Deficits in learning are greater than memory dysfunction in preclinical Alzheimer’s disease

Abstract

AbstractBackgroundReports from longer studies of preclinical Alzheimer’s disease (i.e., Aβ+ cognitively normal older adults) now show that performance on memory tests remains stable across re‐assessments, whereas in matched Aβ‐ controls, performance improves substantially (i.e. a practice effect). Such observations have led to proposals that the absence of expected practice effects may provide a superior cognitive marker of Aβ+ in older adults. However, an alternative explanation may be that disruption to MTL areas in preclinical AD manifest more strongly as deficits in learning than as a progressive decline in memory recall. Using a test designed specifically to measure learning over days, ..