The time course and characteristics of procedural learning in schizophrenia patients and healthy individuals
The time course and characteristics of procedural learning in schizophrenia patients and healthy individuals
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DOI：
10.3389/fnhum.2015.00475
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发表时间：
2015-09-01
影响因子：
2.9
通讯作者：
Israeli, David
中科院分区：
文献类型：
--
作者：
Adini, Yael;Bonneh, Yoram S.;Israeli, David
精神分裂症患者在某些类型的程序性学习中存在缺陷。有几种机制有助于健康个体的这种学习，包括统计和序列学习。为了发现精神分裂症中保留和受损的学习机制，我们研究了15名精神分裂症患者（7名轻度和8名重度）和9名健康对照者的内隐引入序列学习（SRI任务）的时间过程和特征，在多天（5-22）的短时间内进行。数据显示，所有组的速度增益幅度相似，但各组的总体速度和学习特征不同。通过分析数据，根据其spatialposition和时间顺序的组件，我们提供了两种类型的学习，可以区分组的证据：而学习的速度较慢，严重的一组是由统计学习为主，控制组从快速学习阶段的学习相关的性能，后续的学习（组块）。我们的研究结果反对天真的假设，即类似的速度增益反映了类似的学习过程;他们表明，较慢的性能反映了不同的运动计划的激活比更快的性能;并表明，统计学习和后续学习是两个连续的阶段，在隐式序列学习，块推断从以前的统计计算。我们的研究结果表明，统计学习在精神分裂症患者中是完整的，但在严重的患者中发展较慢。我们认为，这种缓慢的学习速度和相关的缓慢的性能有助于他们的赤字，在发展中序列特定的学习，通过设置一个时间限制发展高阶协会。
Patients with schizophrenia have deficits in some types of procedural learning. Several mechanisms contribute to this learning in healthy individuals, including statistical and sequence-learning. To find preserved and impaired learning mechanisms in schizophrenia, we studied the time course and characteristics of implicitly introduced sequence-learning (SRI task) in 15 schizophrenia patients (seven mild and eight severe) and nine healthy controls, in short sessions over multiple days (5-22). The data show speed gains of similar magnitude for all groups, but the groups differed in overall speed and in the characteristics of the learning. By analyzing the data according to its spatialposition and temporal-order components, we provide evidence for two types of learning that could differentiate the groups: while the learning of the slower, severe group was dominated by statistical learning, the control group moved from a fast learning phase of statistical-related performance to subsequence learning (chunking). Our findings oppose the naive assumption that a similar gain of speed reflects a similar learning process; they indicate that the slower performance reflects the activation of a different motor plan than does the faster performance; and demonstrate that statistical learning and subsequence learning are two successive stages in implicit sequence learning, with chunks inferred from prior statistical computations. Our results indicate that statistical learning is intact in patients with schizophrenia, but is slower to develop in the severe patients. We suggest that this slow learning rate and the associated slow performance contribute to their deficit in developing sequence-specific learning by setting a temporal constraint on developing higher order associations.