期刊
NEUROPSYCHOLOGIA
卷 44, 期 5, 页码 774-784出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.neuropsychologia.2005.07.013
关键词
dopamine; learning; memory; basal ganglia; cognition
资金
- NATIONAL INSTITUTE OF NEUROLOGICAL DISORDERS AND STROKE [R01NS047434] Funding Source: NIH RePORTER
- NINDS NIH HHS [R01 NS047434] Funding Source: Medline
In this study we examined the effect of dopaminergic modulation on learning and memory. Parkinson's patients were tested 'on' versus 'off' dopaminergic medication, using a two-phase learning and transfer task. We found that dopaminergic medication was associated with impaired learning of an incrementally acquired concurrent discrimination task, while patients withdrawn from dopaminergic medication performed as well as controls. In addition, we found a dissociation of the effect of medication within a single two-phase task: patients tested 'on' medication were not impaired at the ability to generalize based on learned information. The deficit among medicated patients appeared to be related specifically to the concurrent, incremental, feedback-based nature of the task: such a deficit was not found in a version of the task in which demands for concurrent error-processing learning were reduced. Taken together with a growing body of evidence emphasizing a role for midbrain dopamine in effor-correcting, feedback-based learning processes, the present results suggest a framework for understanding previously conflicting results regarding the effect of medication on learning and memory in Parkinson's disease. (c) 2005 Published by Elsevier Ltd.
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