During visual fixation, the eyes are never completely still, but produce small involuntary movements, called "fixational eye movements," including microsaccades, drift, and tremor. In certain neurological disorders, attempted fixation results in abnormal fixational eye movements with distinctive characteristics. Thus, determining how normal fixation differs from pathological fixation has the potential to aid early and differential noninvasive diagnosis of neurological disease as well as the quantification of its progression and response to treatment. Here, we recorded the eye movements produced by patients with Alzheimer's disease, patients with mild cognitive impairment, and healthy age-matched individuals during attempted fixation. We found that microsaccade magnitudes, velocities, durations, and intersaccadic intervals were comparable in the three subject groups, but microsaccade direction differed in patients versus healthy subjects. Our results indicate that microsaccades are more prevalently oblique in patients with Alzheimer's disease or mild cognitive impairment than in healthy subjects. These findings extended to those microsaccades paired in squarewave jerks, supporting the hypothesis that microsaccades and square-wave jerks form a continuum, both in healthy subjects and in neurological patients.

Assessing implicit learning in the continuous pursuit-tracking task usually concerns a repeated segment of target displacements masked by two random segments, as referred to as Pew's paradigm. Evidence for segment learning in this paradigm is scanty and contrasts with robust sequence learning in discrete tracking tasks. The present study investigates this issue with two experiments in which participants (N = 56) performed a continuous tracking task. Contrary to Pew's paradigm, participants were presented with a training sequence that was continuously cycled during 14 blocks of practice, but Block 12 in which a transfer sequence was introduced. Results demonstrate sequence learning in several conditions except in the condition that was obviously the most similar to previous studies failing to induce segment learning. Specifically, it is shown here that a target moving too slowly combined with variable time at which target reversal occurs prevents sequence learning. In addition, data from a post-experimental recognition test indicate that sequence learning was associated with explicit perceptual knowledge about the repetitive structure. We propose that learning repetition in a continuous tracking task is conditional on its capacity to (1) allow participants to detect the repeated regularities and (2) restrict feedback-based tracking strategies.

The effect of concurrent visual feedback on the implicit learning of repeated segments in a task of pursuit tracking has been tested. Although this feedback makes it possible to regulate the positional error during the movement, it could also induce negative guidance effects. To test this hypothesis, a first set of participants (N ¼ 42) were assigned to two groups, which performed either the standard pursuit-tracking task based on the experimental paradigm of Pew (1974; group F-ST), or a task called "movement reproduction" in which the feedback was suppressed (group noF-ST). A second set of participants (N ¼ 26) performed in the same feedback condition groups but in a dual-task situation (F-DT and noF-DT; Experiment 2). The results appear to confirm our predictions since the participants in groups without feedback, contrary to those in groups with feedback, succeeded with practice in differentiating their performances as a function of the nature of the segments (repeated or nonrepeated) both in simple (Experiment 1) and in dual-task (Experiment 2) situations. These experiments indicate that the feedback in the pursuit-tracking task induces a guidance function potentially resulting in an easiness tracking that prevents the participants from learning the repetition.