scholarly journals Regular rhythmic and audio-visual stimulations enhance procedural learning of a perceptual-motor sequence in healthy adults: A pilot study

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0259081
Author(s):  
Yannick Lagarrigue ◽  
Céline Cappe ◽  
Jessica Tallet
Keyword(s):  
Reaction Times ◽  
Reaction Time Task ◽  
Procedural Learning ◽  
Motor Speed ◽  
Motor Sequence ◽  
Repeated Practice ◽  
Sensory Environment ◽  
Serial Reaction ◽  
Perceptual Motor Learning ◽  
Everyday Life Activities

Procedural learning is essential for the effortless execution of many everyday life activities. However, little is known about the conditions influencing the acquisition of procedural skills. The literature suggests that sensory environment may influence the acquisition of perceptual-motor sequences, as tested by a Serial Reaction Time Task. In the current study, we investigated the effects of auditory stimulations on procedural learning of a visuo-motor sequence. Given that the literature shows that regular rhythmic auditory rhythm and multisensory stimulations improve motor speed, we expected to improve procedural learning (reaction times and errors) with repeated practice with auditory stimulations presented either simultaneously with visual stimulations or with a regular tempo, compared to control conditions (e.g., with irregular tempo). Our results suggest that both congruent audio-visual stimulations and regular rhythmic auditory stimulations promote procedural perceptual-motor learning. On the contrary, auditory stimulations with irregular or very quick tempo alter learning. We discuss how regular rhythmic multisensory stimulations may improve procedural learning with respect of a multisensory rhythmic integration process.

scholarly journals Examining implicit procedural learning in tetraplegia using an oculomotor serial reaction time task

PLoS ONE ◽  
2020 ◽  
Vol 15 (4) ◽  
pp. e0232124
Author(s):  
Ayala Bloch ◽  
Michal Shaham ◽  
Eli Vakil ◽  
Simone Schwizer Ashkenazi ◽  
Gabi Zeilig
Keyword(s):  
Reaction Time ◽  
Reaction Time Task ◽  
Serial Reaction Time Task ◽  
Procedural Learning ◽  
Serial Reaction Time ◽  
Time Task ◽  
Serial Reaction

Interference of Left and Right Cerebellar rTMS with Procedural Learning

2004 ◽  
Vol 16 (9) ◽  
pp. 1605-1611 ◽  
Author(s):  
Sara Torriero ◽  
Massimiliano Oliveri ◽  
Giacomo Koch ◽  
Carlo Caltagirone ◽  
Laura Petrosini
Keyword(s):  
Transcranial Magnetic Stimulation ◽  
Magnetic Stimulation ◽  
Repetitive Transcranial Magnetic Stimulation ◽  
Reaction Time Task ◽  
Normal Subjects ◽  
Serial Reaction Time Task ◽  
Procedural Learning ◽  
Cerebellar Hemisphere ◽  
Serial Reaction ◽  
The Right

Increasing evidence suggests cerebellar involvement in procedural learning. To further analyze its role and to assess whether it has a lateralized influence, in the present study we used a repetitive transcranial magnetic stimulation interference approach in a group of normal subjects performing a serial reaction time task. We studied 36 normal volunteers: 13 subjects underwent repetitive transcranial magnetic stimulation on the left cerebellum and performed the task with the right (6 subjects) or left (7 subjects) hand; 10 subjects underwent repetitive transcranial magnetic stimulation on the right cerebellum and performed the task with the hand ipsilateral (5 subjects) or contralateral (5 subjects) to the stimulation; another 13 subjects served as controls and were not submitted to repetitive transcranial magnetic stimulation; 7 of them performed the task with the right hand and 6 with the left hand. The main results show that interference with the activity of the lateral cerebellum induces a significant decrease of procedural learning: Interference with the right cerebellar hemisphere activity induces a significant decrease in procedural learning regardless of the hand used to perform the serial reaction time task, whereas left cerebellar hemisphere activity seems more linked with procedural learning through the ipsilateral hand. In conclusion, the present study shows for the first time that a transient interference with the functions of the cerebellar cortex results in an impairment of procedural learning in normal subjects and it provides new evidences for interhemispheric differences in the lateral cerebellum.

scholarly journals Parallel brain systems for learning with and without awareness.

