Developmental coordination disorder; serial reaction time task; procedural learning; sequence learning; motor learning
Abstract :
[en] The purpose of the present study was to explore the possibility of a procedural learning
deficit among children with developmental coordination disorder (DCD). We tested 34
children aged 6–12 years with and without DCD using the serial reaction time task, in
which the standard keyboard was replaced by a touch screen in order to minimize the
impact of perceptuomotor coordination difficulties that characterize this disorder. The
results showed that children with DCD succeed as well as control children at the
procedural sequence learning task. These findings challenge the hypothesis that a
procedural learning impairment underlies the difficulties of DCD children in acquiring and
automatizing daily activities. We suggest that the previously reported impairment of
children with DCD on the serial reaction time task is not due to a sequence learning deficit
per se, but rather due to methodological factors such as the response mode used in these
studies.
Disciplines :
Theoretical & cognitive psychology
Author, co-author :
Lejeune, Caroline ; Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Neuropsychologie
Catale, Corinne ; Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Département de Psychologie : cognition et comportement
Willems, Sylvie ; Université de Liège - ULiège > Services généraux (Fac. de psycho. et des sc. de l'éducat.) > Clinique psychologique et logopédique universitaire (CPLU)
Meulemans, Thierry ; Université de Liège - ULiège > Services généraux (Fac. de psycho. et des sc. de l'éducat.) > Doyen de la Faculté de Psychologie et des sc. de l'éducation
Language :
English
Title :
Intact procedural motor sequence learning in developmental coordination disorder
Alloway T.P., Rajendran G., Archibald L.M.D. Working memory in children with developmental disorders. Journal of Learning Disabilities 2009, 42(4):372-382.
Association of American Psychiatric Diagnostic and statistical manual of mental disorders. Text rev. 2000, American Psychiatric Association, Washington. 4th ed.
Barnes K.A., Howard J.H., Howard D.V., Kenealy L., Vaidya C.J. Two forms of implicit learning in childhood ADHD. Developmental Neuropsychology 2010, 35(5):494-505.
Catale C., Germain S., Meulemans T. Exploration of perceptive and motor inhibition in children with traumatic brain injury. Perceptual and Motor Skills 2011, 112:667-679.
Cherng R.J., Liang L.Y., Chen Y.J., Chen J.Y. The effects of a motor and a cognitive concurrent task on walking in children with developmental coordination disorder. Gait & Posture 2009, 29(2):204-207.
Cherry K.E., Stadler M.A. Implicit learning of a nonverbal sequence in younger and older adults. Psychology and Aging 1995, 10(3):379-394.
Cohen N.J., Squire L.R. Preserved learning and retention of pattern-analyzing skill in amnesia: Dissociation of knowing how and knowing that. Science 1980, 210(4466):207-210.
De Guise E., Lassonde M. Callosal contribution to procedural learning in children. Developmental Neuropsychology 2001, 19(3):253-272.
Doyon J., Gaudreau D., Laforce R., Castonguay M., Bedard P.J., Bedard F., Bouchard J.P. Role of the striatum, cerebellum, and frontal lobes in the learning of a visuomotor sequence. Brain and Cognition 1997, 34(2):218-245.
Doyon J., Penhune V., Ungerleider L.G. Distinct contribution of the cortico-striatal and cortico-cerebellar systems to motor skill learning. Neuropsychologia 2003, 41(3):252-262.
Dugas M., Albert E., Halfon O., Nedey-Sayag M.C. L'hyperactivité chez l'enfant. 1987, Presses Universitaires de France, Collection nodules, Paris.
Gabriel A., Maillart C., Guillaume M., Stefaniak N., Meulemans T. Exploration of serial structure procedural learning in children with language impairment. Journal of the International Neuropsychological Society 2011, 17(2):336-343.
Gabriel A., Stefaniak N., Maillart C., Schmitz X., Meulemans T. Procedural visual learning in children with specific language impairment. American Journal of Speech-Language Pathology 2012, 21:329-341.
Geuze R.H. Le trouble de l'acquisition de la coordination: Évaluation et rééducation de la maladresse chez l'enfant. 2005, SOLAL, Marseille.
Gheysen F., Van Waelvelde H.D., Fias W. Impaired visuo-motor sequence learning in Developmental Coordination Disorder. Research in Developmental Disabilities 2011, 32:749-756.
Goodgold-Edwards S., Cermak S. Integrating motor control and motor learning concepts with neuropsychological perspectives on apraxia and developmental dyspraxia. American Journal of Occupational Therapy 1990, 44:431-439.
Goyette C.H., Conners C.K., Ulrich R.F. Normative data on revised Conners Parent and Teacher Rating Scales. Journal of Abnormal Child Psychology 1978, 6(2):221-236.
