Task-specific training, learning, and memory for children with developmental coordination disorder: a pilot study.
This pilot study compared learning and memory profiles of 20 children (55% boys; M age = 7.3 yr., SD = 0.4) identified as having learning difficulties and having or suspected of having Developmental Coordination Disorder. 10 children participated in a 13-wk. program of task-specific motor exercises, while the other 10 received none. Analysis indicated significant improvement in motor skills and in visuospatial working memory by the intervention group; however, this effect did not transfer to reading and mathematics scores. Implications regarding the relations among motor skills, learning, and memory are discussed within the context of the intervention.
Alloway
Tracy Packiam
TP
School of Education, Durham University, Leazes Road, Durham DH1 1TA, UK. t.p.alloway@durham.ac.uk
Warn
Claire
C
D002648:Child; D026241:Exercise Movement Techniques / Q000379:methods*; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D007859:Learning Disabilities / Q000175:diagnosis / Q000628:therapy; D008297:Male; D008433:Mathematics; D008568:Memory / Q000502:physiology*; D009043:Motor Activity / Q000502:physiology*; D009048:Motor Skills / Q000502:physiology; D019957:Motor Skills Disorders / Q000628:therapy*; D009483:Neuropsychological Tests; D010865:Pilot Projects; D011597:Psychomotor Performance / Q000502:physiology*; D011932:Reading; D013647:Task Performance and Analysis; D014163:Transfer, Psychology / Q000502:physiology