Implicit and explicit motor learning in children with and without Down's syndrome

Abstract

This paper reports a study investigating the degree of dissociation between performance shown by children with or without Down's syndrome (DS), matched on non‐verbal MA‐level, following an implicit or explicit learning procedure. Task‐specific factors were tightly controlled using the same task for both modes of learning. The implicit learning task was based on the manipulation of a graphic production principle. Our procedure trained participants to reverse the principle. In the explicit task, participants had to learn the two rules that account for this reversed principle. Whether they were trained implicitly or explicitly, participants then performed the same test in which the impact of their training was assessed. Children with DS performed as well as controls in the implicit learning condition. They benefited less from the explicit learning condition than controls. They appeared to be impaired in the ability to recollect explicit information about the implicit training situation in comparison with controls. These results are discussed in the light of the current literature on the implicit and explicit modes of learning, and hypotheses are formulated about specific information processes that may be impaired in individuals with DS.

How Explicit and Implicit Test Instructions in an Implicit Learning Task Affect Performance

“…Some studies have reported that these children perform as well as typically developing children in implicit learning tasks (e.g. [63]–[67]). However, a number of other studies have revealed that implicit learning or memory performance is correlated with mental age [41], [68].…”

Learning New Letter-like Writing Patterns Explicitly and Implicitly in Children and Adults

“…Finally, motor skill learning should be further tested in populations of atypically developing children. Children with physical and multiple disabilities and children with Down Syndrome seem to have a preference for implicit learning of handwriting (Jongbloed-Pereboom et al, 2015;Vinter & Detable, 2008) and children with intellectual disabilities increase their physical activity after implicit training of overhand throwing (Capio, Poolton, Sit, Eguia, & Masters, 2013). For learning to write, but also for learning other motor skills, studies should be undertaken to give insight in the best teaching method for atypically developing children.…”

A review of cognitive impairments in children with intellectual disabilities: Implications for cognitive behaviour therapy

“…In relation to set shifting, that is, the ability to mentally move back and forth between different tasks, children with ID perform on par with their MA-matched peers (Danielsson et al, 2012). For children with DS specifically, performance on tasks of shifting is poor (e.g., Contestabile, Benfenati, & Gasparini, 2010;Memisevic & Sinanovic, 2014;Vinter & Detable, 2008). Additionally, planning has been found to be significantly impaired for children with ID including children with DS (Danielsson et al, 2012;Lanfranchi et al, 2010).…”