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Application of errorless learning in alcohol-related cognitive disorders
Published in Catherine Haslam, Roy P.C. Kessels, Errorless Learning in Neuropsychological Rehabilitation, 2018
Yvonne C.M. Rensen, Hélène Beaunieux, Francis Eustache, Anne-Lise Pitel
Although memory impairments are the defining characteristic of KS, there is evidence that not all aspects of memory are affected, particularly non-declarative. This has been demonstrated in tests of implicit contextual learning, repetition priming, and perceptual priming (for reviews see Hayes, Fortier, Levine, Milberg, & McGlinchey, 2012; Kopelman et al., 2009; Oudman, Nijboer, Postma, Wijnia, & Van der Stigchel, 2015). For instance, patients with KS exhibit reduced response latency to previously presented intact pictures, and no difference in the magnitude of priming relative to patients with AUD (Hayes et al., 2012; Verfaellie, Gabrieli, Vaidya, Croce, & Reminger, 1996). However, non-declarative learning performance in the KS population might be compromised due to the involvement of other, impaired, cognitive abilities in patients with KS. Along these lines, Verfaellie and colleagues (1996) found evidence of impaired repetition priming in patients with KS compared with a control group of people with AUD when using fragmented (as opposed to intact) pictures. However, impaired priming here might be attributed to impairments in visuoperceptual processing (Hayes et al., 2012; Verfaellie et al., 1996). There is also evidence of impoverished procedural learning on the Tower of Toronto task in patients with KS compared to healthy controls (Beaunieux et al., 2013). Though this might be due to impairments in declarative memory (involved in error monitoring), working memory (involved in strategy use), or executive functioning (involved in planning subsequent steps). The beauty of the EL principle is that it does not involve these other cognitive domains when learning new information. Hence, it offers a means of teaching new knowledge or skills to patients with KS who are unable to learn novel information in standard ways. Below we will discuss studies that have used EL principles for teaching new concepts, names, routes, and instrumental activities of daily living in patients with AUD and KS.
Psychological representation of visual impairment
Published in John Ravenscroft, The Routledge Handbook of Visual Impairment, 2019
Jennifer C. Fielder, Michael J. Proulx
First, there is evidence from functional brain imaging studies showing activation of the visual cortex in early blind subjects during braille reading (Burton, Sinclair and Agato, 2012; Burton et al., 2002; Sadato et al., 1996) and other forms of tactile stimulation such as during a one-back vibrotactile matching task (Burton, Sinclair and McLaren, 2004). To assess a causal link between visual cortex activation and task performance, Cohen et al. (1997) used repetitive transcranial magnetic stimulation (rTMS) to disrupt the primary visual cortex while participants were reading braille. They found there was an increase in braille reading errors when repetitive transcranial magnetic stimulation (rTMS) bursts were applied to the visual cortex, but stimulation of a control area (somatosensory cortex) produced no such effects. In contrast, when sighted participants read embossed Roman letters, TMS to the visual cortex showed no effect on tactile performance, whereas similar stimulation is known to disrupt their visual performance. This suggests that the visual cortex is necessary for braille reading even in the absence of visual input. However, a limitation of this study is that the TMS was applied during performance, and so other effects are not controlled for, such as changes in attention. Addressing this limitation, Kupers et al. (2007) tested task performance 15 minutes after repetitive transcranial magnetic stimulation (rTMS) in which the effects of TMS could still be assessed outside the stimulation period. They tested participants on three consecutive braille words as a repetition priming task. Due to the repetition priming, subjects made significantly fewer mistakes and read faster in the second and third presentation of the same word list. However, after repetitive transcranial magnetic stimulation (rTMS) to the visual cortex, this repetition priming effect was diminished and participants made significantly more reading errors. These effects were not seen after repetitive transcranial magnetic stimulation (rTMS) to a control area (the somatosensory cortex), in line with Cohen et al. (1997). These studies suggest that despite visual deprivation, the visual cortex has a functional role in blind individuals.
