A Study of Parallel Implicit and Explicit Information Processing in Patients With Obsessive-Compulsive Disorder.
Objective: This study examined implicit sequence learning in patients with obsessive-compulsive disorder (OCD) under dualtask conditions. Frontal-striatal networks support implicit learning and are implicated in the pathophysiology of OCD. Neuroimaging data suggest that during implicit learning. OCD...
| Publicado en: | American Journal of Psychiatry Vol. 159; no. 10; pp. 1780 - 1783 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
American Psychiatric Publishing, Inc.
October 2002
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=513154129&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 513154129 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0002953X API jtl: American Journal of Psychiatry issn: 0002953X maglogo: N pubinfo: dt: October 2002 vid: 159 iid: 10 pid: 37323 pub: American Psychiatric Publishing, Inc. artinfo: ui: 513154129 10.1176/appi.ajp.159.10.1780 ppf: 1780 ppct: 3 formats: tig: atl: A Study of Parallel Implicit and Explicit Information Processing in Patients With Obsessive-Compulsive Disorder. aug: au: Deckersbach, Thilo Savage, Cary R. Curran, Tim su: Obsessive-compulsive disorder Human information processing Incidental learning Psychology of learning Intentional learning sug: subj: Obsessive-compulsive disorder Human information processing Incidental learning Psychology of learning Intentional learning ab: Objective: This study examined implicit sequence learning in patients with obsessive-compulsive disorder (OCD) under dualtask conditions. Frontal-striatal networks support implicit learning and are implicated in the pathophysiology of OCD. Neuroimaging data suggest that during implicit learning. OCD patients use neural systems normally active during explicit learning to compensate for striatal dysfunction. Method: The authors examined implicit sequence learning in 25 OCD patients and 25 healthy comparison subjects using a dual-task paradigm, with subjects simultaneously engaged in an explicit memory task and an implicit learning task. They predicted that implicit learning in OCD subjects would be disrupted because concurrent explicit information-processing demands would prevent use of compensatory processes. Results: OCD patients failed to show evidence of implicit learning and exhibited a significant deficit in comparison with healthy subjects. Conclusions: These results are consistent with the hypothesis that concurrent explicit and implicit information-processing demands interfere with implicit learning in OCD patients. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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