Motor sequence learning in a goal‐directed stepping task in persons with multiple sclerosis: a pilot study. Issue 1 (24th October 2021)

• Record Type: Journal Article
• Authors: Veldkamp, Renee; Moumdjian, Lousin; van Dun, Kim; Six, Joren; Vanbeylen, Antoine; Kos, Daphne; Feys, Peter
• Is Part Of: Annals of the New York Academy of Sciences. Volume 1508:Issue 1(2022)
• Page Start: 155
• Page End: 171
• Publication Date: 2021-10-24
• Subjects: multiple sclerosis -- motor learning -- stepping -- dual tasking; Medical sciences -- Periodicals; Medicine -- Periodicals; Science -- Periodicals; 610
• DOI: 10.1111/nyas.14702
• Languages: English
• ISSNs: 0077-8923

Abstract

Abstract: Motor sequence learning in persons with multiple sclerosis (pwMS) and healthy controls (HC) under implicit or explicit learning conditions has not yet been investigated in a stepping task. Given the prevalent cognitive and mobility impairments in pwMS, this is important in order to understand motor learning processes and optimize rehabilitation strategies. Nineteen pwMS (the Expanded Disability Status Scale = 3.4 ± 1.2) and 18 HC performed a modified serial reaction time task by stepping as fast as possible on a stepping tile when it lit up, either with (explicit) or without (implicit) knowledge of the presence of a sequence beforehand. Motor sequence learning was studied by examining response time changes and differences between sequence and random blocks during the learning session (acquisition), 24 h later (retention), and in three dual‐task (DT) conditions at baseline and retention (automaticity) using subtracting sevens, verbal fluency, and vigilance as concurrent cognitive DTs. Response times improved and were lower for the sequenced compared with the random blocks at the post‐ and retention tests ( P's < 0.001). Response times during DT conditions improved after learning, but DT cost improved only for the subtracting sevens DT condition. No differences in learning were observed between learning conditions or groups. This study showed motor sequence learning, by acquisition and retention, in a stepping task in pwMS with motor impairments, to a similar degree as HC and regardless of learning conditions. Whether automaticity increased remains unclear. Abstract : This pilot study gave proof‐of‐concept of a modified serial reaction time paradigm within a goal‐directed stepping task and provided evidence for a robust sequence learning effect in persons with mild to moderate multiple sclerosis, regardless of explicit knowledge of the sequence beforehand. Sequence and motor learning were shown by retention over time and during simultaneous performance of cognitive dual tasks.