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Efficiently Recording the Eye-Hand Coordination to Incoordination Spectrum

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Published on: March 21, 2019

Impaired visuo-motor sequence learning in Developmental Coordination Disorder.

Freja Gheysen¹, Hilde Van Waelvelde, Wim Fias

¹Department of Experimental Psychology, Ghent University, Henri Dunantlaan 2, 9000 Ghent, Belgium. freja.gheysen@ugent.be

Research in Developmental Disabilities

|December 7, 2010

Summary

Children with Developmental Coordination Disorder (DCD) can learn general motor tasks but struggle with visuo-motor sequence learning. Their difficulties may stem from motor planning issues, not initial learning.

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The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

Area of Science:

Neuroscience
Developmental Psychology
Motor Control

Background:

Developmental Coordination Disorder (DCD) is characterized by significant impairments in motor coordination.
Understanding the specific learning deficits in DCD is crucial for targeted interventions.
Procedural and visuo-motor sequence learning are key components of motor skill development.

Purpose of the Study:

To investigate the procedural, visuo-motor sequence learning abilities in children with DCD.
To compare sequence learning between children with DCD and typically developing (TD) children.
To identify the potential locus of sequence learning difficulties in DCD.

Main Methods:

Utilized the serial reaction time (SRT) task to assess visuo-motor sequence learning.
Compared reaction time measurements between 18 children with DCD and 20 matched TD children.
Administered a sequence recall test post-task to evaluate pattern awareness.

Main Results:

Children with DCD showed comparable general learning of visuo-motor task demands to TD children.
DCD group failed to learn the specific visuo-motor sequence presented in the SRT task.
A sequence recall test revealed some awareness of the repeating pattern in children with DCD.

Conclusions:

DCD children's difficulties in sequence learning may not be due to a failure in acquiring the sequence itself.
The findings suggest that motor planning deficits, rather than sequence acquisition problems, underlie impaired sequence learning in DCD.
Further research into motor planning in DCD is warranted.