Implicit learning in children with and without developmental coordination disorder.
OBJECTIVE: The ability to use perceptual cues within the environment to guide movement accurately can be acquired implicitly in that skill may increase while the learner is not consciously aware of what cues are being used. In this study, the implicit learning capabilities of children with and witho...
| Published in: | American Journal of Occupational Therapy Vol. 56; no. 4; pp. 429 - 436 |
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| Main Authors: | , |
| Format: | research tables/charts Journal Article |
| Published: |
American Occupational Therapy Association
Jul/Aug2002
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106803520&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106803520 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02729490 44I jtl: American Journal of Occupational Therapy issn: 02729490 maglogo: N pubinfo: dt: Jul/Aug2002 vid: 56 iid: 4 pid: 6680 pub: American Occupational Therapy Association place: North Bethesda, Maryland artinfo: ui: 106803520 106803520 86038440 2003030705 10.5014/ajot.56.4.429 NLM12125832 106803520 ppf: 429 ppct: 7 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Implicit learning in children with and without developmental coordination disorder. aug: au: Candler C Meeuwsen H affil: Assistant Professor, Texas Women's University, School of Occupational Therapy, 8194 Walnut Hill Lane, Dallas, Texas 75231, Ccandler@twu.edu sug: subj: Motor Skills Disorders Psychosocial Factors Children with Disabilities Psychosocial Factors Psychomotor Performance In Infancy and Childhood Learning In Infancy and Childhood Activities of Daily Living In Infancy and Childhood Motor Skills Disorders Rehabilitation Neuropsychological Tests Cognition In Infancy and Childhood Comparative Studies Pediatric Occupational Therapy Play and Playthings United States Cues Analysis of Variance P-Value Child Male Female Human Child: 6-12 years Male Female ab: OBJECTIVE: The ability to use perceptual cues within the environment to guide movement accurately can be acquired implicitly in that skill may increase while the learner is not consciously aware of what cues are being used. In this study, the implicit learning capabilities of children with and without developmental coordination disorder were compared. METHOD: Twenty-two children (11 with developmental coordination disorder, 11 without the disorder) played a computer game where they 'caught' a descending ball image with a paddle on the screen. The dependent variable was accuracy of catch, as measured by the score on the computer game. On training trials, a visual cue appeared 50% of the time that signaled the direction of the ball. On probe trials, the visual cue was false. After completing the task, the children were interviewed about their conscious awareness of the cue. A mixed factorial analysis of variance (ANOVA) was used to analyze the data for group comparisons. RESULTS: Of the 22 children, only 6 indicated that they were aware of the cue. A mixed factorial ANOVA was significant for greater error when the visual cue was false, F(11.12, 22.49) = 27.27, p = .000, indicating that the children responded to the cue. No difference was found between groups in game performance. CONCLUSION: Children with developmental coordination disorder in this study were able to implicitly recognize and use a perceptual cue to enhance their performance on a computer game. Strategies that foster implicit learning may be relevant to occupational therapy intervention. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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