Intact procedural motor sequence learning in developmental coordination disorder

Lejeune, Caroline; Catale, Corinne; Willems, Sylvie; Meulemans, Thierry

doi:10.1016/j.ridd.2013.03.017

Cited by 53 publications

(62 citation statements)

References 38 publications

(51 reference statements)

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“…Their hypothesis was recently refined by Gheysen et al (43) and Biotteau et al (44), who found that children with DCD performed more poorly on the sequencing of simple movements in a serial reaction time task [SRTT; (43)] and a finger-tapping task (44) – tasks known to involve the corticostriatal network (32). It should, however, be noted that when Wilson and McKenzie (45) and Lejeune et al (46) applied SRTT paradigms, their results did not support the BG assumption [children with DCD performed similarly to typically developing (TD) children]. Results, therefore, appear more contrasted for the BG than for the cerebellum, although there are good grounds for considering them in the neurobiology of DCD.…”

Section: Neural Correlates Of Dcd: From Early Hypotheses To the Firstmentioning

confidence: 95%

Neural Signature of DCD: A Critical Review of MRI Neuroimaging Studies

et al. 2016

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The most common neurodevelopmental disorders (e.g., developmental dyslexia (DD), autism, attention-deficit hyperactivity disorder (ADHD)) have been the subject of numerous neuroimaging studies, leading to certain brain regions being identified as neural correlates of these conditions, referring to a neural signature of disorders. Developmental coordination disorder (DCD), however, remains one of the least understood and studied neurodevelopmental disorders. Given the acknowledged link between motor difficulties and brain features, it is surprising that so few research studies have systematically explored the brains of children with DCD. The aim of the present review was to ascertain whether it is currently possible to identify a neural signature for DCD, based on the 14 magnetic resonance imaging neuroimaging studies that have been conducted in DCD to date. Our results indicate that several brain areas are unquestionably linked to DCD: cerebellum, basal ganglia, parietal lobe, and parts of the frontal lobe (medial orbitofrontal cortex and dorsolateral prefrontal cortex). However, research has been too sparse and studies have suffered from several limitations that constitute a serious obstacle to address the question of a well-established neural signature for DCD.

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Section: Neural Correlates Of Dcd: From Early Hypotheses To the Firstmentioning

confidence: 95%

Neural Signature of DCD: A Critical Review of MRI Neuroimaging Studies

et al. 2016

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“…Procedural learning plays an important role in the child's early acquisitions, and deficits in this domain are thought to be at the origin of neurodevelopmental disorders such as specific language impairment (SLI) and developmental coordination disorder (DCD). Whereas many studies now explore the hypothesis of a link between impaired language or motor development and procedural learning deficits by studying clinical populations (Gabriel et al, 2013;Gabriel, Maillart, Guillaume, Stefaniak, & Meulemans, 2011;Gabriel, Stefaniak, Maillart, Schmitz, & Meulemans, 2012;Gheysen, Van Waelvelde, & Fias, 2011;Hedenius et al, 2011;Kémeny & Lukács, 2010;Lejeune, Catale, Willems, & Meulemans, 2013;Lum & Blese, 2012;Lum, Conti-Ramsden, Morgan, & Ullman, 2014;Lum, Conti-Ramsden, Page, & Ullman, 2011;Lum, Gelgic, & Conti-Ramsden, 2010; Mayor-Dubois, Van der Linden, Zesiger, & Roulet-Perez, 2012;Tomblin, Mainela-Arnold, & Zhang, 2007), it appears necessary to better define procedural learning abilities in typically developing children.…”

mentioning

confidence: 99%

Procedural learning: A developmental study of motor sequence learning and probabilistic classification learning in school-aged children

Mayor-Dubois

Zesiger

Linden

et al. 2015

Child Neuropsychology

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In this study, we investigated motor and cognitive procedural learning in typically developing children aged 8-12 years with a serial reaction time (SRT) task and a probabilistic classification learning (PCL) task. The aims were to replicate and extend the results of previous SRT studies, to investigate PCL in school-aged children, to explore the contribution of declarative knowledge to SRT and PCL performance, to explore the strategies used by children in the PCL task via a mathematical model, and to see whether performances obtained in motor and cognitive tasks correlated. The results showed similar learning effects in the three age groups in the SRT and in the first half of the PCL tasks. Participants did not develop explicit knowledge in the SRT task whereas declarative knowledge of the cue-outcome associations correlated with the performances in the second half of the PCL task, suggesting a participation of explicit knowledge after some time of exposure in PCL. An increasing proportion of the optimal strategy use with increasing age was observed in the PCL task. Finally, no correlation appeared between cognitive and motor performance. In conclusion, we extended the hypothesis of age invariance from motor to cognitive procedural learning, which had not been done previously. The ability to adopt more efficient learning strategies with age may rely on the maturation of the fronto-striatal loops. The lack of correlation between performance in the SRT task and the first part of the PCL task suggests dissociable developmental trajectories within the procedural memory system. Procedural learning belongs to the non-declarative or implicit learning system and refers to the ability to learn complex information without awareness. It consists in a progressive improvement of skills, without explicit knowledge or voluntary recall. Unlike declarativeWe are grateful to J. Mayor, M. Dubois and A. Posada for their help in the adaptation of the paradigms. We also thank F. Ludwig, Head of the School of St-Prex, and all the children and their parents who agreed to participate to these experiments.

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“…Interestingly, a sequence recall test, administered after the whole task, indicated some awareness of the repeating sequence pattern (Gheysen et al, 2011). By contrast, using the same paradigm, Lejeune et al (2013) found no evidence of a difference in performance between children with DCD and typically developing children.…”

Section: Procedural Learning In Children With Developmental Coordinatmentioning

confidence: 92%