Reference : The benefits of prior sequence learning on a serial reaction time performance in Alzheim...
Scientific congresses and symposiums : Unpublished conference
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
The benefits of prior sequence learning on a serial reaction time performance in Alzheimer's disease: Comparison of two learning methods
Schmitz, Xavier mailto [Université de Liège - ULg > Département de Psychologie : cognition et comportement > Neuropsychologie >]
Bier, Nathalie mailto [Université de Montréal - UdeM > > > >]
Joubert, Sven mailto [Université de Montréal - UdeM > > > >]
Meulemans, Thierry mailto [Université de Liège - ULg > Services généraux (Fac. de psycho. et des sc. de l'éducat.) > Doyen de la Faculté de Psychologie et des sc. de l'éducation >]
Books of Abstract: Annual Meeting of the Belgian Association for Psychological Science (2012), 57
BAPS-SEPEX joint meeting
du 10 mai 2012 au 11 mai 2012
Université de Liège
[en] Errorless learning ; Procedural learning ; Alzheimer's disease ; Serial reaction time task
[en] It is well known that patients with Alzheimer's disease (AD) are able to acquire new perceptual-motor skills (e.g., Rouleau et al., 2002). However, implicit learning methods should be favored, because they reduce the intervention of controlled processes related to working memory (Van Halteren-Van Tilborg, 2007). We compared two learning methods (implicit vs. declarative) of a perceptual-motor sequence in 12 patients with AD and 12 healthy older adults. In the implicit learning condition, subjects were simply asked to perform the sequence several times by pushing on the keyboard key corresponding to the stimulus on the screen. In the declarative condition, subjects learned the sequence by trial-and-error. The impact of the two methods was compared in a subsequent serial reaction time task, in which subjects had to respond as quickly as possible to the previously learned sequence. Results show that prior implicit learning is effective in both groups (p<.05). In contrast, in the declarative condition, while the two groups showed improving performance during the learning phase (p<0.01), only the control group benefits from this knowledge during the SRT task (p<0.01). In conclusion, our results show preserved perceptual-motor learning in AD when the method induces the intervention of non-declarative, automatic memory processes.
Service de Neuropsychologie (Ulg, Belgium) ; CRIUGM (Montréal, Canada)
Researchers ; Professionals ; Students ; General public

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