PROCEDURAL LEARNING IS IMPAIRED IN HUNTINGTONS-DISEASE - EVIDENCE FROM THE SERIAL REACTION-TIME-TASK
PROCEDURAL LEARNING IS IMPAIRED IN HUNTINGTONS-DISEASE - EVIDENCE FROM THE SERIAL REACTION-TIME-TASK
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DOI：
10.1016/0028-3932(91)90085-m
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发表时间：
1991-01-01
期刊：
影响因子：
2.6
通讯作者：
NISSEN, MJ
中科院分区：
文献类型：
--
作者：
KNOPMAN, D;NISSEN, MJ
本研究的目的是检验亨廷顿病（HD）与程序性学习障碍有关的假设。我们确定了13例轻度至中度HD患者，他们的手动操作仍然足够完整，可以评估系列反应时间（SRT）任务的学习情况。12个年龄匹配的神经正常对照组进行了研究。SRT任务是一个四选择反应时任务，其中刺激遵循一个序列（长度为10个项目），该序列在前四个试验块中的每一个中重复10次。在第五组试验中，刺激是随机的。学习表现为前四个区块的反应潜伏期减少，第五个（随机）区块的反应潜伏期增加。在这项任务中的学习已经在其他病因的其他健忘症中得到了证明。HD患者的序列特异性学习能力在对数转换后的反应时数据上有显著性差异（P < 0.004）。此外，在逐个个体的分析中，5名HD患者和对照受试者均未显示序列特异性学习，比例差异显著（P < 0.04）。HD患者的标准认知或运动评估特征与程序性学习的有效性无关。HD（包括轻度疾病患者）与程序性学习缺陷相关，这与纹状体在支持程序性学习中起关键作用的假设一致。
The purpose of the study was to test the hypothesis that Huntington's disease (HD) is associated with impairment of procedural learning. We identified 13 patients with mild to moderate HD whose manual performance was still sufficiently intact to assess learning on the serial reaction time (SRT) task. Twelve age-matched neurologically normal control subjects were studied as well. The SRT task was a four-choice reaction time task in which the stimuli followed a sequence (10 items in length) which repeated itself 10 times during each of the first four blocks of trials. During the fifth block of trials, the stimuli were random. Learning was manifested by a reduction in response latency over the first four blocks and an increase in response latency in the fifth (random) block. Learning in this task has been demonstrated in other amnesics of other etiologies. The HD patients were significantly imparied on sequence-specific learning, using the log-transformed reaction time data (P < 0.004). In addition, in an individual-by-individual analysis, five of the HD patients and none of the control subjects failed to show sequence-specific learning, a difference in proportions that was significant (P < 0.04). No feature of the standard cognitive or motor assessment of the HD patients was associated with efficacy of procedural learning. HD, including patients with mild disease, was associated with a deficit in procedural learning, consistent with the hypothesis that the striatum plays a critical role in supporting procedural learning.