1994 ◽  
Vol 1 (4) ◽  
pp. 217-229
Author(s):  
P J Reber ◽  
L R Squire
Keyword(s):  
Reaction Time ◽  
Tacit Knowledge ◽  
Explicit Knowledge ◽  
Declarative Memory ◽  
Reaction Times ◽  
Reaction Time Task ◽  
Serial Reaction Time Task ◽  
Fundamental Issue ◽  
Serial Reaction ◽  
And Control

A fundamental issue about memory and its different forms is whether learning can occur without the development of conscious knowledge of what is learned. Amnesic patients and control subjects performed a serial reaction time task, exhibiting equivalent learning of an imbedded repeating sequence as measured by gradually improving reaction times. In contrast, four tests of declarative (explicit) knowledge indicated that the amnesic patients were unaware of their knowledge. Moreover, after taking the tests of declarative memory, all subjects continued to demonstrate tacit knowledge of the repeating sequence. This dissociation between declarative and nondeclarative knowledge indicates that the parallel brain systems supporting learning and memory differ in their capacity for affording awareness of what is learned.

Effect of focal cerebellar lesions on procedural learning in the serial reaction time task

1998 ◽  
Vol 120 (1) ◽  
pp. 25-30 ◽  
Author(s):  
M. G�mez-Beldarrain ◽  
J. C. Garc�a-Monc� ◽  
B. Rubio ◽  
A. Pascual-Leone
Keyword(s):  
Reaction Time ◽  
Reaction Time Task ◽  
Serial Reaction Time Task ◽  
Procedural Learning ◽  
Serial Reaction Time ◽  
Time Task ◽  
Serial Reaction ◽  
Cerebellar Lesions

scholarly journals The serial reaction time task revisited: a study on motor sequence learning with an arm-reaching task

2008 ◽  
Vol 194 (1) ◽  
pp. 143-155 ◽  
Author(s):  
Clara Moisello ◽  
Domenica Crupi ◽  
Eugene Tunik ◽  
Angelo Quartarone ◽  
Marco Bove ◽  
...  
Keyword(s):  
Reaction Time ◽  
Sequence Learning ◽  
Reaction Time Task ◽  
Serial Reaction Time Task ◽  
Serial Reaction Time ◽  
Motor Sequence Learning ◽  
Motor Sequence ◽  
Reaching Task ◽  
Arm Reaching ◽  
Serial Reaction

Bilingualism and Procedural Learning in Typically Developing Children and Children With Language Impairment

2018 ◽  
Vol 61 (3) ◽  
pp. 634-644 ◽  
Author(s):  
Jisook Park ◽  
Carol A. Miller ◽  
David A. Rosenbaum ◽  
Teenu Sanjeevan ◽  
Janet G. van Hell ◽  
...  
Keyword(s):  
Reaction Time ◽  
Language Impairment ◽  
Reaction Time Task ◽  
Serial Reaction Time Task ◽  
Procedural Learning ◽  
Typically Developing ◽  
Serial Reaction Time ◽  
Language Experience ◽  
Typically Developing Children ◽  
Serial Reaction

Purpose The aim of this study was to investigate whether dual language experience affects procedural learning ability in typically developing children and in children with specific language impairment (SLI). Method We examined procedural learning in monolingual and bilingual school-aged children (ages 8–12 years) with and without SLI. The typically developing children (35 monolinguals, 24 bilinguals) and the children with SLI (17 monolinguals, 10 bilinguals) completed a serial reaction time task. Results The typically developing monolinguals and bilinguals exhibited equivalent sequential learning effects, but neither group with SLI exhibited learning of sequential patterns on the serial reaction time task. Conclusion Procedural learning does not appear to be modified by language experience, supporting the notion that it is a child-intrinsic language learning mechanism that is minimally malleable to experience.

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