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Abstract:
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Background: It has been shown that people with lesions of the basal ganglia including Parkinson’s disease (PD) have impaired
procedural learning, but the functional significance of this deficit is uncertain. Purpose: The primary purpose of this study
was to examine the contribution of procedural learning impairment to the functional ability in people with PD. The role of executive functions, age, disease severity, medications, and education was also studied. Methods: Sequence learning
(motor and spatial), as a measure of procedural learning, was measured in 40 participants with PD (H&Y stages 1-4) using a serial reaction time task (SRTT) in two sessions across two days. Reaction time and number of errors made were recorded. In addition to the sequence learning, their executive functions and instrumental activities of daily (IADLs) were also
assessed. Results: Motor sequence learning did not contribute significantly to the functional abilities in the participants.
Demographics as measured by age, disease severity, medications and education accounted for 60% of variance in IADLs p
< .001. Participants showed general learning and retention of the task however they did not show evidence of either spatial or motor sequence learning. Practical Implications: The sequencing deficits seen in PD do not translate to their real-life ability to perform IADLs. |
