Reference : Procedural learning, consolidation, and transfer of a new skill in Developmental Coor...
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/2268/176446
Procedural learning, consolidation, and transfer of a new skill in Developmental Coordination Disorder
English
Lejeune, Caroline mailto [Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Neuropsychologie >]
Wansard, Murielle mailto [Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Neuropsychologie >]
Geurten, Marie mailto [Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Neuropsychologie >]
Meulemans, Thierry mailto [Université de Liège - ULiège > > Doyen de la Faculté de Psychologie et des sc. de l'éducation >]
2016
Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence
Psychology Press Taylor & Francis
22
2
143-154
Yes (verified by ORBi)
International
0929-7049
Lisse
The Netherlands
[en] Developmental coordination disorder ; Procedural learning ; Perceptuomotor adaptation ; Developmental disorder ; Skill learning ; Child
[en] The aim of this study was to explore the differences in procedural learning abilities between children with DCD and typically developing children by investigating the steps that lead to skill automatization (i.e., the stages of fast learning, consolidation, and slow learning). Transfer of the skill to a new situation was also assessed. We tested 34 children aged 6–12 years with and without DCD on a perceptuomotor adaptation task, a form of procedural learning that is thought to involve the cerebellum and the basal ganglia (regions whose impairment has been associated with DCD) but also other brain areas including frontal regions. The results showed similar rates of learning, consolidation, and transfer in DCD and control children. However, the DCD children's performance remained slower than that of controls throughout the procedural task and they reached a lower asymptotic performance level; the difficulties observed at the outset did not diminish with practice.
Researchers ; Professionals ; Students
http://hdl.handle.net/2268/176446
10.1080/09297049.2014.988608

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