Implicit and explicit processes can occur within a single locomotor learning task. The combination of these learning processes may impact how individuals acquire/retain the task. Because these learning processes rely on distinct neural pathways, neurologic conditions may selectively impact the processes that occur, thus, impacting learning and retention. Thus, our purpose was to examine the contribution of implicit and explicit processes during a visually guided walking task and characterize the relationship between explicit processes and performance/retention in stroke survivors and age-matched healthy adults. Twenty chronic stroke survivors and twenty healthy adults participated in a 2-day treadmill study. Day 1 included Baseline, Acquisition1, Catch, Acquisition2, and Immediate Retention phases and Day 2 included 24-hour Retention. During acquisition phases, subjects learned to take a longer step with one leg through distorted visual feedback. During Catch and retention phases, visual feedback was removed and subjects were instructed to walk normally (Catch) or how they walked during the acquisition phases (retention). Change in step length from Baseline to Catch represented implicit processes. Change in step length from Catch to the end of Acquisition2 represented explicit processes. A mixed ANOVA found no difference in the type of learning between groups (p=0.74). There was a significant relationship between explicit processes and 24-hour retention in stroke survivors (r=0.47, p=0.04), but not in healthy adults (r=0.34, p=0.15). These results suggest that stroke may not affect the underlying learning mechanisms used during locomotor learning, but that these mechanisms impact how well stroke survivors retain the new walking pattern.

中文翻译：

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在视觉引导的运动学习任务中使用显式过程可以预测中风后 24 小时的记忆力


隐式和显式过程可以发生在单个运动学习任务中。这些学习过程的结合可能会影响个人获取/保留任务的方式。由于这些学习过程依赖于不同的神经通路，神经系统疾病可能会选择性地影响发生的过程，从而影响学习和记忆力。因此，我们的目的是检查视觉引导步行任务中隐式和显式过程的贡献，并表征中风幸存者和年龄匹配的健康成年人的显式过程与表现/保留之间的关系。二十名慢性中风幸存者和二十名健康成年人参加了为期两天的跑步机研究。第 1 天包括基线、采集 1、捕捉、采集 2 和立即保留阶段，第 2 天包括 24 小时保留。在习得阶段，受试者通过扭曲的视觉反馈学会用单腿迈出更长的步。在捕获和保留阶段，视觉反馈被移除，并指示受试者正常行走（捕获）或他们在捕获阶段如何行走（保留）。从 Baseline 到 Catch 的步长变化代表隐式过程。从 Catch 到 Acquisition2 结束的步长变化代表显式过程。混合方差分析发现各组之间的学习类型没有差异 (p=0.74)。在中风幸存者中，外显过程与 24 小时记忆力之间存在显着关系（r=0.47，p=0.04），但在健康成年人中则不然（r=0.34，p=0.15）。这些结果表明，中风可能不会影响运动学习过程中使用的潜在学习机制，但这些机制会影响中风幸存者保留新步行模式的程度。