Effect of object substitution, spontaneous compensation and repetitive training on reaching movements in a patient with optic ataxia
Published in Neuropsychological Rehabilitation, 2020
Josselin Baumard, Frédérique Etcharry-Bouyx, Valérie Chauviré, Delphine Boussard, Mathieu Lesourd, Chrystelle Remigereau, Yves Rossetti, François Osiurak, Didier Le Gall
Alternatively, the repetition/substitution effects observed in M.B. may be well explained by – and actually correspond to – the movement history effect described by Valyear and Frey (2014). The latter effect is characterized by a reduction of movement time across successive reach-to-grasp actions performed with the same hand. A critical issue in this field is to determine whether this improvement depends on characteristics of either the stimulus or the motor ouput. This issue was addressed by Randerath, Valyear, Hood, and Frey (2015) who observed an effect of both dimensions and hence concluded that “instead of attributing it to single aspects, repetition priming-effects are more likely predominantly induced by the facilitation of action selection through reactivation of stimulus bound action units” (pp. 10). The observation of both a repetition effect and a substitution effect in M.B.’s case fits well with this hypothesis: Presenting the same object twice in a row (i.e., same stimulus) at the same location of peripersonal space (i.e., same reaching movement) may have reinforced abnormally slow stimulus-action binding process whereas presenting different objects broke this bond and forced M.B. to start programming movements de novo. The movement history effect mostly studied in healthy adults seems to be relevant to understanding some clinical manifestations of optic ataxia. Future works may try to disentangle the impact of the abovementioned variables on reaching skills and movement training in patients with optic ataxia.
Masked repetition priming treatment for anomia: Inconclusive findings due to methodological limitations1
Published in Evidence-Based Communication Assessment and Intervention, 2018
The masked repetition paradigm used in the study is a relatively new treatment method that is in the early stages of clinical trial. Therefore, assessing internal validity of the investigation is highly relevant to evaluate treatment effectiveness. The study, unfortunately, has several methodological concerns that threaten internal validity. In addition, the variability of treatment effects across participants and in generalization make interpretation of treatment effectiveness difficult. The primary methodological concern is in identifying the appropriate prime exposure duration, an issue that was acknowledged by the author. The author employed a category judgment pretest to ensure that the primes were not visible to the participants, and even employed an additional prime-target matching pre-test for some participants to determine the appropriate masked prime exposure duration. Despite these pre-tests, the prime exposure durations were adjusted for five of the six participants during the course of the treatment either due to the prime becoming consciously visible during treatment (Participants N, P, and S) or because there were no expected improvements (Participants R and V). Keeping the primes out of conscious awareness is central to the repetition priming paradigm in order to ensure that the paradigm taps into implicit language processes and not explicit strategies (Grainger & Ferrand, 1996; Masson & Bodner, 2003). The poor sensitivity of the pre-tests in determining the appropriate prime exposure duration and the variable durations for each participant question the validity of the treatment effects and reduce the replicability of the study. In addition, the need for extensive and precise pre-testing makes this method impractical in a clinical setting.
Effect of Tapping Bout Duration During Freely Chosen and Passive Finger Tapping on Rate Enhancement
Published in Journal of Motor Behavior, 2021
Anders Emanuelsen, Michael Voigt, Pascal Madeleine, Ernst Albin Hansen
The phenomenon of RBRE appears to be similar to what has been termed ‘repetition priming’ (Cropper et al., 2014; Cropper et al., 2017; Siniscalchi et al., 2016). Cropper et al. (2014) characterized repetition priming as increased performance when behavior is repeated. It has been reported that episodic induction of the feeding motor program in Aplysia results in dynamic reconfiguration of CPG network activity, through intrinsic neuromodulators that exert effects, which summate and persist (Cropper et al., 2017). Further, it has been proposed that neuromodulators can exert effects at different timescales, from short-term adjustments of neuronal excitability and synaptic function to persistent long-term regulation (Nadim & Bucher, 2014). For example, it has been shown that 30 s of electrical stimulation of cerebral-buccal interneurons, which activate and/or modulate the feeding CPG, which drives rhythmic motor output of the feeding motor program in Aplysia, results in an increased cycle rate of the rhythmic ingestion buccal motor program, although not persistent for more than 2 min (Sánchez & Kirk, 2000, 2002). The findings by Sánchez and Kirk (2000, 2002) may suggest that a priming duration of more than 30 s could be required for inducing increased net excitability in the nervous system, persisting for up to 10 min, as observed in RBRE. To elucidate that, we performed a pilot study prior to the present study. The data from the pilot study showed absence of RBRE for a group of 18 individuals who performed 30 s of priming, in form of freely chosen tapping, in an initial tapping bout, which was followed by 10 min rest and a second bout consisting of 180 s freely chosen tapping. Consequently, we considered it likely that a certain minimal duration of priming (above 30 s) would be required to provide increased net excitability of the nervous system, which is thought to be responsible for elicitation of RBRE.