, The Chaim Sheba Medical Center, Ramat Gan, Israel
| | - L Kishon-Rabin
- 1 Department of Communication Disorders, Sackler Faculty of Medicine, Tel Aviv University, Israel
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19
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Gabay Y, Karni A, Banai K. Learning to decipher time-compressed speech: Robust acquisition with a slight difficulty in generalization among young adults with developmental dyslexia. PLoS One 2018; 13:e0205110. [PMID: 30356320 PMCID: PMC6200219 DOI: 10.1371/journal.pone.0205110] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2018] [Accepted: 09/19/2018] [Indexed: 01/24/2023] Open
Abstract
Learning to decipher acoustically distorted speech serves as a test case for the study of language-related skill acquisition in persons with developmental dyslexia (DD). Deciphering this type of input is rarely learned explicitly and does not yield conscious insights. Problems in implicit and procedural skill learning have been proposed as possible causes of DD. Here we examined the learning of time-compressed (accelerated) speech and its generalization to novel materials among young adults with DD compared to typical readers (TD). All participants completed a training session that involved judging the semantic plausibility of sentences, during which the level of time-compression was changed using an adaptive (staircase) procedure according to each participant's performance. In the test, phase learning (test on same items) and generalization (test on new items and same items spoken by a new speaker) were assessed. Both groups showed robust gains after training. Moreover, after training, the initial disadvantage of the DD group was no longer significant. After training, both groups experienced relative difficulties in deciphering learned tokens spoken by a different voice, though participants with DD were less able to generalize the gains to deciphering new tokens. Thus, DD individuals benefited from repeated experience with time-compressed speech no less than typical readers, but their evolving skill was apparently more dependent on the specific characteristics of the tokens. Atypical generalization, which indicates that perceptual learning is contingent on lower-level features of the input though does not necessarily point to impaired learning potential per se, may explain some of the contradictory findings in published studies of speech perception in DD.
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Affiliation(s)
- Yafit Gabay
- Department of Special Education, University of Haifa, Haifa, Israel
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Avi Karni
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel
- Sagol Department of Neurobiology, University of Haifa, Haifa, Israel
| | - Karen Banai
- Department of Communications Sciences and Disorders, University of Haifa, Haifa, Israel
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20
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Feedback Timing Modulates Probabilistic Learning in Adults with ADHD. Sci Rep 2018; 8:15524. [PMID: 30341358 PMCID: PMC6195519 DOI: 10.1038/s41598-018-33551-3] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2018] [Accepted: 09/04/2018] [Indexed: 01/11/2023] Open
Abstract
Attention deficit hyperactivity disorder (ADHD) has been associated primarily with executive function deficits. Emerging findings suggest, however, that procedural learning may be compromised as well. To this effect, we recently showed that feedback-based procedural learning is selectively impaired in ADHD, results that coincide with dopaminergic alterations associated with ADHD. Key questions, however, remain unresolved, among which are the learning conditions that may improve procedural learning in ADHD. Here we examined feedback-based probabilistic learning during conditions that engage procedural and declarative learning systems to different degrees, depending on feedback timing. ADHD and control participants carried out a probabilistic learning task in which they were required to learn to associate between cues and outcomes, where outcomes were presented either immediately or with a short/long delays. Whereas performance in probabilistic learning in ADHD participants was comparable to controls in delayed feedback conditions, during both learning and test phases, their performance diminished when feedback was immediate. Furthermore, ADHD symptom severity was negatively correlated with the ability to learn from immediate feedback. These results suggest that feedback-based probabilistic learning can be improved in ADHD, provided appropriate conditions. By shifting the load from midbrain/striatal systems to declarative memory mechanisms, behavioral performance in ADHD populations can be remediated.
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21
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Korman M, Shaklai S, Cisamariu K, Gal C, Maaravi-Hesseg R, Levy I, Keren O, Karni A, Sacher Y. Atypical Within-Session Motor Procedural Learning after Traumatic Brain Injury but Well-Preserved Between-Session Procedural Memory Consolidation. Front Hum Neurosci 2018; 12:10. [PMID: 29441005 PMCID: PMC5797667 DOI: 10.3389/fnhum.2018.00010] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2017] [Accepted: 01/10/2018] [Indexed: 12/04/2022] Open
Abstract
Using the finger-to-thumb opposition sequence (FOS) learning task, we characterized motor skill learning in sub-acute patients hospitalized for rehabilitation following traumatic brain injury (TBI). Ten patients (Trained TBI) and 11 healthy participants (Trained Healthy) were trained using a multi-session protocol: a single session was afforded in the first week of the study, and four daily sessions were afforded during the second week. Intensity of practice was adapted to patients. Performance speed and accuracy were tested before and after each session. Retention was tested 1 month later. Ten patients (Control TBI) had no FOS training and were tested only at the beginning and the end of the 6 week period. Although baseline performance on the FOS was very slow, all three phases of skill learning found in healthy adults (acquisition, between-session consolidation gains, and long-term retention) could be identified in patients with TBI. However, their time-course of learning was atypical. The Trained TBI group improved in speed about double the spontaneous improvements observed in the Control TBI group, with no speed-accuracy tradeoff. Normalized to their initial performance on the FOS, the gains accrued by the Trained TBI group after a first training were comparable to those accrued by healthy adults. Only during the second week with daily training, the rate of improvement of the Trained TBI group lagged behind that of the Trained Healthy group, due to increasing within-sessions losses in performance speed; no such losses were found in healthy participants. The Functional Independence Measure scores at the start of the study correlated with the total gains attained at the end of the study; no correlations were found with severity of injury or explicit memory impairments. Despite within-sessions losses in performance, which we propose reflect cognitive fatigue, training resulted in robust overall learning and long-term retention in patients with moderate-severe TBI. Given that the gains in performance evolved mainly between sessions, as delayed, offline, gains, our results suggest that memory consolidation processes can be effectively engaged in patients with TBI. However, practice protocols and schedules may need to be optimized to better engage the potential for long-term plasticity in these patients.
