The role of working memory capacity in implicit and explicit sequence learning of children: Differentiating movement speed and accuracy

Abswoude, Femke van; Buszard, Tim; Kamp, John van der; Steenbergen, Bert

doi:10.1016/j.humov.2019.102556

Cited by 10 publications

(21 citation statements)

References 42 publications

(37 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition to this inconsistent picture, on the one hand showed that children with better working memory capacity perform better during explicit practice and improve more compared to children with low working memory capacity. On the other hand, van Abswoude et al (Van Abswoude et al, 2020; did not find an effect of either verbal or visuospatial working memory on motor performance or learning following implicit or explicit learning. Similar results were shown by Jongbloed-Pereboom et al (2018).…”

Section: Individual Differencesmentioning

confidence: 89%

Implicit motor learning in primary school children: A systematic review

Abswoude

Mombarg

Groot

et al. 2021

Journal of Sports Sciences

Self Cite

View full text Add to dashboard Cite

The aim of this study was to assess the current state of evidence and methodological quality of studies on implicit and explicit motor learning in both typically developing children and children with developmental disorders. A systematic literature review was conducted on the experimental literature published up to April 2020. A total of 25 studies were included. Studies were evaluated on methodological quality, paradigm used, and level of evidence. The results showed that implicit paradigms are as effective as explicit paradigms in both groups of children. Studies are predominantly experimental in nature involving mostly upper limb aiming tasks. The few studies that were performed outside the lab (n = 5) suggest superior efficacy of the implicit paradigm. Methodological quality varied between studies and was not always of sufficient standard to allow conclusions. In particular, manipulation checks were only performed in 13 studies (52% of all studies), limiting conclusions. Further progress can be made by focussing on improving methodological quality through retention testing by the inclusion of a control group, by the inclusion of a manipulation check, and via assessment of relevant co-variables, such as working memory, age, and motor competence.

show abstract

Section: Individual Differencesmentioning

confidence: 89%

Implicit motor learning in primary school children: A systematic review

Abswoude

Mombarg

Groot

et al. 2021

Journal of Sports Sciences

Self Cite

View full text Add to dashboard Cite

show abstract

“…On the other hand, some others expressed that lack of explicit knowledge around the motor's basics and regularities did not have a negative impact on the learning process, and even in physiological and psychological stress, it could improve the performance. The results indicated the benefits of the implicit learning along with explicit learning in skills acquisition (online learning) [21,37].…”

Section: Introductionmentioning

confidence: 89%

“…It seems that benefits of sleep in enhancement of offline motor sequence learning depends on different factors. One of these factors is the individual's awareness of the task regularities [2,20,33,34,37]. This may play an important role in children's motor learning and may also be an important factor in offline enhancement.…”

Section: Introductionmentioning

confidence: 99%

“…This may play an important role in children's motor learning and may also be an important factor in offline enhancement. Learning new skills with practice can be accomplished unintentionally, with little to no awareness (implicit knowledge), or intentionally, with an individual's conscious awareness of the regularities of the task to be learned or rules and facts on how to move (explicit knowledge) [2,21,33,37,42]. Lots of evidence exists about the role of awareness in online and offline motor learning of adults [2,11,12,33,34,38].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Motor memory consolidation in children: The role of awareness and sleep on offline general and sequence-specific learning

Iranmanesh

Kakhki

Taheri

et al. 2022

Biomedical Human Kinetics

View full text Add to dashboard Cite

Study aim: The purpose of this study was to investigate the role of sleep and awareness on consolidation of general and Sequence-Specific learning in children. Material and methods: Male participants (n = 48, 10 to 12 years old) were assigned to one of four groups based on awareness and sleep. Acquisition phase took place in the morning (wake groups, 8 ± am) or in the evening (sleep groups, 8 ± pm) followed by a 12 hours retention interval and a subsequent delayed retention test (1 week). Children in the explicit groups were informed about the presence of the sequence, while in the implicit groups were not informed about it. For data analysis in consolidation of general sequence learning and Sequence-Specific Consolidation phases, 2 × 2 × 2 and 2 × 2 × 3 ANOVA with repeated measures on block tests were used respectively. Results: The data provides evidence of offline enhancement of general motor learning after 12 hours which was dependent on sleep and awareness. Moreover, the information persistence after 1-week was significant only in sleep groups. The results also indicated that consolidation of sequence-specific learning was only observed after 12 hours in element duration and it was related to sleep and awareness. Conclusions: The results revealed that sleep wasn’t only an essential factor in enhancement of off-line sequence learning task after 12 hours in children, but performance of the children was dependent on awareness and sleep.

show abstract

“…van Abswoude, Buszard, van der Kamp & Steenbergen (2020), Thalmann et al (2019), and Cansino et al (2018) pointed to factors that can lead to an increase in the working memory capacity and the presence of differences in capacity between individuals, as some of these factors were classified into strategic factors, such as repeated training and the number of chunks, and non-strategic factors, such as the processing speed and perseverance in the face of the confusing elements.…”

Section: Introductionmentioning

confidence: 99%

Examining the stress, depressive thoughts, and working memory capacities of the university students

Hamza

Helal

2021

Journal for the Education of Gifted Young Scientists

View full text Add to dashboard Cite

The objective of the study is to measure the capacity of the working memory, and also to investigate its relationship to life stress and depressive thoughts. The study sample consisted of 50 college students studied on Science and Art major. A cognitive task was designed to measure the working memory capacity based on the determinants found in previous research. The results indicated that there were statistically significant differences in the level of life stress events (high/low) on the task of measuring the working memory capacity. The results also showed that there were no statistically significant differences neither between genders nor between majors on the task of measuring the working memory capacity. Furthermore, the results reported that there was no statistically significant effect of the interaction of the level of life stress (high/low) and gender (male/female) on the task of measuring working memory capacity. Finally, the results reported that there were significant differences in the level of depressive thoughts (high/low) on the task of measuring working memory. The current research concludes that neither the interaction of stressful life events, gender, and academic major, nor the interaction of depressive thoughts, gender, and academic major have an effect on working memory capacity.

show abstract

The role of working memory capacity in implicit and explicit sequence learning of children: Differentiating movement speed and accuracy

Cited by 10 publications

References 42 publications

Implicit motor learning in primary school children: A systematic review

Implicit motor learning in primary school children: A systematic review

Motor memory consolidation in children: The role of awareness and sleep on offline general and sequence-specific learning

Examining the stress, depressive thoughts, and working memory capacities of the university students

Contact Info

Product

Resources

About