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How do alterations of the basal ganglia affect procedural memory in Tourette syndrome?

How do alterations of the basal ganglia affect procedural memory in Tourette syndrome?

Tóth-Fáber, Eszter, Janacsek, Karolina ORCID logoORCID: https://orcid.org/0000-0001-7829-8220 and Nemeth, Dezso (2024) How do alterations of the basal ganglia affect procedural memory in Tourette syndrome? Current Opinion in Behavioral Sciences, 57:101376. pp. 1-8. ISSN 2352-1546 (Print), 2352-1554 (Online) (doi:10.1016/j.cobeha.2024.101376)

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Abstract

Tourette syndrome (TS) is a childhood-onset neurodevelopmental disorder characterized by repetitive movements and vocalizations called tics, which are linked to alterations in the cortico-basal ganglia-thalamo-cortical (CBGTC) circuits. CBGTC circuits also play a key role in procedural memory, which is a fundamental human ability that enables us to extract repeating patterns from the environment and underlies skill-based and habitual behavior. The present review summarizes findings on procedural memory in TS, with a focus on more recent studies probing the acquisition and consolidation of procedural knowledge in TS. The review reveals mixed findings; some aspects of procedural memory seem to be impaired in TS, whereas other aspects appear intact or even enhanced. We discuss these results in relation to alterations in the CBGTC circuits in TS, suggest reasons for potential inconsistencies across studies, and propose directions for future research.

Item Type: Article
Uncontrolled Keywords: procedural memory; statistical-sequence learning; probabilistic classification; frontostriatal circuits; Tourette syndrome
Subjects: B Philosophy. Psychology. Religion > BF Psychology
R Medicine > R Medicine (General)
R Medicine > RC Internal medicine > RC0321 Neuroscience. Biological psychiatry. Neuropsychiatry
Faculty / School / Research Centre / Research Group: Faculty of Education, Health & Human Sciences
Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development
Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Thinking and Learning
Faculty of Education, Health & Human Sciences > School of Human Sciences (HUM)
Last Modified: 11 Apr 2024 15:43
URI: http://gala.gre.ac.uk/id/eprint/46684

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