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Affiliation(s)
- Maria Korman
- Edmond. J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Sharon Shaklai
- Loewenstein Rehabilitation Hospital, Ra'anana, Israel.,Sackler Medical Faculty, Tel-Aviv University, Tel Aviv, Israel
| | | | - Carmit Gal
- Edmond. J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.,Sagol Department of Neurobiology, Brain-Behavior Research Center, University of Haifa, Haifa, Israel
| | - Rinatia Maaravi-Hesseg
- Sagol Department of Neurobiology, Brain-Behavior Research Center, University of Haifa, Haifa, Israel
| | - Ishay Levy
- Edmond. J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.,Sagol Department of Neurobiology, Brain-Behavior Research Center, University of Haifa, Haifa, Israel
| | - Ofer Keren
- Sackler Medical Faculty, Tel-Aviv University, Tel Aviv, Israel.,Sheba Medical Center, Ramat Gan, Israel
| | - Avi Karni
- Edmond. J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.,Sagol Department of Neurobiology, Brain-Behavior Research Center, University of Haifa, Haifa, Israel.,Sheba Medical Center, Ramat Gan, Israel
| | - Yaron Sacher
- Loewenstein Rehabilitation Hospital, Ra'anana, Israel.,Sackler Medical Faculty, Tel-Aviv University, Tel Aviv, Israel
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22
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Sigma frequency dependent motor learning in Williams syndrome. Sci Rep 2017; 7:16759. [PMID: 29196666 PMCID: PMC5711805 DOI: 10.1038/s41598-017-12489-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2016] [Accepted: 09/04/2017] [Indexed: 11/16/2022] Open
Abstract
There are two basic stages of fine motor learning: performance gain might occur during practice (online learning), and improvement might take place without any further practice (offline learning). Offline learning, also called consolidation, has a sleep-dependent stage in terms of both speed and accuracy of the learned movement. Sleep spindle or sigma band characteristics affect motor learning in typically developing individuals. Here we ask whether the earlier found, altered sigma activity in a neurodevelopmental disorder (Williams syndrome, WS) predicts motor learning. TD and WS participants practiced in a sequential finger tapping (FT) task for two days. Although WS participants started out at a lower performance level, TD and WS participants had a comparable amount of online and offline learning in terms of the accuracy of movement. Spectral analysis of WS sleep EEG recordings revealed that motor accuracy improvement is intricately related to WS-specific NREM sleep EEG features in the 8–16 Hz range profiles: higher 11–13.5 Hz z-transformed power is associated with higher offline FT accuracy improvement; and higher oscillatory peak frequencies are associated with lower offline accuracy improvements. These findings indicate a fundamental relationship between sleep spindle (or sigma band) activity and motor learning in WS.
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23
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Takács Á, Shilon Y, Janacsek K, Kóbor A, Tremblay A, Németh D, Ullman MT. Procedural learning in Tourette syndrome, ADHD, and comorbid Tourette-ADHD: Evidence from a probabilistic sequence learning task. Brain Cogn 2017; 117:33-40. [DOI: 10.1016/j.bandc.2017.06.009] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2016] [Revised: 06/13/2017] [Accepted: 06/19/2017] [Indexed: 11/26/2022]
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24
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Feedback-based probabilistic category learning is selectively impaired in attention/hyperactivity deficit disorder. Neurobiol Learn Mem 2017; 142:200-208. [PMID: 28478078 DOI: 10.1016/j.nlm.2017.04.012] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2016] [Revised: 04/02/2017] [Accepted: 04/25/2017] [Indexed: 11/20/2022]
Abstract
Although Attention-Deficit Hyperactivity Disorder (ADHD) is closely linked to executive function deficits, it has recently been attributed to procedural learning impairments that are quite distinct from the former. These observations challenge the ability of the executive function framework solely to account for the diverse range of symptoms observed in ADHD. A recent neurocomputational model emphasizes the role of striatal dopamine (DA) in explaining ADHD's broad range of deficits, but the link between this model and procedural learning impairments remains unclear. Significantly, feedback-based procedural learning is hypothesized to be disrupted in ADHD because of the involvement of striatal DA in this type of learning. In order to test this assumption, we employed two variants of a probabilistic category learning task known from the neuropsychological literature. Feedback-based (FB) and paired associate-based (PA) probabilistic category learning were employed in a non-medicated sample of ADHD participants and neurotypical participants. In the FB task, participants learned associations between cues and outcomes initially by guessing and subsequently through feedback indicating the correctness of the response. In the PA learning task, participants viewed the cue and its associated outcome simultaneously without receiving an overt response or corrective feedback. In both tasks, participants were trained across 150 trials. Learning was assessed in a subsequent test without a presentation of the outcome or corrective feedback. Results revealed an interesting disassociation in which ADHD participants performed as well as control participants in the PA task, but were impaired compared with the controls in the FB task. The learning curve during FB training differed between the two groups. Taken together, these results suggest that the ability to incrementally learn by feedback is selectively disrupted in ADHD participants. These results are discussed in relation to both the ADHD dopaminergic dysfunction model and recent findings implicating procedural learning impairments in those with ADHD.
