Procedural Learning in Children With Developmental Coordination, Reading, and Attention Disorders.
The aim is to assess repetition-based learning of procedures in children with developmental coordination disorder (DCD), reading disorder (RD) and attention-deficit hyperactivity disorder (ADHD). Participants included 187 children, studied in 4 groups: (a) DCD comorbid with RD and ADHD (DCD+RD+ADHD) (n = 30); (b) RD comorbid with ADHD (RD+ADHD) (n = 48); (c) ADHD (n = 19); and typically developing children (control group) (n = 90). Two procedural learning tasks were used: Assembly learning and Mirror drawing. Children were tested on 4 occasions for each task: 3 trials were consecutive and the fourth trial was performed after an interference task. Task performance by DCD+RD+ADHD children improved with training (P < .05); however, the improvement was significantly lower than that achieved by the other groups (RD+ADHD, ADHD and controls) (P < .05). In conclusion, children with DCD+RD+ADHD improve in their use of cognitive-motor procedures over a short training period. Aims of intervention in DCD+RD+ADHD should be based on individual learning abilities.
Department of Learning and Curriculum, University of Navarra, Pamplona, Spain smagallon@unav.es.
Sara
S
Magallón
Department of Learning and Curriculum, University of Navarra, Pamplona, Spain Pediatric Neurology Unit, Clinica Universidad de Navarra, Pamplona, Spain.
Nerea
N
Crespo-Eguílaz
Department of Learning and Curriculum, University of Navarra, Pamplona, Spain Pediatric Neurology Unit, Clinica Universidad de Navarra, Pamplona, Spain.
Juan
J
Narbona
D001289:Attention Deficit Disorder with Hyperactivity / Q000453:epidemiology / Q000523:psychology*; D002648:Child; D015897:Comorbidity; D004410:Dyslexia / Q000453:epidemiology / Q000523:psychology*; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D009048:Motor Skills; D019957:Motor Skills Disorders / Q000453:epidemiology / Q000523:psychology*; D011581:Psychological Tests
attention-deficit hyperactivity disorder; developmental coordination disorder; learning through repetition; motor skills; procedural memory