Motor skill learning with impaired transfer by children with developmental coordination disorder.
Generalization
Implicit learning
Invented letter task
Motor skill learning
Procedural memory
Journal
Research in developmental disabilities
ISSN: 1873-3379
Titre abrégé: Res Dev Disabil
Pays: United States
ID NLM: 8709782
Informations de publication
Date de publication:
Aug 2020
Aug 2020
Historique:
received:
07
05
2019
revised:
25
03
2020
accepted:
20
04
2020
pubmed:
7
6
2020
medline:
29
7
2021
entrez:
7
6
2020
Statut:
ppublish
Résumé
DSM-5 criteria for developmental coordination disorder (DCD) emphasize deficits in the acquisition and execution of coordinated motor skills. Previous studies of motor skill learning in DCD suggest deficits in the execution of motor skills but do not reveal a deficit in learning new skills, possibly because of the heterogeneity of motor deficits in DCD. In light of the high prevalence of handwriting difficulties among children with DCD, the current study compared motor skill learning in 5-6-year-old children with DCD and their peers using a grapho-motor learning task that resembles a letter-writing practice. Thirty-two boys, 16 with DCD, learned to produce a new "letter" formed by connecting three dots. Training, following-day consolidation, 1-week post-training retention, and far-transfer to a no-dot condition were tested. Children with DCD exhibited rates of learning similar to those of their peers, but with overall poorer performance, replicating previous findings. Contrary to reports of intact skill transfer following a consolidation period in DCD, impaired transfer of the learned symbol was observed. These findings may explain some of the motor difficulties experienced by children with DCD as well as contribute to the discussion on mechanisms involved in skill learning in these children.
Sections du résumé
BACKGROUND
BACKGROUND
DSM-5 criteria for developmental coordination disorder (DCD) emphasize deficits in the acquisition and execution of coordinated motor skills. Previous studies of motor skill learning in DCD suggest deficits in the execution of motor skills but do not reveal a deficit in learning new skills, possibly because of the heterogeneity of motor deficits in DCD.
AIM
OBJECTIVE
In light of the high prevalence of handwriting difficulties among children with DCD, the current study compared motor skill learning in 5-6-year-old children with DCD and their peers using a grapho-motor learning task that resembles a letter-writing practice.
METHODS
METHODS
Thirty-two boys, 16 with DCD, learned to produce a new "letter" formed by connecting three dots. Training, following-day consolidation, 1-week post-training retention, and far-transfer to a no-dot condition were tested.
RESULTS
RESULTS
Children with DCD exhibited rates of learning similar to those of their peers, but with overall poorer performance, replicating previous findings. Contrary to reports of intact skill transfer following a consolidation period in DCD, impaired transfer of the learned symbol was observed.
CONCLUSIONS
CONCLUSIONS
These findings may explain some of the motor difficulties experienced by children with DCD as well as contribute to the discussion on mechanisms involved in skill learning in these children.
Identifiants
pubmed: 32505098
pii: S0891-4222(20)30101-3
doi: 10.1016/j.ridd.2020.103671
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
103671Informations de copyright
Copyright © 2020 Elsevier Ltd. All rights reserved.