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25
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Saletin JM, Coon WG, Carskadon MA. Stage 2 Sleep EEG Sigma Activity and Motor Learning in Childhood ADHD: A Pilot Study. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2017; 46:188-197. [PMID: 27267670 PMCID: PMC5802965 DOI: 10.1080/15374416.2016.1157756] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Attention deficit hyperactivity disorder (ADHD) is associated with deficits in motor learning and sleep. In healthy adults, overnight improvements in motor skills are associated with sleep spindle activity in the sleep electroencephalogram (EEG). This association is poorly characterized in children, particularly in pediatric ADHD. Polysomnographic sleep was monitored in 7 children with ADHD and 14 typically developing controls. All children were trained on a validated motor sequence task (MST) in the evening with retesting the following morning. Analyses focused on MST precision (speed-accuracy trade-off). NREM Stage 2 sleep EEG power spectral analyses focused on spindle-frequency EEG activity in the sigma (12-15 Hz) band. The ADHD group demonstrated a selective decrease in power within the sigma band. Evening MST precision was lower in ADHD, yet no difference in performance was observed following sleep. Moreover, ADHD status moderated the association between slow sleep spindle activity (12-13.5 Hz) and overnight improvement; spindle-frequency EEG activity was positively associated with performance improvements in children with ADHD but not in controls. These data highlight the importance of sleep in supporting next-day behavior in ADHD while indicating that differences in sleep neurophysiology may contribute to deficits in this population.
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Affiliation(s)
- Jared M Saletin
- a Department of Psychiatry and Human Behavior , Alpert Medical School of Brown University
- b Sleep for Science Research Laboratory , E.P. Bradley Hospital
| | - William G Coon
- b Sleep for Science Research Laboratory , E.P. Bradley Hospital
- c National Center for Adaptive Neurotechnologies , New York State Department of Health
| | - Mary A Carskadon
- a Department of Psychiatry and Human Behavior , Alpert Medical School of Brown University
- b Sleep for Science Research Laboratory , E.P. Bradley Hospital
- d Centre for Sleep Research , University of South Australia
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Korman M, Levy I, Karni A. Procedural Memory Consolidation in Attention-Deficit/Hyperactivity Disorder Is Promoted by Scheduling of Practice to Evening Hours. Front Psychiatry 2017; 8:140. [PMID: 28824471 PMCID: PMC5540945 DOI: 10.3389/fpsyt.2017.00140] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/21/2017] [Accepted: 07/19/2017] [Indexed: 11/23/2022] Open
Abstract
In young adults without attention-deficit/hyperactivity disorder (ADHD) training on a novel movement sequence results not only in large within-session (online) gains in task performance but also in additional (delayed, off-line) gains in the performance, expressed after an interval of sleep. In contrast, young people with ADHD, given an identical practice, were shown to improve online but expressed much smaller delayed gains overnight. As delayed gains in performance are taken to reflect procedural ("how to") memory consolidation processes, this may explain skill learning deficits in persons with ADHD. However, motor training is usually provided in morning sessions, and, given that persons with ADHD are often evening types, chronobiological constraints may constitute a hidden factor. Here, we tested the hypothesis that evening training, compared to morning training, would result in larger overnight consolidation gains following practice on a novel motor task in young women with ADHD. Participants with (N = 25) and without (N = 24) ADHD were given training on a finger opposition sequence tapping task, either in the morning or at evening. Performance was assessed before and immediately after training, overnight, and at 2 weeks post-training. Individuals with ADHD reported a general preference for evening hours. Evening training was equally effective in participants with and without ADHD, both groups showing robust consolidation gains in task performance overnight. However, the ability to express delayed gains overnight was significantly reduced in participants with ADHD if trained in the morning. Typical peers were as effective in expressing overnight consolidation phase gains irrespective of the time-of-day wherein the training session was afforded. Nevertheless, even after morning training, participants with ADHD fully retained the gains acquired within the first 24 h over an interval of about 2 weeks. Our results suggest that procedural memory consolidation processes are extant and effective in ADHD, but require that specific biobehavioral conditions be met. The affordance of training in the evening hours can relax some of the constraints on these processes in ADHD. The current results are in line with the notion that the control of what is to be retained in procedural memory is atypical or more stringent in ADHD.
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Affiliation(s)
- Maria Korman
- Faculty of Social Welfare and Health Sciences, Department of Occupational Therapy, University of Haifa, Haifa, Israel.,E. J. Safra Brain Research Center for the Study of Learning Disabilities, Haifa, Israel
| | - Ishay Levy
- Faculty of Social Welfare and Health Sciences, Department of Occupational Therapy, University of Haifa, Haifa, Israel.,E. J. Safra Brain Research Center for the Study of Learning Disabilities, Haifa, Israel
| | - Avi Karni
- E. J. Safra Brain Research Center for the Study of Learning Disabilities, Haifa, Israel.,Laboratory for Functional Brain Imaging and Learning Research, Sagol Department of Neurobiology, University of Haifa, Haifa, Israel
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Fox O, Adi-Japha E, Karni A. Motor memory consolidation processes in young female adults with ADHD may be less susceptible to interference. Neurosci Lett 2016; 637:91-95. [PMID: 27888044 DOI: 10.1016/j.neulet.2016.11.044] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2016] [Revised: 10/30/2016] [Accepted: 11/22/2016] [Indexed: 11/29/2022]
Abstract
Young adults with Attention Deficit Hyperactivity Disorder (ADHD) may have an atypical procedural ("how to") memory consolidation phase, after practicing a movement sequence, with smaller gains in speed and some costs in accuracy, compared to typical peers, at 24h post-training. Here we tested the susceptibility of performance gains retained after motor practice by young female adults with (N=16) and without (N=16) ADHD to post-training interference. Participants were trained on the finger-to-thumb opposition sequence learning task with performance speed and accuracy recorded before training, immediately after, and at 24h post-training. Two hour after the initial training, participants practiced a second, similarly constructed but differently ordered sequence of movements. Typical young adults showed a significant interference effect, with only the performance of the second sequence showing robust gains in speed, with no costs in accuracy, in the 24h post-training consolidation phase. Participants with ADHD showed only small additional speed gains in the post-training consolidation phase but for both sequences. Altogether these results suggest that motor memory consolidation processes in young adults with ADHD may be less susceptible to interference compared to typical peers.
