Feedback-based versus observational classification learning in healthy aging and Parkinson's disease.

Previous studies underline the role of dopamine in cognitive reinforcement learning. This has been demonstrated by a striatal involvement in feedback-based probabilistic classification learning. In order to determine to which extent the dopaminergic loss of Parkinson's disease and aging affects the feedback aspect in classification learning, we applied two versions of the same visual classification task. One version had to be learnt by trial-by-trial feedback, the other by observing the correct assignment of stimulus and category. Performance was evaluated in test blocks that were identical under the feedback and the observational conditions. There were 31 patients with Parkinson's disease (PD), 30 older controls and 20 younger controls tested. The results show that younger healthy participants perform better than older participants in the classification task and this difference significantly interacts with the learning condition: both groups show nearly the same level of performance under the observational condition but younger participants show a better performance than older ones under the feedback condition. In contrast, PD patients and older controls did not differ in their performance in the classification task; both groups performed better under the observational than under the feedback condition. These results demonstrate that healthy aging affects feedback-based learning but does not affect learning by observation. The fact that PD patients showed no additional deficit in feedback-based learning is an indication that the loss of dopamine does not play the key role under the feedback condition of our classification task. This finding questions the general role of the striatum in feedback-based learning and demonstrates that healthy aging particularly affects feedback-based learning.

The impact of normal aging and Parkinson's disease on response preparation in task-switching behavior.

This study investigates the ability to use foreknowledge in preparation of cognitive processes in young and older participants and in PD patients. Additionally, we test the hypothesis that age-associated cognitive deficits in task switching reflect a dopaminergic dysfunction that accompanies healthy aging. To this end, we use a task-switching paradigm that (i) is known to be highly sensitive for dopaminergic dysfunction in the frontostriatal loops and (ii) can be applied with predictable and unpredictable switch and non-switch trials to assess the effect of task foreknowledge. Our results show that young participants benefit from foreknowledge and are thus able to prepare for predictable cognitive processes. Older participants have lost their ability to benefit from foreknowledge, which seems to be an effect of healthy aging. In predictable trials, the performance of PD patients did not differ from that of controls. Thus, PD patients do not show an additional deficit in the preparation of predictable cognitive switches. However, PD patients are specifically impaired in unpredictable trials compared to controls. We suggest that this result can be explained by the uncertainty about the next task in the unpredictable condition which prevents an automatic process and demands more attention. Furthermore, our results of older participants do not resemble the deficits seen in PD patients in task-switching behavior. This argues for different mechanisms that underlie the changes in task-switching behavior in healthy aging and PD.

Patients with Parkinson's disease learn to control complex systems-an indication for intact implicit cognitive skill learning.

Implicit memory and learning mechanisms are composed of multiple processes and systems. Previous studies demonstrated a basal ganglia involvement in purely cognitive tasks that form stimulus response habits by reinforcement learning such as implicit classification learning. We will test the basal ganglia influence on two cognitive implicit tasks previously described by Berry and Broadbent, the sugar production task and the personal interaction task. Furthermore, we will investigate the relationship between certain aspects of an executive dysfunction and implicit learning. To this end, we have tested 22 Parkinsonian patients and 22 age-matched controls on two implicit cognitive tasks, in which participants learned to control a complex system. They interacted with the system by choosing an input value and obtaining an output that was related in a complex manner to the input. The objective was to reach and maintain a specific target value across trials (dynamic system learning). The two tasks followed the same underlying complex rule but had different surface appearances. Subsequently, participants performed an executive test battery including the Stroop test, verbal fluency and the Wisconsin card sorting test (WCST). The results demonstrate intact implicit learning in patients, despite an executive dysfunction in the Parkinsonian group. They lead to the conclusion that the basal ganglia system affected in Parkinson's disease does not contribute to the implicit acquisition of a new cognitive skill. Furthermore, the Parkinsonian patients were able to reach a specific goal in an implicit learning context despite impaired goal directed behaviour in the WCST, a classic test of executive functions. These results demonstrate a functional independence of implicit cognitive skill learning and certain aspects of executive functions.