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Filho JMVM, de Oliveira AAR, de Bruin VMS, Viana RB, de Bruin PFC. Influence of sleep on motor skill acquisition in children: a systematic review. J Sleep Res 2024:e14309. [PMID: 39205321 DOI: 10.1111/jsr.14309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2024] [Revised: 07/16/2024] [Accepted: 07/26/2024] [Indexed: 09/04/2024]
Abstract
Effects of sleep on procedural (implicit) memory consolidation in children remain controversial. The aim of this systematic review was to synthesise the evidence on the influence of sleep on motor skills acquisition in children. Four electronic databases were searched: PubMed, Cochrane Central Register of Controlled Trials (CENTRAL), Excerpta Medica Database (Embase), and Biblioteca Virtual em Saúde (BVS). Original studies, published until October 17, 2023, on motor skill acquisition in children aged ≤12 years, in which the intervention group slept after motor skill training, while the control group remained awake, were considered for inclusion. Risk of bias was evaluated using the Cochrane's Risk of Bias 2 tool. The review protocol was pre-registered at the International Prospective Register of Systematic Reviews (PROSPERO protocol number: CRD42022363868) and all reported items followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Of the 7241 articles initially retrieved, nine met the primary criteria and were included in this review. Of these, six studies reported that daytime or night-time sleep intervention improved motor skill acquisition, as compared to wakefulness. All studies presented a high risk of bias. In conclusion, the evidence summarised suggests that sleep may enhance motor skills acquisition and could be important for motor development in childhood. However, due to the high risk of bias in the included studies, future randomised controlled trials with high methodological quality are necessary to better clarify this topic.
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Affiliation(s)
| | | | | | - Ricardo Borges Viana
- Human Anatomy Laboratory, Institute of Physical Education and Sports, Federal University of Ceará, Fortaleza, Brazil
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2
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Van Roy A, Albouy G, Burns RD, King BR. Children exhibit a developmental advantage in the offline processing of a learned motor sequence. COMMUNICATIONS PSYCHOLOGY 2024; 2:30. [PMID: 39242845 PMCID: PMC11332225 DOI: 10.1038/s44271-024-00082-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2023] [Accepted: 03/20/2024] [Indexed: 09/09/2024]
Abstract
Changes in specific behaviors across the lifespan are frequently reported as an inverted-U trajectory. That is, young adults exhibit optimal performance, children are conceptualized as developing systems progressing towards this ideal state, and older adulthood is characterized by performance decrements. However, not all behaviors follow this trajectory, as there are instances in which children outperform young adults. Here, we acquired data from 7-35 and >55 year-old participants and assessed potential developmental advantages in motor sequence learning and memory consolidation. Results revealed no credible evidence for differences in initial learning dynamics among age groups, but 7- to 12-year-old children exhibited smaller sequence-specific learning relative to adolescents, young adults and older adults. Interestingly, children demonstrated the greatest performance gains across the 5 h and 24 h offline periods, reflecting enhanced motor memory consolidation. These results suggest that children exhibit an advantage in the offline processing of recently learned motor sequences.
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Affiliation(s)
- Anke Van Roy
- Department of Health and Kinesiology, College of Health, University of Utah, Salt Lake City, UT, 84112, USA
| | - Geneviève Albouy
- Department of Health and Kinesiology, College of Health, University of Utah, Salt Lake City, UT, 84112, USA
| | - Ryan D Burns
- Department of Health and Kinesiology, College of Health, University of Utah, Salt Lake City, UT, 84112, USA
| | - Bradley R King
- Department of Health and Kinesiology, College of Health, University of Utah, Salt Lake City, UT, 84112, USA.
