Tyrell CM, Helm E, Reisman DS. Learning the spatial features of a locomotor task is slowed after stroke. J Neurophysiol 112: 480 -489, 2014. First published April 30, 2014 doi:10.1152/jn.00486.2013The capacity for humans to learn a new walking pattern has been explored with a split-belt treadmill during single sessions of adaptation, but the split-belt treadmill can also be used to study longer-term motor learning. Although the literature provides some information about motor learning after stroke, existing studies have primarily involved the upper extremity and the results are mixed. The purpose of this study was to characterize learning of a novel locomotor task in stroke survivors. We hypothesized that the presence of neurological dysfunction from stroke would result in slower learning of a locomotor task and decreased retention of what was learned and that these deficits would be related to level of sensorimotor impairment. Sixteen participants with stroke and sixteen neurologically intact participants walked on a split-belt treadmill for 15 min on 5 consecutive days and during a retention test.Step length and limb phase were measured to capture learning of the spatial and temporal aspects of walking. Learning the spatial pattern of split-belt treadmill walking was slowed after stroke compared with neurologically intact subjects, whereas there were no differences between these two groups in learning the temporal pattern. During the retention test, poststroke participants demonstrated equal retention of the split-belt treadmill walking pattern compared with those who were neurologically intact. The results suggest that although stroke survivors are slower to learn a new spatial pattern of gait, if given sufficient time they are able to do so to the same extent as those who are neurologically intact. stroke; locomotion; learning; adaptation MOTOR LEARNING is traditionally defined as a persistent change in a movement that occurs over long-term practice and experience and that results in stable performance (Schmidt 1988;Schmidt and Wrisberg 2000). The process of learning begins with exposure to the task, followed by consolidation, which is a set of processes that involve changes in the central nervous system leading to a long-term memory that is resistant to disruption or interference by other motor activity (Krakauer and Shadmehr 2006;Stickgold and Walker 2007). These processes ultimately lead to the ability to recall the newly learned motor skill in the appropriate context or environment.The capacity for humans to learn a new walking pattern has been explored with a split-belt treadmill (Malone et al. 2011) and a rotating treadmill (Earhart et al. 2001). During walking on a rotating treadmill, subjects adapt their walking pattern while walking in place on the perimeter of a rotating disk. After ϳ30 min of exposure, when the subjects are blindfolded and asked to walk under normal conditions they demonstrate an involuntary and significant curvature of their walking trajectory. The split-belt treadmill is a trea...