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Affiliation(s)
- Orly Fox
- The Zinman College of Physical Education and Sport Sciences at the Wingate Institute, Israel; The E.J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.
| | - Esther Adi-Japha
- School of Education and the Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Israel
| | - Avi Karni
- The E.J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel; The lab of Human Brain & Learning the Department of Human Biology and the Sagol, Department of Neurobiology & Ethology, University of Haifa, Haifa, Israel
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Desmottes L, Maillart C, Meulemans T. Memory consolidation in children with specific language impairment: Delayed gains and susceptibility to interference in implicit sequence learning. J Clin Exp Neuropsychol 2016; 39:265-285. [DOI: 10.1080/13803395.2016.1223279] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Fox O, Karni A, Adi-Japha E. The consolidation of a motor skill in young adults with ADHD: Shorter practice can be better. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 51-52:135-144. [PMID: 26826465 DOI: 10.1016/j.ridd.2016.01.014] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2015] [Revised: 01/03/2016] [Accepted: 01/18/2016] [Indexed: 06/05/2023]
Abstract
Practice on a given sequence of movements can lead to robust procedural memory (skill). In young adults, in addition to gains in performance accrued during practice, speed and accuracy can further improve overnight; the latter, delayed, 'offline', gains are thought to emerge when procedural memory consolidation processes are completed. A recent study suggested that female college students with ADHD show an atypical procedural memory consolidation phase, specifically, gaining speed but losing accuracy, overnight. Here, to test if this accuracy loss reflected a cost of overlong training in adults with ADHD, we compared the performance of female college students with (N=16) and without (N=16) ADHD, both groups given a shorter training protocol (80 rather than the standard 160 task repetitions). Speed and accuracy were recorded before training, immediately after, and at 24-h and 2 weeks post-training. The shortened practice session resulted in as robust within-session gains and additional overnight gains in speed at no costs in accuracy, in both groups. Moreover, individuals with ADHD showed as robust speed gains and retention as in the longer training session, but the costs in accuracy incurred in the latter were eliminated. The shortening of practice sessions may benefit motor skill acquisition in ADHD.
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Affiliation(s)
- Orly Fox
- The E.J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel; The Zinman College of Physical Education and Sport Sciences at the Wingate Institute, Israel.
| | - Avi Karni
- The E.J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel; The Lab of Human Brain & Learning, The Department of Human Biology, University of Haifa, Haifa, Israel; The Sagol Department of Neurobiology & Ethology, University of Haifa, Haifa, Israel
| | - Esther Adi-Japha
- School of Education and the Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Israel
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Desmottes L, Meulemans T, Maillart C. Later learning stages in procedural memory are impaired in children with Specific Language Impairment. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 48:53-68. [PMID: 26540297 DOI: 10.1016/j.ridd.2015.10.010] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2015] [Revised: 10/16/2015] [Accepted: 10/19/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND According to the Procedural Deficit Hypothesis (PDH), difficulties in the procedural memory system may contribute to the language difficulties encountered by children with Specific Language Impairment (SLI). Most studies investigating the PDH have used the sequence learning paradigm; however these studies have principally focused on initial sequence learning in a single practice session. AIMS The present study sought to extend these investigations by assessing the consolidation stage and longer-term retention of implicit sequence-specific knowledge in 42 children with or without SLI. METHODS AND PROCEDURES Both groups of children completed a serial reaction time task and were tested 24h and one week after practice. OUTCOMES AND RESULTS Results showed that children with SLI succeeded as well as children with typical development (TD) in the early acquisition stage of the sequence learning task. However, as training blocks progressed, only TD children improved their sequence knowledge while children with SLI did not appear to evolve any more. Moreover, children with SLI showed a lack of the consolidation gains in sequence knowledge displayed by the TD children. CONCLUSIONS AND IMPLICATIONS Overall, these results were in line with the predictions of the PDH and suggest that later learning stages in procedural memory are impaired in SLI.
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Affiliation(s)
- Lise Desmottes
- Department of Psychology: Cognition and Behavior, University of Liege, B38, rue de l'Aunaie, 30, 4000 Liège, Belgium.
| | - Thierry Meulemans
- Department of Psychology: Cognition and Behavior, University of Liege, B33, Boulevard du Rectorat, 4000 Liège, Belgium
| | - Christelle Maillart
- Department of Psychology: Cognition and Behavior, University of Liege, B38, rue de l'Aunaie, 30, 4000 Liège, Belgium
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Duda TA, Casey JE, McNevin N. Development of graphomotor fluency in adults with ADHD: Evidence of attenuated procedural learning. Hum Mov Sci 2015; 44:1-10. [PMID: 26296142 DOI: 10.1016/j.humov.2015.08.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2015] [Revised: 07/25/2015] [Accepted: 08/09/2015] [Indexed: 01/03/2023]
Abstract
PURPOSE The present study sought to determine if adults with ADHD demonstrate reduced graphomotor learning relative to controls. METHOD Twenty-eight control adults (n=14) and adults with ADHD (n=14) were recruited and wrote a novel grapheme on a digitizing tablet 30 times. Participants with ADHD were counterbalanced on and off stimulant medication. RESULTS Control participants, F(1,13)=13.786, p=.003, ω(2)partial=.460, and participants with ADHD on medication, F(1,13)=10.462, p=.007, ω(2)partial=.387, demonstrated significant improvement in graphomotor fluency with equivalent practice whereas participants with ADHD off medication did not, F(1,12)=0.166, NS. CONCLUSIONS Results indicate that graphomotor program learning in adults with ADHD may occur more slowly than typically developing peers. Findings have implications for providing accommodations to adults with ADHD, potential benefits of stimulant medication, and using digitizing technology as a neuropsychological assessment instrument.
