Elizabeth Shephard
Implicit sequence learning in young people with Tourette syndrome with and without co-occurring attention-deficit/hyperactivity disorder (ADHD)
Shephard, Elizabeth; Groom, Madeleine J.; Jackson, Georgina M.
Authors
Professor MADDIE GROOM maddie.groom@nottingham.ac.uk
PROFESSOR OF NEURODEVELOPMENTAL CONDITIONS
Georgina M. Jackson
Abstract
Impaired habit-learning has been proposed to underlie the tic symptoms of Tourette syndrome (TS). However, accounts differ in terms of how habit-learning is altered in TS, with some authors proposing habit-formation is impaired due to a deficient “chunking” mechanism, and others proposing habit-learning is over-active and tics reflect hyper-learned behaviours. Attention-deficit/hyperactivity disorder (ADHD) frequently co-occurs with TS and is known to affect cognitive function in young people with co-occurring TS and ADHD (TS+ADHD). It is unclear, however, how co-occurring ADHD symptoms affect habit-learning in TS. In this study, we investigated whether young people with TS would show deficient or hyper-active habit-learning, and assessed the effects of co-occurring ADHD symptoms on habit-learning in TS. Participants aged 9-17 years with TS (n = 18), TS+ADHD (n = 17), ADHD (n = 13) and typical development (n = 20) completed a motor sequence-learning task to assess habit-learning. We used a 2 (TS-yes, TS-no) x 2 (ADHD-yes, ADHD-no) factorial analysis to test the effects of TS, ADHD, and their interaction on accuracy and reaction time indices of sequence-learning. TS was associated with intact sequence-learning, but a tendency for difficulty transitioning from sequenced to non-sequenced performance was suggestive of hyper-learning. ADHD was associated with significantly poorer accuracy during acquisition of the sequence, indicative of impaired habit-learning. There were no interactions between the TS and ADHD factors, indicating young people with TS+ADHD showed both TS- and ADHD-related atypicalities in habit-learning.
Citation
Shephard, E., Groom, M. J., & Jackson, G. M. (2019). Implicit sequence learning in young people with Tourette syndrome with and without co-occurring attention-deficit/hyperactivity disorder (ADHD). Journal of Neuropsychology, 13(3), 529-549. https://doi.org/10.1111/jnp.12167
Journal Article Type | Article |
---|---|
Acceptance Date | Jun 18, 2018 |
Online Publication Date | Jul 4, 2018 |
Publication Date | 2019-09 |
Deposit Date | Jun 26, 2018 |
Publicly Available Date | Jul 5, 2019 |
Journal | Journal of Neuropsychology |
Print ISSN | 1748-6645 |
Electronic ISSN | 1748-6653 |
Publisher | Wiley |
Peer Reviewed | Peer Reviewed |
Volume | 13 |
Issue | 3 |
Pages | 529-549 |
DOI | https://doi.org/10.1111/jnp.12167 |
Keywords | habit-learning, Tourette syndrome, ADHD, sequence learning, tics, comorbidity |
Public URL | https://nottingham-repository.worktribe.com/output/945323 |
Publisher URL | https://onlinelibrary.wiley.com/doi/abs/10.1111/jnp.12167 |
Additional Information | This is the peer reviewed version of the following article,, which has been published in final form at https://onlinelibrary.wiley.com/doi/abs/10.1111/jnp.12167. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. |
Contract Date | Jun 26, 2018 |
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