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Updated: Jun 4, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
[Difficulties in the swift recognition of contradictions in procedural learning disorder: possible central coherence
Nerea Crespo-Eguilaz1, Juan Narbona
1Departamento de Pediatría, Clinica Universitaria de Navarra, Avenida Pio XII 36, Pamplona, Spain. necrespo@unav.es
Introduction:
Procedural learning disorder, or non-verbal learning disorder, affects the automation of perceptual motor and cognitive skills and routines.
Aim:
To further our knowledge of the neurocognitive dysfunction in this disorder and, more specifically, to analyse the difficulties experienced when going from recognition of the constituting elements of something to an understanding of the whole.
Development:
Contrasting simultaneous visual information and the swift recognition of contradictions are especially difficult abilities for children with procedural learning disorder.
Conclusions:
These difficulties may reflect a central coherence dysfunction and can partly account for the deficient ability to adapt their social behaviour displayed by these children.
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