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Affiliation(s)
- Thomas A Duda
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada.
| | - Joseph E Casey
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada
| | - Nancy McNevin
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada
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Identification of individuals with ADHD using the Dean-Woodcock sensory motor battery and a boosted tree algorithm. Behav Res Methods 2015; 47:204-15. [PMID: 24771321 DOI: 10.3758/s13428-014-0460-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The accurate and early identification of individuals with pervasive conditions such as attention deficit hyperactivity disorder (ADHD) is crucial to ensuring that they receive appropriate and timely assistance and treatment. Heretofore, identification of such individuals has proven somewhat difficult, typically involving clinical decision making based on descriptions and observations of behavior, in conjunction with the administration of cognitive assessments. The present study reports on the use of a sensory motor battery in conjunction with a recursive partitioning computer algorithm, boosted trees, to develop a prediction heuristic for identifying individuals with ADHD. Results of the study demonstrate that this method is able to do so with accuracy rates of over 95 %, much higher than the popular logistic regression model against which it was compared. Implications of these results for practice are provided.
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Gabay Y, Vakil E, Schiff R, Holt LL. Probabilistic category learning in developmental dyslexia: Evidence from feedback and paired-associate weather prediction tasks. Neuropsychology 2015; 29:844-54. [PMID: 25730732 DOI: 10.1037/neu0000194] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
OBJECTIVE Developmental dyslexia is presumed to arise from specific phonological impairments. However, an emerging theoretical framework suggests that phonological impairments may be symptoms stemming from an underlying dysfunction of procedural learning. METHOD We tested procedural learning in adults with dyslexia (n = 15) and matched-controls (n = 15) using 2 versions of the weather prediction task: feedback (FB) and paired-associate (PA). In the FB-based task, participants learned associations between cues and outcomes initially by guessing and subsequently through feedback indicating the correctness of response. In the PA-based learning task, participants viewed the cue and its associated outcome simultaneously without overt response or feedback. In both versions, participants trained across 150 trials. Learning was assessed in a subsequent test without presentation of the outcome, or corrective feedback. RESULTS The dyslexia group exhibited impaired learning compared with the control group on both the FB and PA versions of the weather prediction task. CONCLUSIONS The results indicate that the ability to learn by feedback is not selectively impaired in dyslexia. Rather it seems that the probabilistic nature of the task, shared by the FB and PA versions of the weather prediction task, hampers learning in those with dyslexia. Results are discussed in light of procedural learning impairments among participants with dyslexia.
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Duda TA, Casey JE, McNevin N. Variability of kinematic graphomotor fluency in adults with ADHD. Hum Mov Sci 2014; 38:331-42. [DOI: 10.1016/j.humov.2014.07.006] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2014] [Revised: 07/03/2014] [Accepted: 07/07/2014] [Indexed: 11/15/2022]
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Adi-Japha E, Abu-Asba H. Learning, forgetting, and relearning: skill learning in children with language impairment. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2014; 23:696-707. [PMID: 25215440 DOI: 10.1044/2014_ajslp-13-0031] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2013] [Accepted: 09/08/2014] [Indexed: 06/03/2023]
Abstract
PURPOSE The current study tested whether the difficulties of children with specific language impairment (SLI) in skill acquisition are related to learning processes that occur while practicing a new skill or to the passage of time between practice and later performance. METHOD The acquisition and retention of a new complex grapho-motor symbol were studied in 5-year-old children with SLI and peers matched for age and nonverbal IQ. The children practiced the production of the symbol for 4 consecutive days. Retention testing took place 10 days later. RESULTS Children with SLI began each practice day slower than their peers but attained similar levels of performance by its end. Although they increased their performance speed within sessions more than their peers, they did not retain their learning as well between sessions. The loss in speed was largest in the 10-day retention interval. They were also less accurate, but accuracy differences decreased over time. Between-session group differences in speed could not fully be accounted for based on fine motor skills. CONCLUSIONS In spite of effective within-session learning, children with SLI did not retain the new skill well. The deficit may be attributed to task forgetting in the presence of delayed consolidation processes.
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Goodman J, Marsh R, Peterson BS, Packard MG. Annual research review: The neurobehavioral development of multiple memory systems--implications for childhood and adolescent psychiatric disorders. J Child Psychol Psychiatry 2014; 55:582-610. [PMID: 24286520 PMCID: PMC4244838 DOI: 10.1111/jcpp.12169] [Citation(s) in RCA: 59] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/01/2013] [Indexed: 01/26/2023]
Abstract
Extensive evidence indicates that mammalian memory is organized into multiple brains systems, including a 'cognitive' memory system that depends on the hippocampus and a stimulus-response 'habit' memory system that depends on the dorsolateral striatum. Dorsal striatal-dependent habit memory may in part influence the development and expression of some human psychopathologies, particularly those characterized by strong habit-like behavioral features. The present review considers this hypothesis as it pertains to psychopathologies that typically emerge during childhood and adolescence. These disorders include Tourette syndrome, attention-deficit/hyperactivity disorder, obsessive-compulsive disorder, eating disorders, and autism spectrum disorders. Human and nonhuman animal research shows that the typical development of memory systems comprises the early maturation of striatal-dependent habit memory and the relatively late maturation of hippocampal-dependent cognitive memory. We speculate that the differing rates of development of these memory systems may in part contribute to the early emergence of habit-like symptoms in childhood and adolescence. In addition, abnormalities in hippocampal and striatal brain regions have been observed consistently in youth with these disorders, suggesting that the aberrant development of memory systems may also contribute to the emergence of habit-like symptoms as core pathological features of these illnesses. Considering these 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 habit-like behavioral features of these disorders.