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Chen W, Xiao Z, Turel O, Zhang S, He Q. Sex-based differences in fairness norm compliance and neural circuitry. Cereb Cortex 2024; 34:bhae052. [PMID: 38383724 DOI: 10.1093/cercor/bhae052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Revised: 01/26/2024] [Accepted: 01/30/2024] [Indexed: 02/23/2024] Open
Abstract
Human behavior often aligns with fairness norms, either voluntarily or under external pressure, like sanctions. Prior research has identified distinct neural activation patterns associated with voluntary and sanction-based compliance or non-compliance with fairness norms. However, an investigation gap exists into potential neural connectivity patterns and sex-based differences. To address this, we conducted a study using a monetary allocation game and functional magnetic resonance imaging to examine how neural activity and connectivity differ between sexes across three norm compliance conditions: voluntary, sanction-based, and voluntary post-sanctions. Fifty-five adults (27 females) participated, revealing that punishment influenced decisions, leading to strategic calculations and reduced generosity in voluntary compliance post-sanctions. Moreover, there were sex-based differences in neural activation and connectivity across the different compliance conditions. Specifically, the connectivity between the right dorsolateral prefrontal cortex and right dorsal anterior insular appeared to mediate intuitive preferences, with variations across norm compliance conditions and sexes. These findings imply potential sex-based differences in intuitive motivation for diverse norm compliance conditions. Our insights contribute to a better understanding of the neural pathways involved in fairness norm compliance and clarify sex-based differences, offering implications for future investigations into psychiatric and neurological disorders characterized by atypical socialization and mentalizing.
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Affiliation(s)
- Wanting Chen
- Faculty of Psychology, MOE Key Lab of Cognition and Personality, Southwest University, 2 Tiansheng Road, Beibei District, Chongqing 400715, China
| | - Zhibing Xiao
- Faculty of Psychology, MOE Key Lab of Cognition and Personality, Southwest University, 2 Tiansheng Road, Beibei District, Chongqing 400715, China
| | - Ofir Turel
- School of Computing and Information Systems, The University of Melbourne, Grattan Street, Parkville VIC 3010, Australia
| | - Shuyue Zhang
- Department of Psychology, Faculty of Education, Guangxi Normal University, 15 Yucai Road, Qixing District, Guilin 541004, China
| | - Qinghua He
- Faculty of Psychology, MOE Key Lab of Cognition and Personality, Southwest University, 2 Tiansheng Road, Beibei District, Chongqing 400715, China
- Sichuan Key Laboratory of Psychology and Behavior of Discipline Inspection and Supervision (Sichuan Normal University), 1 Chenglong Road, First Section of South First Ring Road, Wuhou District, Chengdu, 610066, China
- Southwest University Branch, Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University, 2 Tiansheng Road, Beibei District, Chongqing 400715, China
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Van Dyck D, Deconinck N, Aeby A, Baijot S, Coquelet N, De Tiège X, Urbain C. Atypical procedural learning skills in children with Developmental Coordination Disorder. Child Neuropsychol 2023; 29:1245-1267. [PMID: 36458657 DOI: 10.1080/09297049.2022.2152433] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Accepted: 11/22/2022] [Indexed: 12/04/2022]
Abstract
We investigated the procedural learning deficit hypothesis in Developmental Coordination Disorder (DCD) while controlling for global performance such as slower reaction times (RTs) and variability. Procedural (sequence) learning was assessed in 31 children with DCD and 31 age-matched typically developing (TD) children through a serial reaction time task (SRTT). Sequential and random trial conditions were intermixed within five training epochs. Two repeated measures ANOVAs were conducted on a Sequence-Specific Learning Index (SSLI) and a Global Performance Index (GPI, speed/accuracy measure) with Epoch (for SSLI and GPI) and Condition (for GPI) as within-subjects factors, and Group as between-subjects factor. Controlling for RTs differences through normalized RTs, revealed a global reduction of SSLI in children with DCD compared with TD peers suggesting reduced sequence learning skills in DCD. Still, a significant Group x Condition interaction observed on GPI indicated that children from both groups were able to discriminate between sequential and random trials. DCD presented reduced procedural learning skills after controlling for global performance. This finding highlights the importance of considering the general functioning of the child while assessing learning skills in patients.
