Procedural learning and automatization process in children with developmental coordination disorder and/or developmental dyslexia |
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| Affiliation: | 1. Inserm, Imagerie Cérébrale et Handicaps Neurologiques UMR 825, CHU Purpan, Place du Dr. Baylac, F-31059 Toulouse Cedex 9, France;2. Université de Toulouse III, UPS, Imagerie Cérébrale et Handicaps Neurologiques UMR 825, CHU Purpan, Place du Dr. Baylac, F-31059 Toulouse Cedex 9, France;3. Université de Toulouse III, UPS, PRISSMH-EA4561, 118 Route de Narbonne, F-31062 Toulouse Cedex 9, France;4. Hôpital des Enfants, Centre Hospitalier Universitaire de Toulouse, CHU Purpan, Place du Dr. Baylac, F-31059 Toulouse Cedex 9, France;1. Department of Psychological and Brain Sciences, Indiana University, United States;2. Institute of Psychological Sciences, University of Leeds, UK;3. School of Mechanical Engineering, University of Leeds, UK;1. College of Life and Environmental Sciences, University of Exeter, Exeter, UK;2. Department of Health Sciences, Liverpool Hope University, Liverpool, UK;3. Faculty of Kinesiology, University of Calgary, Calgary, AB, Canada;1. Faculty of Health Sciences, Department of Health and Rehabilitation Sciences, University of Cape Town, F45 Old Main Building, Groote Schuur Hospital, Observatory, Cape Town 7925, South Africa;2. School of Psychology, Australian Catholic University, 115 Victoria Pde., Melbourne, VIC 3065, Australia;3. Faculty of Kinesiology and Rehabilitation Sciences, Department of Kinesiology, Movement Control and Neuroplasticity Research Group, Katholieke Universiteit Leuven, Tervuursevest 101, Postbox 1501, B-3001 Heverlee, Belgium;1. Department of Occupational Science and Occupational Therapy, University of British Columbia, Canada;2. Department of Pediatrics, University of British Columbia, Canada;3. Child & Family Research Institute, Canada;4. Sunny Hill Health Centre for Children, Canada |
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| Abstract: | ObjectiveThere is increasing evidence to suggest that developmental dyslexia (DD) and developmental coordination disorder (DCD) actually form part of a broader disorder. Their frequent association could be justified by a deficit of the procedural memory system, that subtends many of the cognitive, motor and linguistic abilities that are impaired in both DD and DCD. However, studies of procedural learning in these two disorders have yielded divergent results, and in any case no studies have so far addressed the issue of automatization (dual-task paradigm).MethodsWe administered a finger tapping task to participants aged 8–12 years (19 DCD, 18 DD, and 22 with both DD and DCD) to explore procedural learning and automatic movements in these three groups of children, comparing motor performances at the prelearning stage, after 2 weeks of training, and in a post-training dual-task condition.ResultsFirst, results indicated that all the children were able to learn a sequence of movements and even automatize their movements. Second, they revealed between-groups differences in procedural/automatization learning abilities, setting the DCD group apart from the other two. Third, contrary to our expectations concerning comorbidity, they suggested that the DD + DCD association does not have an additional impact on behavioral performances. |
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| Keywords: | Procedural memory Automaticity Dual-task Comorbidity Learning disorder |
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