title: Task-specific training, learning, and memory for children with developmental coordination disorder: a pilot study.
abstract: 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.
authors.affiliation: School of Education, Durham University, Leazes Road, Durham DH1 1TA, UK. t.p.alloway@durham.ac.uk
authors.forename: Tracy Packiam
authors.initials: TP
authors.lastname: Alloway
authors.forename: Claire
authors.initials: C
authors.lastname: Warn
mesh_terms: 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