Implicit sequence learning in young people with Tourette syndrome with and without co-occurring attention-deficit/hyperactivity disorder (ADHD)

Shephard, Elizabeth and Groom, Madeleine J. and Jackson, Georgina M. (2018) Implicit sequence learning in young people with Tourette syndrome with and without co-occurring attention-deficit/hyperactivity disorder (ADHD). Journal of Neuropsychology . ISSN 1748-6653

Full text not available from this repository.

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.

Item Type: Article
RIS ID: https://nottingham-repository.worktribe.com/output/945323
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.
Keywords: habit-learning, Tourette syndrome, ADHD, sequence learning, tics, comorbidity
Schools/Departments: University of Nottingham, UK > Faculty of Medicine and Health Sciences > School of Medicine > Division of Psychiatry and Applied Psychology
Identification Number: https://doi.org/10.1111/jnp.12167
Depositing User: Eprints, Support
Date Deposited: 26 Jun 2018 09:59
Last Modified: 04 May 2020 19:45
URI: http://eprints.nottingham.ac.uk/id/eprint/52613

Actions (Archive Staff Only)

Edit View Edit View