Brain, Vol 120, Issue 10 1753-1762, Copyright © 1997 by Oxford University Press
M Molinari, MG Leggio, A Solida, R Ciorra, S Misciagna, MC Silveri and L Petrosini
The aim of the present study was to investigate the influence of focal
cerebellar lesions on procedural learning. Eight patients with cerebellar
lesions and six control subjects were tested in a serial reaction-time
task. A four-choice reaction-time task was employed in which the stimuli
followed (or not) a sequence repeated 10 times, with the subjects aware (or
not) of the item sequence. Learning was manifested by the reduction in
response latency over the sequential blocks. Acquisition of declarative
knowledge of the sequence was also tested. Reaction times displayed by
patients with cerebellar lesions, even though they tended to be longer than
those of control subjects in all testing conditions, significantly differed
from control subjects only when the stimuli were presented in sequence. The
reaction times in sequential trials were still statistically significant
when simple motor response times were taken into account. Cerebellar
patients were also significantly impaired in detecting and repeating the
sequence. On the other hand, when the sequence was learned before testing,
motor performances were significantly improved in all subjects. These data
indicate that cerebellar lesions induce specific impairment in the
procedural learning of a motor sequence and suggest a role of the
cerebellar circuitry in detecting and recognizing event sequences.
ARTICLES
Cerebellum and procedural learning: evidence from focal cerebellar lesions
Experimental Neurology Laboratory, Catholic University, Rome, Italy.
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