Implicit versus explicit training of motor sequences in children with Developmental Coordination Disorder
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1
Ghent University, Department of Experimental Psychology, Belgium
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2
Ghent University, Department of Rehabilitation Sciences and Physiotherapy, Belgium
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3
Lessius University College (KU Leuven), Belgium
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4
Ghent University, Department of Experimental Clinical and Health Psychology, Belgium
Children diagnosed with Developmental Coordination Disorder (DCD) experience significant problems with motor coordination, which cannot be explained by any medical condition or intellectual retardation. One important aspect of adequate motor coordination entails the correct sequencing of movements. Previously, we demonstrated that motor sequence learning is impaired in children with DCD (Gheysen, Van Waelvelde, & Fias, 2011). The current study aimed to elaborate these findings by comparing implicit versus explicit sequence training conditions.
A group of DCD and typically developing (TD) children performed the Serial Reaction Time (SRT) task. In the SRT task, a visual stimulus appears at one of the four horizontally aligned positions on a computer screen. Participants have to react as fast and as accurately as possible to the location of the stimulus by pressing the corresponding key. The continuous alternation between blocks of sequence and random SRT performance allowed us to track the motor sequence learning process. In the implicit training condition, children could learn the sequence unintentionally through repeated SRT practice (2 sessions on the same day). In the explicit training condition, children received an experimenter-guided cognitive training of the sequence structure prior to SRT task performance.
Overall, the DCD group benefited from implicit motor sequence training yet showed no advantage of the cognitive, explicit training strategy. This clearly contrasted with the results of the TD children who demonstrated marked sequence learning benefits with prior explicit sequence knowledge. The current study suggests that the additional cognitive load imposed by explicit training is not a good strategy in the motor learning rehabilitation of DCD children.
References
Gheysen, F., Van Waelvelde, H., & Fias, W. (2011). Impaired visuo-motor sequence learning in Developmental Coordination Disorder. Research in Developmental Disabilities, 32, 749–756.
Keywords:
motor sequence learning,
developmental coordination disorder,
SRT task,
implicit learning,
Explicit learning,
Motor development
Conference:
Belgian Brain Council, Liège, Belgium, 27 Oct - 27 Oct, 2012.
Presentation Type:
Poster Presentation
Topic:
Higher Brain Functions in health and disease: cognition and memory
Citation:
Gheysen
F,
De Brauwer
J,
Debey
E,
Debrabant
J and
Fias
W
(2012). Implicit versus explicit training of motor sequences in children with Developmental Coordination Disorder.
Conference Abstract:
Belgian Brain Council.
doi: 10.3389/conf.fnhum.2012.210.00118
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Received:
29 Aug 2012;
Published Online:
12 Sep 2012.
*
Correspondence:
Dr. Freja Gheysen, Ghent University, Department of Experimental Psychology, Ghent, Belgium, freja.gheysen@ugent.be