Helmuth L.L., Mayr U., Daum I. Sequence learning in Parkinson's disease: A comparison of spatial-attention and number-response sequences. Neuropsychologia 2000, 38(11):1443-1451.
Jenkins I.H., Brooks D.J., Nixon P.D., Frackowiak R.S., Passingham R.E. Motor sequence learning: A study with positron emission tomography. The Journal of Neuroscience: The Official Journal of the Society for Neuroscience 1994, 14(6):3775-3790.
Kagerer F.A., Contreras-Vidal J.L., Bo J., Clark J.E. Abrupt, but not gradual visuomotor distortion facilitates adaptation in children with developmental coordination disorder. Human Movement Science 2006, 25(4-5):622-633.
Karatekin C., Marcus D.J., White T. Oculomotor and manual indexes of incidental and intentional spatial sequence learning during middle childhood and adolescence. Journal of Experimental Child Psychology 2007, 96(2):107-130.
Lum J.A., Conti-Ramsden G., Page D., Ullman M.T. Working, declarative and procedural memory in specific language impairment. Cortex 2012, 48(9):1138-1154.
Marien P., Wackenier P., De Surgeloose D., De Deyn P.P., Verhoeven J. Developmental coordination disorder: Disruption of the cerebello-cerebral network evidenced by SPECT. Cerebellum 2010, 9(3):405-410.
Mayor-Dubois C., Maeder P., Zesiger P., Roulet-Perez E. Visuo-motor and cognitive procedural learning in children with basal ganglia pathology. Neuropsychologia 2010, 48(7):2009-2017.
Meulemans T., Van der Linden M., Perruchet P. Implicit sequence learning in children. Journal of Experimental Child Psychology 1998, 69(3):199-221.
Nicolson R.I., Fawcett A.J. Procedural learning difficulties: Reuniting the developmental disorders?. Trends in Neurosciences 2007, 30(4):135-141.
Nissen M.J., Bullemer P. Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology 1987, 19:1-32.
Piek J.P., Dyck M.J. Sensory-motor deficits in children with developmental coordination disorder, attention deficit hyperactivity disorder and autistic disorder. Human Movement Science 2004, 23(3-4):475-488.
Reed J., Johnson P. Assessing implicit learning with indirect tests: Determining what is learned about sequence structure. Journal of Experimental Psychology. Learning, Memory, and Cognition 1994, 20:585-594.
Savelsbergh G.J., Whiting H.T., Pijpers J.R., van Santvoord A.A. The visual guidance of catching. Experimental Brain Research 1993, 93(1):148-156.
Sigmundsson H., Ingvaldsen R.P., Whiting H.T. Inter- and intrasensory modality matching in children with hand-eye coordination problems: Exploring the developmental lag hypothesis. Developmental Medicine and Child Neurology 1997, 39(12):790-796.
Sigmundsson H., Whiting H.T. Hand preference in children with developmental coordination disorders: Cause and effect?. Brain and Cognition 2002, 49(1):45-53.
Soppelsa R., Albaret J.M. Batterie d'Evaluation du Mouvement chez l'Enfant - M-ABC. 2004, Editions du Centre de Psychologie Appliquée, Paris.
Thomas K.M., Nelson C.A. Serial reaction time learning in preschool- and school-age children. Journal of Experimental Child Psychology 2001, 79(4):364-387.
Vicari S., Finzi A., Menghini D., Marotta L., Baldi S., Petrosini L. Do children with developmental dyslexia have an implicit learning deficit?. Journal Neurology of Neurosurgy and Psychiatry 2005, 76:1392-1397.
Wechsler D. Wechsler Intelligence Scale for Children - Fourth edition. 2005, Les Editions du Centre de Psychologie Appliquée, Paris.
Willingham D.B. A neuropsychological theory of motor skill learning. Psychological Review 1998, 105(3):558-584.
Wilson P.H., Maruff P., Lum J. Procedural learning in children with developmental coordination disorder. Human Movement Science 2003, 22(4-5):515-526.
Wilson P.H., McKenzie B.E. Information processing deficits associated with developmental coordination disorder: A meta-analysis of research findings. Journal of Child Psychology and Psychiatry and Allied Disciplines 1998, 39(6):829-840.
Zimmermann P., Fimm B. Tests d'évaluation de l'attention (TEA) - version 1.02, manuel d'utilisation. 1994, Psytest, Würselen, Germany.
Zwicker J.G., Missiuna C., Harris S.R., Boyd L.A. Brain activation associated with motor skill practice in children with developmental coordination disorder: An fMRI study. International Journal of Developmental Neuroscience 2011, 29(2):145-152.
Zwicker J.G., Missiuna C., Harris S.R., Boyd L.A. Developmental coordination disorder: A review and update. European Journal of Paediatric Neurology 2012, 16(6):573-581.
