Factors underlying probabilistic and deterministic stimulus-response learning performance in medicated and unmedicated patients with Parkinson’s disease.

2013 ◽  
Vol 27 (4) ◽  
pp. 498-510 ◽  
Author(s):  
Ahmed A. Moustafa ◽  
Rakhee Krishna ◽  
Abeer M. Eissa ◽  
Doaa H. Hewedi
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Learning Performance ◽  
Response Learning ◽  
Stimulus Response

scholarly journals Dopaminergic modulation of the updating of stimulus–response episodes in Parkinson's disease

2012 ◽  
Vol 228 (1) ◽  
pp. 82-86 ◽  
Author(s):  
Lorenza S. Colzato ◽  
Nelleke C. van Wouwe ◽  
Bernhard Hommel ◽  
Sharon Zmigrod ◽  
K.R. Ridderinkhof ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Stimulus Response ◽  
Dopaminergic Modulation

scholarly journals REM Sleep Behavior Disorder in Parkinson’s Disease: Effects on Cognitive, Psychiatric, and Functional outcomes

2020 ◽  
Vol 26 (9) ◽  
pp. 894-905
Author(s):  
Zanjbeel Mahmood ◽  
Ryan Van Patten ◽  
Marina Z. Nakhla ◽  
Elizabeth W. Twamley ◽  
J. Vincent Filoteo ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Functional Capacity ◽  
Psychiatric Symptoms ◽  
Neuropsychological Functioning ◽  
Visual Learning ◽  
Rem Sleep Behavior Disorder ◽  
Behavior Disorder ◽  
Learning Performance ◽  
Sleep Behavior

AbstractObjective:Rapid eye movement sleep behavior disorder (RBD) affects 33–46% of patients with Parkinson’s disease (PD) and may be a risk factor for neuropsychological and functional deficits. However, the role of RBD on neuropsychological functioning in PD has yet to be fully determined. We, therefore, examined differences in neurocognitive performance, functional capacity, and psychiatric symptoms among nondemented PD patients with probable RBD (PD/pRBD+) and without (PD/pRBD−), and healthy comparison participants (HC).Methods:Totally, 172 participants (58 PD/pRBD+; 65 PD/pRBD−; 49 HC) completed an RBD sleep questionnaire, psychiatric/clinical questionnaires, performance-based and self-reported functional capacity measures, and underwent a comprehensive neuropsychological battery assessing attention/working memory, language, visuospatial function, verbal and visual learning and memory, and executive function.Results:Controlling for psychiatric symptom severity, the PD/pRBD+ group had poorer executive functioning and learning performance than the PD/pRBD− group and poorer neuropsychological functioning across all individual cognitive domains than the HCs. In contrast, PD/pRBD− patients had significantly lower scores than HCs only in the language domain. Moreover, PD/pRBD+ patients demonstrated significantly poorer medication management skills compared to HCs. Both PD groups reported greater depressive and anxiety severity compared to HCs; PD/pRBD+ group also endorsed greater severity of apathy compared to HCs.Conclusions:The presence of pRBD is associated with poorer neuropsychological functioning in PD such that PD patients with pRBD have poorer cognitive, functional, and emotional outcomes compared to HC participants and/or PD patients without pRBD. Our findings underscore the importance of RBD assessment for improved detection and treatment of neuropsychological deficits (e.g., targeted cognitive interventions).

Effects of stimulus-response compatibility on inhibitory processes in Parkinson’s disease

2009 ◽  
Vol 29 (4) ◽  
pp. 855-860 ◽  
Author(s):  
Christian Beste ◽  
Isabel Dziobek ◽  
Horst Hielscher ◽  
Rita Willemssen ◽  
Michael Falkenstein
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Response Compatibility ◽  
Inhibitory Processes ◽  
Stimulus Response ◽  
Stimulus Response Compatibility

A Specific Shifting Deficit in Parkinson's Disease: A Reversal Shift of Consistent Stimulus-Response Mappings

1998 ◽  
Vol 87 (3) ◽  
pp. 1107-1119 ◽  
Author(s):  
Shulan Hsieh ◽  
Ya-Yun Chuang ◽  
Wen-Juh Hwang ◽  
Ming-Chi Pai
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Reversal Shift ◽  
Stimulus Response

scholarly journals Attention and reinforcement learning in Parkinson’s disease

2020 ◽  
Author(s):  
Brónagh McCoy ◽  
Rebecca P. Lawson ◽  
Jan Theeuwes
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Reinforcement Learning ◽  
Interactive Effect ◽  
Learning Task ◽  
Brain Regions ◽  
Learning Performance ◽  
Activation Patterns ◽  
Probabilistic Classification ◽  
Dorsolateral Prefrontal

ABSTRACTDopamine is known to be involved in several important cognitive processes, most notably in learning from rewards and in the ability to attend to task-relevant aspects of the environment. Both of these features of dopaminergic signalling have been studied separately in research involving Parkinson’s disease (PD) patients, who exhibit diminished levels of dopamine. Here, we tie together some of the commonalities in the effects of dopamine on these aspects of cognition by having PD patients (ON and OFF dopaminergic medication) and healthy controls (HCs) perform two tasks that probe these processes. Within-patient behavioural measures of distractibility, from an attentional capture task, and learning performance, from a probabilistic classification reinforcement learning task, were included in one model to assess the role of distractibility during learning. Dopamine medication state and distractibility level were found to have an interactive effect on learning performance; less distractibility in PD ON was associated with higher accuracy during learning, and this was altered in PD OFF. Functional magnetic resonance imaging (fMRI) data acquired during the learning task furthermore allowed us to assess multivariate patterns of positive and negative outcomes in fronto-striatal and visual brain regions involved in both learning processes and the executive control of attention. Here, we demonstrate that while PD ON show a clearer distinction between outcomes than OFF in dorsolateral prefrontal cortex (DLPFC) and putamen, PD OFF show better distinction of activation patterns in visual regions that respond to the stimuli presented during the task. These results demonstrate that dopamine plays a key role in modulating the interaction between attention and learning at the level of both behaviour and activation patterns in the brain.

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