title: [Difficulties in the swift recognition of contradictions in procedural learning disorder: possible central coherence dysfunction].
abstract: BACKGROUND
  Procedural learning disorder, or non-verbal learning disorder, affects the automation of perceptual motor and cognitive skills and routines.
  
  
  OBJECTIVE
  To further our knowledge of the neurocognitive dysfunction in this disorder and, more specifically, to analyse the difficulties experienced when going from recognition of the constituting elements of something to an understanding of the whole.
  
  
  METHODS
  Contrasting simultaneous visual information and the swift recognition of contradictions are especially difficult abilities for children with procedural learning disorder.
  
  
  CONCLUSIONS
  These difficulties may reflect a central coherence dysfunction and can partly account for the deficient ability to adapt their social behaviour displayed by these children.
authors.affiliation: Departamento de Pediatría, Clinica Universitaria de Navarra, Avenida Pio XII 36, Pamplona, Spain. necrespo@unav.es
authors.forename: Nerea
authors.initials: N
authors.lastname: Crespo-Eguilaz
authors.forename: Juan
authors.initials: J
authors.lastname: Narbona
mesh_terms: D002648:Child; D003072:Cognition Disorders / Q000503:physiopathology* / Q000523:psychology*; D006801:Humans; D007859:Learning Disabilities / Q000503:physiopathology* / Q000523:psychology*; D009483:Neuropsychological Tests; D011597:Psychomotor Performance / Q000502:physiology; D021641:Recognition, Psychology; D012919:Social Behavior; D014796:Visual Perception / Q000502:physiology