A Comparison of Implicit and Explicit Motor Sequence Learning in Patients with Relapsing-Remitting Multiple Sclerosis.

Maliheh Sarabandi

doi:10.3390/sports5020034

Abstract

This study tends to assess implicit and explicit types of motor learning in patients with Multiple Sclerosis (MS) and normal peers by means of a serial reaction time. Sample size was 15 for each group and Samples included 30 patients with MS and 30 normal peers and were assigned to implicit and explicit learning groups. A repeated measures ANOVA was used for measuring reaction time and response error, and a paired samples t-test was used to compare regular and irregular sequence data in each group. Comparison of these two types of learning in speed (response time) and accuracy (number of errors) showed the number of errors (P = 0.012) and response time (P = 0.012) in the implicit motor learning group of MS patients and the number of errors (P = 0.096) and response time (P = 0.954) in the explicit motor learning group of MS patients. Moreover, comparison showed the number of errors (P = 0.008) and response time (P = 0.05) in the implicit group of normal peers and the number of errors (P = 0.011) and response time (P = 0.442) in the explicit group of normal peers. The results showed that explaining and describing the task is less effective at training the motor sequence of MS patients and that these patients benefit more from implicit learning.

Highlights

Multiple sclerosis (MS) is a chronic, progressive, disabling disorder characterized by immune-mediated demyelination, inflammation, and neurodegenerative tissue damage in the central nervous system (CNS), associated with frequent exacerbations and remissions of neurologic symptoms and eventual permanent neurologic disability
Based on the results obtained from the repeated measures ANOVA in explicit learning MS patients, Based on the results obtained from the repeated measures ANOVA in explicit learning MS
There was no significant difference among the number of errors in regular steps (P = 0.094), and the patients, there was no significant difference among the number of errors in regular steps (P = 0.094), paired t-test was not significant in irregular sequences (P = 0.838), which suggests that MS patients have similar errors in the explicit learning of irregular sequences

Summary

Introduction

Multiple sclerosis (MS) is a chronic, progressive, disabling disorder characterized by immune-mediated demyelination, inflammation, and neurodegenerative tissue damage in the central nervous system (CNS), associated with frequent exacerbations and remissions of neurologic symptoms and eventual permanent neurologic disability. The ability to learn and produce sequential motor actions, such as typing, riding a bike, and learning how to operate new electronic wheelchair, is a remarkable human ability This ability may be damaged in patients with brain injuries or degenerative diseases such as MS. Multiple sclerosis is a common disease of the central nervous system characterized by widespread presence of lesions affecting the brain, the spinal cord, and optic nerves [6]. In this disease, myelin, which is involved in transmitting nerve impulses along nerve fibers, is damaged.

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