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Affiliation(s)
- Jarid Goodman
- The Department of Psychology, Texas A&M University, College Station, TX, USA
| | - Rachel Marsh
- The MRI Unit and Division of Child & Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians and Surgeons, Columbia University, New York, NY, USA
| | - Bradley S. Peterson
- The MRI Unit and Division of Child & Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians and Surgeons, Columbia University, New York, NY, USA
| | - Mark G. Packard
- The Department of Psychology, Texas A&M University, College Station, TX, USA
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Adi-Japha E, Badir R, Dorfberger S, Karni A. A matter of time: rapid motor memory stabilization in childhood. Dev Sci 2014; 17:424-33. [DOI: 10.1111/desc.12132] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2013] [Accepted: 08/29/2013] [Indexed: 11/29/2022]
Affiliation(s)
- Esther Adi-Japha
- School of Education and the Gonda (Goldschmied) Multidisciplinary Brain Research Center; Bar-Ilan University; Israel
| | - Rodayna Badir
- School of Education and the Gonda (Goldschmied) Multidisciplinary Brain Research Center; Bar-Ilan University; Israel
- E.J. Safra Brain Research Center for the Study of Learning and Learning Disabilities; University of Haifa; Israel
| | | | - Avi Karni
- E.J. Safra Brain Research Center for the Study of Learning and Learning Disabilities; University of Haifa; Israel
- Department of Human Biology and the Sagol Department of Neurobiology & Ethology; University of Haifa; Israel
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Fox O, Adi-Japha E, Karni A. The effect of a skipped dose (placebo) of methylphenidate on the learning and retention of a motor skill in adolescents with Attention Deficit Hyperactivity Disorder. Eur Neuropsychopharmacol 2014; 24:391-6. [PMID: 24332892 DOI: 10.1016/j.euroneuro.2013.11.005] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/12/2013] [Revised: 10/26/2013] [Accepted: 11/17/2013] [Indexed: 11/25/2022]
Abstract
Individuals with Attention Deficit Hyperactivity Disorder (ADHD) have difficulties in achieving optimal performance in many everyday and academic tasks, deficits attributed to impaired skill acquisition and procedural memory consolidation. We tested the effect of a skipped dose of methylphenidate (MPH) on learning a movement sequence and its subsequent consolidation into procedural memory in adolescents with ADHD. A crossover double-blind design with placebo was used. Sixteen male adolescents, 16-18 years-old, with ADHD and taking MPH formulations on a daily basis, were trained on performing a 5-element sequence of finger-to-thumb opposition movements. Participants took part in two study conditions, 2 months apart. In each condition a different movement sequence was trained and tested. Participants trained on the task either with active medication or placebo on the day of training, crossed-over between study conditions. Learning effects, speed and accuracy, were assessed within-session, during a 24-h memory consolidation phase. Retention was tested by 2 weeks post-training. There were robust gains in performance both within-session and during the 24-h consolidation phase, in both conditions. However, the discontinuation of MPH on the day of training significantly reduced performance speed, with no loss of accuracy. By 2 weeks, post-training performance was comparable. Adolescents with ADHD who are treated daily but skip a dose of MPH show significant slowing of performance relative to their own performance on medication. However, on a background of daily treatment a skipped dose has no deleterious effect on memory consolidation and retention.
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Affiliation(s)
- Orly Fox
- The Zinman College of Physical Education and Sport Sciences at the Wingate Institute, Israel.
| | - Esther Adi-Japha
- School of Education and the Gonda Center for Brain Research, Bar-Ilan University, Israel
| | - Avi Karni
- The Sagol Department of Neurobiology & Ethology, University of Haifa, Haifa, Israel; The Lab of Human Brain & Learning, the Department of Human Biology, University of Haifa, Haifa, Israel; The E.J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
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Tureck K, Matson JL, May A, Turygin N. Externalizing and tantrum behaviours in children with ASD and ADHD compared to children with ADHD. Dev Neurorehabil 2013; 16:52-7. [PMID: 23030259 DOI: 10.3109/17518423.2012.719245] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
OBJECTIVE Compare rates of externalizing in children with autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD) symptoms to children with ADHD. METHOD Parents/caregivers of 85 children with ASD and/or ADHD were surveyed about their children's behaviours using the Autism Spectrum Disorders-Comorbidity for Children and the Autism Spectrum Disorders-Behaviour Problem for Children. RESULTS Specific main effects analyses were then conducted. Children with ASD exhibited a higher number of externalizing (F(1, 83) = 83.34, p < 0.001) and tantrum behaviours (F(1,83) = 781.86, p < 0.001) than children without ASD. CONCLUSIONS ASD exacerbates the externalizing symptoms of ADHD during childhood. This study adds to the literature on the importance of assessing for a wide-range of possible behaviour problems in children presenting with ADHD symptomatology. The implications of these findings are discussed in the context of other research.
