Providing Explicit Information Disrupts Implicit Motor Learning After Basal Ganglia Stroke

Providing explicit information disrupts implicit motor learning after basal ganglia stroke.

Despite their purported neuroanatomic and functional isolation, empirical evidence suggests that sometimes conscious explicit processes can influence implicit motor skill learning. Our goal was to determine if the provision of explicit information affected implicit motor-sequence learning after damage to the basal ganglia. Individuals with stroke affecting the basal ganglia (BG) and healthy con...

Explicit information interferes with implicit motor learning of both continuous and discrete movement tasks after stroke.

A large portion of the rehabilitation experience after stroke relies on implicit learning. However, our understanding of how best to facilitate motor learning after stroke is limited by a paucity of research that has explored the interaction between explicit information and implicit learning across various task domains. Previously we reported that the delivery of explicit instructions disrupted...

Implicit Motor Learning after Unilateral Stroke Using Serial Reaction Time Task

Introduction: Motor skills and learning after stroke are of a great importance. This study aimed at studying implicit learning in unilateral stroke patients using affected hand and comparison with normal subjects. Methods: A serial reaction time task by using a software was applied for studying implicit motor learning in 15 stroke patients and 15 matched normal subjects. In this task 4 squar...

Implicit and Explicit Processes in Motor Learning

Implicit learning of a perceptual-motor skill after stroke.

BACKGROUND AND PURPOSE A motor skill can be learned implicitly, without awareness of what is being learned. The purpose of this study was to examine the ability of adults who had unilateral stroke to learn implicitly a perceptual-motor task. SUBJECTS Subjects were 47 people who were poststroke and 36 control subjects. METHODS Participants performed sequences of hand movements in response to...