Open AccessThe importance of different learning stages for motor sequence learning after stroke
Author(s) -
Dahms Christiane,
Brodoehl Stefan,
Witte Otto W.,
Klingner Carsten M.
Publication year - 2020
Publication title -
human brain mapping
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.005
H-Index - 191
eISSN - 1097-0193
pISSN - 1065-9471
DOI - 10.1002/hbm.24793
Subject(s) - motor learning , psychology , sequence (biology) , rehabilitation , physical medicine and rehabilitation , stroke (engine) , focus (optics) , lesion , comprehension , cognitive psychology , sequence learning , motor function , neuroscience , task (project management) , medicine , computer science , biology , mechanical engineering , genetics , physics , optics , psychiatry , engineering , programming language , management , economics
Abstract The task of learning predefined sequences of interrelated motor actions is of everyday importance and has also strong clinical importance for regaining motor function after brain lesions. A solid understanding of sequence learning in stroke patients can help clinicians to optimize and individualize rehabilitation strategies. Moreover, to investigate the impact of a focal lesion on the ability to successfully perform motor sequence learning can enhance our comprehension of the underlying physiological principles of motor sequence learning. In this article, we will first provide an overview of current concepts related to motor sequence learning in healthy subjects with focus on the involved brain areas and their assumed functions according to the temporal stage model. Subsequently, we will consider the question of what we can learn from studies investigating motor sequence learning in stroke patients. We will first focus on the implications of lesion location. Then, we will analyze whether distinct lesion locations affect specific learning stages. Finally, we will discuss the implications for clinical rehabilitation and suggest directions for further research.