Procedural learning and functional ability in people with Parkinson's disease

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Show simple item record Parab, Shweta 2006-07-07T12:22:22Z 2006-07-07T12:22:22Z 2006-07-07T12:22:22Z
dc.description Neuroscience IV Room 1028 Dykes 3:24 PM Abstract 158 en
dc.description.abstract 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. en
dc.description.sponsorship McDowd, Joan Occupational Therapy en
dc.format.extent 238080 bytes
dc.format.mimetype application/
dc.language.iso en_US en
dc.subject procedural learning en
dc.subject Parkinson's disease en
dc.subject functional ability en
dc.title Procedural learning and functional ability in people with Parkinson's disease en
dc.type Presentation en

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