Age-related differences in perceptuomotor procedural learning in children

Lejeune, Caroline; Catale, Corinne; Schmitz, Xavier; Quertemont, Étienne; Meulemans, Thierry

doi:10.1016/j.jecp.2013.05.001

Cited by 16 publications

(12 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Previous developmental studies of skill learning have not identified associations between short-term or working memory performance assessed with the digit-span tasks and measures of learning ( Savion-Lemieux et al, 2009 ; Lejeune et al, 2013 ). In the current study, however, kindergarteners’ changes in performance were associated with a motor measure of sequential short-term memory.…”

Section: Discussionmentioning

confidence: 82%

“…Various studies of skill learning that compared children with young adults have reported differences in performance gains accrued during a given training experience. In different studies, either the adults ( Thomas et al, 2004 ; Huyck and Wright, 2011 ; Vasudevan et al, 2011 ; Lejeune et al, 2013 ) or the children ( Fischer et al, 2007 ; Bishop et al, 2012 ; Janacsek et al, 2012 ) exhibit an advantage. The results have differed even for the same task under different training lengths ( Thomas et al, 2004 ; Fischer et al, 2007 ), and may depend on the method of comparing age groups ( Janacsek et al, 2012 ), with adults showing better learning in shorter training lengths and in terms of normalized gains.…”

Section: Discussionmentioning

confidence: 99%

“…Another line of research suggests that procedural-implicit skill learning is age-invariant ( Reber, 1993 ; Meulemans et al, 1998 ; Vinter and Perruchet, 2000 ; Karatekin et al, 2007 ). Recent studies have attempted to address the disparity in previous findings ( Lejeune et al, 2013 ; Nemeth et al, 2013 ; Witt et al, 2013 ; Lukacs and Kemeny, 2014 ). These authors suggest an additional account by which skill learning per se is effective at young ages.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Learning of a simple grapho-motor task by young children and adults: similar acquisition but age-dependent retention

Julius

Adi-Japha

2015

Front. Psychol.

View full text Add to dashboard Cite

Many new skills are acquired during early childhood. Typical laboratory skill learning tasks are not applicable for developmental studies that involve children younger than 8 years of age. It is not clear whether young children and adults share a basic underlying skill learning mechanism. In the present study, the learning and retention of a simple grapho-motor pattern were studied in three age groups: 5–6, 7–8, and 19–29 years. Each block of the task consists of identical patterns arranged in a spaced writing array. Progression across the block involves on-page movements while producing the pattern, and off-page movements between patterns. The participants practiced the production of the pattern using a digitizing tablet and were tested at 24 h and 2 weeks post-practice. All age groups produced the task blocks more quickly with practice, and the learning rate was inversely related to the initial production time. All groups exhibited additional gains 24 h post-practice that were well-retained 2 weeks later. The accuracy of the participants was maintained throughout the 2-weeks period. These findings suggest that young children and young adults use a similar mechanism when learning the task. Nevertheless, the 6-years-old spent more time off-page during retention testing than when tested at 24 h post-practice, thus supporting the notion that an age advantage may exists in the long-term retention of skills due to planning-dependent aspects.

show abstract

Section: Discussionmentioning

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Learning of a simple grapho-motor task by young children and adults: similar acquisition but age-dependent retention

Julius

Adi-Japha

2015

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Ongoing task. The ongoing task included in this paradigm was a perceptuomotor procedural test adapted from Lejeune, Catale, Schmitz, Quertemont, and Meulemans (2013): the inverted mouse task. To thwart the ceiling effect that was detected at pretest, two versions of the task were presented to children depending on their chronological age.…”

Section: Participantsmentioning

confidence: 99%

Time’s up! Involvement of metamemory knowledge, executive functions, and time monitoring in children’s prospective memory performance

Geurten

Lejeune

Meulemans

2015

Child Neuropsychology

Self Cite

View full text Add to dashboard Cite

“…Some studies support this notion (e.g., performance of older children vs. adults on the probabilistic sequence learning task, Fischer et al, 2007 ; Janacsek et al, 2012 ; Nemeth et al, 2013 ). However, most laboratory studies fail to support this notion, and report an age advantage in learning of skills such as auditory temporal-interval discrimination, locomotion adaptation, applying a linguistic rule, deterministic sequence learning, and drawing visually-distorted spatial patterns (mirror-drawing (MD); e.g., Ferrel-Chapus et al, 2002 ; Thomas et al, 2004 ; Ferman and Karni, 2010 ; Vasudevan et al, 2011 ; Lejeune et al, 2013 ; Hodel et al, 2014 ). An age advantage was most frequently reported for learning within a session, but also between consecutive practice days (Huyck and Wright, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

A Developmental Perspective in Learning the Mirror-Drawing Task

Julius

Adi-Japha

2016

Front. Hum. Neurosci.

View full text Add to dashboard Cite

Is there late maturation of skill learning? This notion has been raised to explain an adult advantage in learning a variety of tasks, such as auditory temporal-interval discrimination, locomotion adaptation, and drawing visually-distorted spatial patterns (mirror-drawing, MD). Here, we test this assertion by following the practice of the MD task in two 5 min daily sessions separated by a 10 min break, over the course of 2 days, in 5–6-year-old kindergarten children, 7–8-year-old second-graders, and young adults. In the MD task, participants were required to trace a square while looking at their hand only as a reflection in a mirror. Kindergarteners did not show learning of the visual-motor mapping, and on average, did not produce even one full side of a square correctly. Second-graders showed increased online movement control with longer strokes, and robust learning of the visual-motor mapping, resulting in a between-day increase in the number of correctly drawn sides with no loss in accuracy. Overall, kindergarteners and second-graders producing at least one correct polygon-side on Day 1 were more likely to improve their performance between days. Adults showed better performance with improvements in the number of correctly drawn sides between- and within-days, and in accuracy between days. It has been suggested that 5-year-olds cannot learn the task due to their inability to detect and encapsulate previously produced accurate movements. Our findings suggest, instead, that these children lacked initial, accurate performance that could be enhanced through training. Recently, it has been shown that in a simple grapho-motor task the three age-groups improved their speed of performance within a session and between-days, while maintaining accuracy scores. Taken together, these data suggest that children’s motor skill learning depends on the task’s characteristics and their adopting an efficient and mature performance strategy enabling initial success that can be improved through training.

show abstract

Age-related differences in perceptuomotor procedural learning in children

Cited by 16 publications

References 30 publications

Learning of a simple grapho-motor task by young children and adults: similar acquisition but age-dependent retention

Learning of a simple grapho-motor task by young children and adults: similar acquisition but age-dependent retention

Time’s up! Involvement of metamemory knowledge, executive functions, and time monitoring in children’s prospective memory performance

A Developmental Perspective in Learning the Mirror-Drawing Task

Contact Info

Product

Resources

About