Implicit sequence learning in young people with Tourette syndrome with and without co-occurring attention-deficit/hyperactivity disorder (ADHD)
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-lear...
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| Format: | Article |
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Wiley
2018
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| Online Access: | https://eprints.nottingham.ac.uk/52613/ |
| _version_ | 1848798767853076480 |
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| author | Shephard, Elizabeth Groom, Madeleine J. Jackson, Georgina M. |
| author_facet | Shephard, Elizabeth Groom, Madeleine J. Jackson, Georgina M. |
| author_sort | Shephard, Elizabeth |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T20:25:01Z |
| format | Article |
| id | nottingham-52613 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T20:25:01Z |
| publishDate | 2018 |
| publisher | Wiley |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-526132020-05-04T19:45:15Z https://eprints.nottingham.ac.uk/52613/ 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. 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. Wiley 2018-07-04 Article PeerReviewed Shephard, Elizabeth, 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 habit-learning Tourette syndrome ADHD sequence learning tics comorbidity https://onlinelibrary.wiley.com/doi/abs/10.1111/jnp.12167 doi:10.1111/jnp.12167 doi:10.1111/jnp.12167 |
| spellingShingle | habit-learning Tourette syndrome ADHD sequence learning tics comorbidity Shephard, Elizabeth Groom, Madeleine J. Jackson, Georgina M. Implicit sequence learning in young people with Tourette syndrome with and without co-occurring attention-deficit/hyperactivity disorder (ADHD) |
| title | Implicit sequence learning in young people with Tourette syndrome with and without co-occurring attention-deficit/hyperactivity disorder (ADHD) |
| title_full | Implicit sequence learning in young people with Tourette syndrome with and without co-occurring attention-deficit/hyperactivity disorder (ADHD) |
| title_fullStr | Implicit sequence learning in young people with Tourette syndrome with and without co-occurring attention-deficit/hyperactivity disorder (ADHD) |
| title_full_unstemmed | Implicit sequence learning in young people with Tourette syndrome with and without co-occurring attention-deficit/hyperactivity disorder (ADHD) |
| title_short | Implicit sequence learning in young people with Tourette syndrome with and without co-occurring attention-deficit/hyperactivity disorder (ADHD) |
| title_sort | implicit sequence learning in young people with tourette syndrome with and without co-occurring attention-deficit/hyperactivity disorder (adhd) |
| topic | habit-learning Tourette syndrome ADHD sequence learning tics comorbidity |
| url | https://eprints.nottingham.ac.uk/52613/ https://eprints.nottingham.ac.uk/52613/ https://eprints.nottingham.ac.uk/52613/ |