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程序性表现与运动技能和语言能力有关:在有或没有发育协调障碍的儿童中,结结任务的发现
Yu-Ting Tseng1, Hsinjen Julie Hsu2
1Department of Kinesiology, National Tsing Hua University, Hsinchu City, Taiwan; Research Center for Education and Mind Sciences, National Tsing Hua University, Hsinchu City, Taiwan.
Acta psychologica
|July 1, 2025
概括
患有发育协调障碍 (DCD) 的儿童在程序性学习任务中扎. 这项研究发现,DCD影响结结,将表现与运动和语言技能联系起来,强调需要综合评估.
科学领域:
- 神经科学是一个神经科学.
- 发展心理学 发展心理学
- 发动机控制器的控制器
背景情况:
- 患有发育协调障碍 (DCD) 的儿童在运动序列学习方面表现出挑战.
- 之前使用串行反应时间范式的研究对DCD程序学习缺陷产生了不确定的结果.
- 需要生态有效的任务,以更好地了解现实世界的运动学习在DCD.
研究的目的:
- 通过结结任务来研究DDC儿童的过程性学习.
- 检查过程性学习,运动协调和DDC儿童的语言能力之间的关联.
- 为了比较患有DCD的儿童和典型发育 (TD) 的儿童之间的表现.
主要方法:
- 用一个结结任务来评估DCD和TD控制的儿童的程序学习.
- 评估了参与者的运动技能 (手工敏捷,平衡) 和语言能力.
- 性能指标包括完成时间,准确性和错误步骤.
主要成果:
- 与DCD儿童相比,与TD儿童相比,DCD儿童的结结性能明显较差 (完成时间较长,精度较低,错误较多) (p < .05).
- 结结结的完成时间和准确性都与运动技能和语言能力有显著的相关性.
- 这些关联在DCD组内更为强烈,这表明程序学习与其他发展领域之间存在密切联系.
结论:
- 在患有DCD的儿童中,程序性学习缺陷很明显,即使在功能性,现实世界的任务中,如结结.
- 运动协调和语言能力与DDC儿童的程序学习表现密切相关.
- 这些发现支持需要进行综合评估,解决DCD过程性学习,运动技能和语言的相互作用,指导未来研究底层机制的需求.
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