ERIC Number: EJ864479
Record Type: Journal
Publication Date: 2009-Jul
Abstractor: As Provided
Reference Count: 0
Sequence Learning Is Preserved in Individuals with Cerebellar Degeneration when the Movements Are Directly Cued
Spencer, Rebecca M. C.; Ivry, Richard B.
Journal of Cognitive Neuroscience, v21 n7 p1302-1310 Jul 2009
Cerebellar pathology is associated with impairments on a range of motor learning tasks including sequence learning. However, various lines of evidence are at odds with the idea that the cerebellum plays a central role in the associative processes underlying sequence learning. Behavioral studies indicate that sequence learning, at least with short periods of practice, involves the establishment of effector-independent, abstract spatial associations, a form of representation not associated with cerebellar function. Moreover, neuroimaging studies have failed to identify learning-related changes within the cerebellum. We hypothesize that the cerebellar contribution to sequence learning may be indirect, related to the maintenance of stimulus-response associations in working memory, rather than through processes directly involved in the formation of sequential predictions. Consistent with this hypothesis, individuals with cerebellar pathology were impaired in learning movement sequences when the task involved a demanding stimulus-response translation. When this translation process was eliminated by having the stimuli directly indicate the response location, the cerebellar ataxia group demonstrated normal sequence learning. This dissociation provides an important constraint on the functional domain of the cerebellum in motor learning.
Descriptors: Neurological Impairments, Brain, Learning, Motion, Short Term Memory, Perceptual Motor Learning
MIT Press. Circulation Department, Five Cambridge Center, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-577-1545; e-mail: firstname.lastname@example.org; Web site: http://www.mitpressjournals.org/loi/jocn
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A