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Procedural learning in children with developmental coordination disorder.

Peter H Wilson1, Paul Maruff, Jarrad Lum

  • 1Department of Psychology and Disability Studies, RMIT University, City Campus, P.O. Box 2476V, Vic. 3001, Melbourne, Australia. peter.h.wilson@rmit.edu.au

Human Movement Science
|November 20, 2003
PubMed
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This summary is machine-generated.

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Children with developmental coordination disorder (DCD) demonstrate intact procedural learning, performing similarly to controls on a serial reaction time task. This suggests normal functioning of brain circuits crucial for motor skill sequencing in DCD.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Motor Control

Background:

  • Developmental Coordination Disorder (DCD) is characterized by difficulties in motor skill learning and automation.
  • Research on motor learning in DCD, especially over repeated trials, is limited.
  • Procedural learning, the implicit learning of sequences, is crucial for motor skill acquisition.

Purpose of the Study:

  • To investigate procedural learning in children with DCD using a serial reaction time (SRT) task.
  • To compare motor learning abilities between children with DCD and age-matched controls.
  • To explore the integrity of cortico-striatal circuits involved in motor sequencing in DCD.

Main Methods:

  • A serial reaction time (SRT) task, adapted from Nissen and Bullemer, was administered to 10 children with DCD and controls.

Related Experiment Videos

  • Participants learned a repeating spatial sequence over four blocks of trials, followed by a randomized block.
  • Procedural learning was quantified by analyzing reaction time changes across blocks.

    • Main Results:

    • Most children, including those with DCD, exhibited significant procedural learning of the spatial sequence without explicit awareness.
    • No significant group differences were found in the magnitude of procedural learning.
    • Performance of children with DCD fell within the normal range for this motor learning task.

    Conclusions:

    • Procedural learning for simple sequential movements is generally intact in children with DCD.
    • Findings suggest that the cortico-striatal circuits essential for sequencing simple movements function normally in DCD.
    • This implies that motor learning deficits in DCD may not stem from impairments in basic sequential motor programming.