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Affiliation(s)
- Kim Tureck
- Department of Psychology, Louisiana State University, Baton Rouge, LA 70803,
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Ettinger U, Corr PJ, Mofidi A, Williams SCR, Kumari V. Dopaminergic basis of the psychosis-prone personality investigated with functional magnetic resonance imaging of procedural learning. Front Hum Neurosci 2013; 7:130. [PMID: 23596404 PMCID: PMC3626071 DOI: 10.3389/fnhum.2013.00130] [Citation(s) in RCA: 62] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2012] [Accepted: 03/25/2013] [Indexed: 11/13/2022] Open
Abstract
Previous evidence shows a reliable association between psychosis-prone (especially schizotypal) personality traits and performance on dopamine (DA)-sensitive tasks (e.g., prepulse inhibition and antisaccade). Here, we used blood oxygen level-dependent (BOLD) fMRI and an established procedural learning (PL) task to examine the dopaminergic basis of two aspects of psychosis-proneness (specific schizotypy and general psychoticism). Thirty healthy participants (final N = 26) underwent fMRI during a blocked, periodic sequence-learning task which, in previous studies, has been shown to reveal impaired performance in schizophrenia patients given drugs blocking the DA D2 receptor subtype (DRD2), and to correspond with manipulation of DA activity and elicit fronto-striatal-cerebellar activity in healthy people. Psychosis-proneness was indexed by the Psychoticism (P) scale of the Eysenck Personality Questionnaire-Revised (EPQ-R; 1991) and the Schizotypal Personality Scale (STA; 1984). EPQ-R Extraversion and Neuroticism scores were also examined to establish discriminant validity. We found a positive correlation between the two psychosis-proneness measures (r = 0.43), and a robust and unique positive association between EPQ-R P and BOLD signal in the putamen, caudate, thalamus, insula, and frontal regions. STA schizotypy score correlated positively with activity in the right middle temporal gyrus. As DA is a key transmitter in the basal ganglia, and the thalamus contains the highest levels of DRD2 receptors of all extrastriatal regions, our results support a dopaminergic basis of psychosis-proneness as measured by the EPQ-R Psychoticism.
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Affiliation(s)
- Ulrich Ettinger
- Department of Psychology, University of BonnBonn, Germany
- Department of Neuroimaging, Institute of Psychiatry, King's College LondonLondon, UK
| | | | - Ardeshier Mofidi
- Department of Psychology, Institute of Psychiatry, King's College LondonLondon, UK
| | - Steven C. R. Williams
- Department of Neuroimaging, Institute of Psychiatry, King's College LondonLondon, UK
| | - Veena Kumari
- Department of Psychology, Institute of Psychiatry, King's College LondonLondon, UK
- NIHR Biomedical Research Centre for Mental Health, The Institute of Psychiatry, South London and Maudsley NHS TrustLondon, UK
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Sela I, Karni A. Differences in learning volitional (manual) and non-volitional (posture) aspects of a complex motor skill in young adult dyslexic and skilled readers. PLoS One 2012; 7:e43488. [PMID: 23049736 PMCID: PMC3458875 DOI: 10.1371/journal.pone.0043488] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2012] [Accepted: 07/20/2012] [Indexed: 11/18/2022] Open
Abstract
The 'Cerebellar Deficit Theory' of developmental dyslexia proposes that a subtle developmental cerebellar dysfunction leads to deficits in attaining 'automatic' procedures and therefore manifests as subtle motor impairments (e.g., balance control, motor skill learning) in addition to the reading and phonological difficulties. A more recent version of the theory suggests a core deficit in motor skill acquisition. This study was undertaken to compare the time-course and the nature of practice-related changes in volitional (manual) and non-volitional (posture) motor performance in dyslexic and typical readers while learning a new movement sequence. Seventeen dyslexic and 26 skilled young adult readers underwent a three-session training program in which they practiced a novel sequence of manual movements while standing in a quiet stance position. Both groups exhibited robust and well-retained gains in speed, with no loss of accuracy, on the volitional, manual, aspects of the task, with a time-course characteristic of procedural learning. However, the dyslexic readers exhibited a pervasive slowness in the initiation of volitional performance. In addition, while typical readers showed clear and well-retained task-related adaptation of the balance and posture control system, the dyslexic readers had significantly larger sway and variance of sway throughout the three sessions and were less efficient in adapting the posture control system to support the acquisition of the novel movement sequence. These results support the notion of a non-language-related deficit in developmental dyslexia, one related to the recruitment of motor systems for effective task performance rather than to a general motor learning disability.
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Affiliation(s)
- Itamar Sela
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.
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Adi-Japha E, Strulovich-Schwartz O, Julius M. Delayed motor skill acquisition in kindergarten children with language impairment. RESEARCH IN DEVELOPMENTAL DISABILITIES 2011; 32:2963-2971. [PMID: 21624816 DOI: 10.1016/j.ridd.2011.05.005] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2011] [Revised: 04/28/2011] [Accepted: 05/04/2011] [Indexed: 05/30/2023]
Abstract
The acquisition and consolidation of a new grapho-motor symbol into long-term memory was studied in 5-year-old children with language impairment (LI) and peers matched for age and visual-motor integration skills. The children practiced the production of a new symbol and were tested 24h and two weeks post-practice day. Differences in performance speed emerged between the groups: children with LI showed a later onset of rapid learning in the practice phase, and only the comparison group exhibited delayed, consolidation, gains 24h post-training. At two weeks post-training, children with LI improved, closing the gap in performance speed. Speed-accuracy trade-off was characteristic of speed improvements in LI. These results indicate atypical and delayed acquisition in children with LI, and support the view that deficient skill acquisition in LI goes beyond the language system.
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Affiliation(s)
- Esther Adi-Japha
- School of Education, Bar-Ilan University, Ramat-Gan 52900, Israel.
