Reference : Procedural learning in Developmental Coordination Disorder
Scientific congresses and symposiums : Paper published in a book
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/2268/121984
Procedural learning in Developmental Coordination Disorder
English
Lejeune, Caroline mailto [Université de Liège - ULg > Département de Psychologie : cognition et comportement > Neuropsychologie >]
Catale, Corinne mailto [Université de Liège - ULg > Département de Psychologie : cognition et comportement > Département de Psychologie : cognition et comportement >]
Schmitz, Xavier mailto [Université de Liège - ULg > Département de Psychologie : cognition et comportement > Neuropsychologie >]
Lambert, Mandy [> >]
Meulemans, Thierry mailto [Université de Liège - ULg > Services généraux (Fac. de psycho. et des sc. de l'éducat.) > Doyen de la Faculté de Psychologie et des sc. de l'éducation >]
11-May-2012
Books of Abstract: 1st Joint Meeting of the Belgian Association for Psychological Science & Sociedad Espanola de Psicologica Experimental
163
Yes
International
BAPS-SEPEX
du 10 mai 2012 au 11 mai 2012
Université de Liège
Liège
Belgium
[en] developmental coordination disorder ; procedural learning ; motor skill
[en] Developmental Coordination Disorder (DCD) is a developmental disorder characterized by marked impairments in motor skills. Despite its negative impact on daily activities and on cognitive and academic performance, the mechanisms underlying DCD remain largely unknown. The aim of our study was to investigate the hypothesis of a motor procedural learning impairment in DCD, which would explain difficulties in motor learning and automation of novel motor skills in these children. A total of 32 children (16 with DCD and 16 typically developing [TD] children) aged between 6 and 12 years old participated in this study. Children were administered a task adapted from the traditional shapes’ mirror-tracing task. Results showed that DCD children were able to learn the skill as fast as TD children; the learning pattern of DCD and TD children in motor procedural learning is similar. But is there any generalization of a new perceptual-motor skill in DCD children? Actually, DCD children were slower during the transfer task (triangle task) than TD children; the transfer task was more difficult for the DCD children than their peers. DCD children and TD children differ in their abilities to generalize the motor schema to a new task, more complex. These results confirm the hypothesis of a motor procedural learning impairment in DCD.
Researchers ; Students ; General public
http://hdl.handle.net/2268/121984

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