Relationships Between Cognitive Impairments and Motor Learning After Stroke: A Scoping Review

Caroline M. Rajda; Katrina Desabrais; Mindy F. Levin

doi:10.1177/15459683241300458

journal article Open Access Nov 28, 2024

Relationships Between Cognitive Impairments and Motor Learning After Stroke: A Scoping Review

Caroline M. Rajda Katrina Desabrais Mindy F. Levin

Neurorehabilitation and Neural Repair Vol. 39 No. 2 pp. 142-156 · SAGE Publications

View at Publisher Save 10.1177/15459683241300458

Abstract

Background
Stroke is one of the leading causes of chronic disability worldwide. Sensorimotor recovery relies on principles of motor learning for the improvement of movement and sensorimotor function after stroke. Motor learning engages several cognitive processes to effectively learn and retain new motor skills. However, cognitive impairments are common and often coexist with motor impairments after stroke. The specific relationships between poststroke cognitive impairments and motor learning have not been determined.

Objectives
To summarize the existing evidence related to cognitive impairments and motor learning after stroke. Specific goals were to determine: (1) how motor learning is studied in individuals with poststroke cognitive impairments; (2) how cognitive impairments are assessed; (3) which cognitive domains impact motor learning.

Results
Over 400 studies were screened for specific inclusion criteria and 19 studies that related poststroke cognitive impairments to motor learning were included. Studies used a wide variety of experimental designs, sample sizes, and measures for cognitive evaluation. Cognitive impairments impacting motor improvement and learning capacity after stroke were reported in all but 4 studies. The most common domains impacting motor learning were attention, executive function, and memory.

Conclusion
Detailed cognitive assessments, retention testing, and a combination of clinical and kinematic outcomes are recommended for future studies. The presence of specific cognitive impairments measured with sensitive instruments should be considered when designing effective training interventions for patients with stroke to maximize sensorimotor recovery.

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Details

Published: Nov 28, 2024
Vol/Issue: 39(2)
Pages: 142-156
License: View

Authors

C

Caroline M. Rajda

Integrated Program in Neuroscience, McGill University, Montreal, QC, Canada; Feil-Oberfield Research Site of the Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal, Laval, QC, Canada

K

Katrina Desabrais

School of Physical and Occupational Therapy, McGill University, Montreal, QC, Canada

M

Mindy F. Levin

Feil-Oberfield Research Site of the Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal, Laval, QC, Canada; School of Physical and Occupational Therapy, McGill University, Montreal, QC, Canada

Cite This Article

Caroline M. Rajda, Katrina Desabrais, Mindy F. Levin (2024). Relationships Between Cognitive Impairments and Motor Learning After Stroke: A Scoping Review. Neurorehabilitation and Neural Repair, 39(2), 142-156. https://doi.org/10.1177/15459683241300458

Relationships Between Cognitive Impairments and Motor Learning After Stroke: A Scoping Review

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