Learning “How to Learn”: Super Declarative Motor Learning Is Impaired in Parkinson’s Disease

Figure 1

Experimental paradigm. Random multiple-choice reaction time tasks (RAN) preceded sequence learning tasks (SEQ1 and SEQ2) during two consecutive days (Day1 and Day2). Both SEQ1 and SEQ2 sequences had a comparable complexity. The comparison of learning indices (correctly anticipated movements (CAM)) of SEQ1 between Day1 and Day2 allowed the assessment of declarative learning retention; the comparison of SEQ1 at Day1 and SEQ2 at Day2 allowed the assessment of anterograde interference of repeated learning of SEQ1 over SEQ2. Shades of gray reflect the actual target sequence (lighter to darker).