Published in

Springer, Neuropsychology Review, 3(17), p. 203-212, 2007

DOI: 10.1007/s11065-007-9030-1

Links

Tools

Export citation

Search in Google Scholar

Motor-Skill Learning in Alzheimer’s Disease: A Review with an Eye to the Clinical Practice

Journal article published in 2007 by van Ilse A. D. A. Halteren-Van Tilborg, Ilse A. D. A. van Halteren-Van Tilborg, Erik J. A. Scherder, Wouter Hulstijn
This paper is available in a repository.
This paper is available in a repository.

Full text: Download

Green circle
Preprint: archiving allowed
Upload
Orange circle
Postprint: archiving restricted
Upload
Red circle
Published version: archiving forbidden
Policy details
Data provided by SHERPA/RoMEO

Abstract

Since elderly people suffering from dementia want to go on living independently for as long as possible, they need to be able to maintain familiar and learn new practical skills. Although explicit or declarative learning methods are mostly used to train new skills, it is hypothesized that implicit or procedural techniques may be more effective in this population. The present review discusses 23 experimental studies on implicit motor-skill learning in patients with Alzheimer’s disease (AD). All studies found intact implicit motor-learning capacities. Subsequently, it is elaborated how these intact learning abilities can be exploited in the patients’ rehabilitation with respect to the variables ‘practice’ and ‘feedback.’ Recommendations for future research are provided, and it is concluded that if training programs are adjusted to specific needs and abilities, older people with AD are well able to (re)learn practical motor skills, which may enhance their autonomy.