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Hedenius M, Persson J, Tremblay A, Adi-Japha E, Veríssimo J, Dye CD, Alm P, Jennische M, Tomblin JB, Ullman MT. Grammar predicts procedural learning and consolidation deficits in children with Specific Language Impairment. RESEARCH IN DEVELOPMENTAL DISABILITIES 2011; 32:2362-75. [PMID: 21840165 PMCID: PMC3191257 DOI: 10.1016/j.ridd.2011.07.026] [Citation(s) in RCA: 54] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2011] [Accepted: 07/18/2011] [Indexed: 05/10/2023]
Abstract
The Procedural Deficit Hypothesis (PDH) posits that Specific Language Impairment (SLI) can be largely explained by abnormalities of brain structures that subserve procedural memory. The PDH predicts impairments of procedural memory itself, and that such impairments underlie the grammatical deficits observed in the disorder. Previous studies have indeed reported procedural learning impairments in SLI, and have found that these are associated with grammatical difficulties. The present study extends this research by examining consolidation and longer-term procedural sequence learning in children with SLI. The Alternating Serial Reaction Time (ASRT) task was given to children with SLI and typically developing (TD) children in an initial learning session and an average of three days later to test for consolidation and longer-term learning. Although both groups showed evidence of initial sequence learning, only the TD children showed clear signs of consolidation, even though the two groups did not differ in longer-term learning. When the children were re-categorized on the basis of grammar deficits rather than broader language deficits, a clearer pattern emerged. Whereas both the grammar impaired and normal grammar groups showed evidence of initial sequence learning, only those with normal grammar showed consolidation and longer-term learning. Indeed, the grammar-impaired group appeared to lose any sequence knowledge gained during the initial testing session. These findings held even when controlling for vocabulary or a broad non-grammatical language measure, neither of which were associated with procedural memory. When grammar was examined as a continuous variable over all children, the same relationships between procedural memory and grammar, but not vocabulary or the broader language measure, were observed. Overall, the findings support and further specify the PDH. They suggest that consolidation and longer-term procedural learning are impaired in SLI, but that these impairments are specifically tied to the grammatical deficits in the disorder. The possibility that consolidation and longer-term learning are problematic in the disorder suggests a locus of potential study for therapeutic approaches. In sum, this study clarifies our understanding of the underlying deficits in SLI, and suggests avenues for further research.
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Affiliation(s)
- Martina Hedenius
- Unit for Speech and Language Pathology, Department of Neuroscience, University of Uppsala, P.O. Box 256, SE-751 05 Uppsala, Sweden
- Brain and Language Lab, Department of Neuroscience, Georgetown University, 37 and O Streets, N.W. Washington DC, 20057 USA
| | - Jonas Persson
- Department of Psychology, Stockholm University, SE-106 91 Stockholm, Sweden
| | - Antoine Tremblay
- Brain and Language Lab, Department of Neuroscience, Georgetown University, 37 and O Streets, N.W. Washington DC, 20057 USA
| | - Esther Adi-Japha
- School of Education, Bar-Ilan University, Ramat-Gan, 52900, Israel
| | - João Veríssimo
- Brain and Language Lab, Department of Neuroscience, Georgetown University, 37 and O Streets, N.W. Washington DC, 20057 USA
| | - Cristina D. Dye
- Brain and Language Lab, Department of Neuroscience, Georgetown University, 37 and O Streets, N.W. Washington DC, 20057 USA
- Centre for Research in Linguistics and Applied Linguistics, University of Salford, Salford, Greater Manchester, M5 4WT, United Kingdom
| | - Per Alm
- Unit for Speech and Language Pathology, Department of Neuroscience, University of Uppsala, P.O. Box 256, SE-751 05 Uppsala, Sweden
| | - Margareta Jennische
- Unit for Speech and Language Pathology, Department of Neuroscience, University of Uppsala, P.O. Box 256, SE-751 05 Uppsala, Sweden
| | - J. Bruce Tomblin
- Child Language Research Center, Room 3, Wendell Johnson Speech and Hearing Center, Department of Speech Pathology and Audiology, The University of Iowa, 250 Hawkins Drive, Iowa City, Iowa, 52242 USA
| | - Michael T. Ullman
- Brain and Language Lab, Department of Neuroscience, Georgetown University, 37 and O Streets, N.W. Washington DC, 20057 USA
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Prehn-Kristensen A, Molzow I, Munz M, Wilhelm I, Müller K, Freytag D, Wiesner CD, Baving L. Sleep restores daytime deficits in procedural memory in children with attention-deficit/hyperactivity disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2011; 32:2480-2488. [PMID: 21820271 DOI: 10.1016/j.ridd.2011.06.021] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2011] [Accepted: 06/24/2011] [Indexed: 05/31/2023]
Abstract
Sleep supports the consolidation of declarative and procedural memory. While prefrontal cortex (PFC) activity supports the consolidation of declarative memory during sleep, opposite effects of PFC activity are reported with respect to the consolidation of procedural memory during sleep. Patients with attention-deficit/hyperactivity disorder (ADHD) are characterised by a prefrontal hypoactivity. Therefore, we hypothesised that children with ADHD benefit from sleep with respect to procedural memory more than healthy children. Sixteen children with ADHD and 16 healthy controls (aged 9-12) participated in this study. A modification of the serial-reaction-time task was conducted. In the sleep condition, learning took place in the evening and retrieval after a night of sleep, whereas in the wake condition learning took place in the morning and retrieval in the evening without sleep. Children with ADHD showed an improvement in motor skills after sleep compared to the wake condition. Sleep-associated gain in reaction times was positively correlated with the amount of sleep stage 4 and REM-density in ADHD. As expected, sleep did not benefit motor performance in the group of healthy children. These data suggest that sleep in ADHD normalizes deficits in procedural memory observed during daytime. It is discussed whether in patients with ADHD attenuated prefrontal control enables sleep-dependent gains in motor skills by reducing the competitive interference between explicit and implicit components within a motor task.
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Affiliation(s)
- Alexander Prehn-Kristensen
- Center for Integrative Psychiatry, Department of Child and Adolescent Psychiatry and Psychotherapy, Christian-Albrechts-University School of Medicine, 24105 Kiel, Germany.
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