Motor sequence learning and reading ability: Is poor reading associated with sequencing deficits?
Although it is widely assumed that children with learning disabilities have “sequencing problems,” these have not been well specified. A non-verbal serial reaction time (SRT) paradigm was used to evaluate motor sequence learning in 422 children between ages 7 and 11 in relation to reading, cognitive...
| Published in: | Journal of Experimental Child Psychology Vol. 84; no. 4; pp. 338 - 355 |
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| Main Authors: | , , |
| Format: | Article |
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Academic Press Inc.
April 2003
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507818918&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507818918 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220965 JEX jtl: Journal of Experimental Child Psychology issn: 00220965 maglogo: N pubinfo: dt: April 2003 vid: 84 iid: 4 pid: 735 pub: Academic Press Inc. artinfo: ui: 507818918 10.1016/S0022-0965(03)00030-4 ppf: 338 ppct: 17 formats: tig: atl: Motor sequence learning and reading ability: Is poor reading associated with sequencing deficits? aug: au: Waber, Deborah P. Marcus, David J. Forbes, Peter W. su: Motor learning Reaction time Cognitive development Reading level of students sug: subj: Motor learning Reaction time Cognitive development Reading level of students ab: Although it is widely assumed that children with learning disabilities have “sequencing problems,” these have not been well specified. A non-verbal serial reaction time (SRT) paradigm was used to evaluate motor sequence learning in 422 children between ages 7 and 11 in relation to reading, cognitive ability level, and attention problems. The children demonstrated the response profile typically associated with motor sequence learning, but the component of the profile indicative of implicit sequence learning was not reliably associated with any of the predictors. Cognitive ability predicted overall response time; cognitive ability, reading, and attention problems each predicted overall accuracy. Explicit learning was predicted by cognitive ability, but not by reading or attention problems. Thus, we found no evidence that poor reading is preferentially associated with a domain general deficit in sequential learning. Copyright (c) 2003 Elsevier Science (USA) pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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