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Affiliation(s)
- Dorine Van Dyck
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles (LN2T), ULB Neurosciences Institute (UNI), Hôpital Erasme - Hôpital Universitaire de Bruxelles (HUB), Université Libre de Bruxelles (ULB), Brussels, Belgium
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola (HUDERF) - Hôpital Universitaire de Bruxelles (HUB), Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Nicolas Deconinck
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola (HUDERF) - Hôpital Universitaire de Bruxelles (HUB), Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Alec Aeby
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola (HUDERF) - Hôpital Universitaire de Bruxelles (HUB), Université libre de Bruxelles (ULB), Brussels, Belgium
- Neuropsychology and Functional Neuroimaging Research Group (UR2NF) at Center for Research in Cognition and Neurosciences (CRCN) and ULB Neurosciences Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Simon Baijot
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola (HUDERF) - Hôpital Universitaire de Bruxelles (HUB), Université libre de Bruxelles (ULB), Brussels, Belgium
- Neuropsychology and Functional Neuroimaging Research Group (UR2NF) at Center for Research in Cognition and Neurosciences (CRCN) and ULB Neurosciences Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Nicolas Coquelet
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles (LN2T), ULB Neurosciences Institute (UNI), Hôpital Erasme - Hôpital Universitaire de Bruxelles (HUB), Université Libre de Bruxelles (ULB), Brussels, Belgium
| | - Xavier De Tiège
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles (LN2T), ULB Neurosciences Institute (UNI), Hôpital Erasme - Hôpital Universitaire de Bruxelles (HUB), Université Libre de Bruxelles (ULB), Brussels, Belgium
- Department of Functional Neuroimaging, Service of Nuclear Medicine, Hôpital Erasme - Hôpital Universitaire de Bruxelles (HUB), Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Charline Urbain
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles (LN2T), ULB Neurosciences Institute (UNI), Hôpital Erasme - Hôpital Universitaire de Bruxelles (HUB), Université Libre de Bruxelles (ULB), Brussels, Belgium
- Neuropsychology and Functional Neuroimaging Research Group (UR2NF) at Center for Research in Cognition and Neurosciences (CRCN) and ULB Neurosciences Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium
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Malassis R, Seed AM. Do they know or just do it? Investigating implicit and explicit sequence learning by capuchin monkeys, human adults and children. Conscious Cogn 2023; 114:103557. [PMID: 37579700 DOI: 10.1016/j.concog.2023.103557] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2022] [Revised: 07/24/2023] [Accepted: 07/30/2023] [Indexed: 08/16/2023]
Abstract
In humans, it is now established that sequential regularities can be learned implicitly (i.e. without acquiring conscious knowledge) or explicitly (with acquisition of conscious knowledge). Is this dual-processing capability also the case for non-human primates? In this study, we designed a non-verbal task to probe implicit and explicit sequence learning in capuchin monkeys (Sapajus sp., n = 12), human adults (n = 12), and children from 5 to 10 years old (n = 64). After learning spatial sequences on a touchscreen, participants' conscious access to the sequences was probed with a forced choice sequence completion test. All performed above chance level in this test, without being instructed or trained to do so. However, only human adults who reported the presence of regularities performed at ceiling level. We suggest future directions that could build on our findings to disentangle implicit and explicit learning in monkeys and children.
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Affiliation(s)
- Raphaëlle Malassis
- School of Psychology and Neuroscience, University of St Andrews, St Mary's Quad, South St, St Andrews KY16 9JP, United Kingdom.
| | - Amanda M Seed
- School of Psychology and Neuroscience, University of St Andrews, St Mary's Quad, South St, St Andrews KY16 9JP, United Kingdom.
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Witt A, Poulin-Charronnat B, Bard P, Vinter A. The effect of response-to-stimulus interval on children's implicit sequence learning. J Exp Child Psychol 2023; 232:105668. [PMID: 36948041 DOI: 10.1016/j.jecp.2023.105668] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Revised: 11/15/2022] [Accepted: 02/22/2023] [Indexed: 03/22/2023]
Abstract
The current study examined, for the first time in a developmental perspective, the effect of response-to-stimulus interval (RSI) in incidental sequence learning (SL). Children aged 4, 7, and 10 years performed a serial reaction time (SRT) task in which the RSI was systematically manipulated (0, 250, 500, or 750 ms). SL (difference in reaction times between fixed and random blocks) was not observed for the youngest children whatever the RSI condition, whereas the 7-year-olds learned the sequence only in the 250-ms RSI condition and the 10-year-olds exhibited SL in all temporal conditions except the 500-ms RSI condition. Finally, the results suggest that conscious awareness of the sequence emerges only in older children faced with the 500- and 750-ms RSI conditions. The discussion questions the robustness of implicit learning processes in the light of individual and contextual factors.
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Affiliation(s)
- Arnaud Witt
- Laboratory for Research on Learning and Development (LEAD)-French National Centre for Scientific Research (CNRS), UMR 5022, Université Bourgogne Franche-Comté, 21065 Dijon Cedex, France.
| | - Bénédicte Poulin-Charronnat
- Laboratory for Research on Learning and Development (LEAD)-French National Centre for Scientific Research (CNRS), UMR 5022, Université Bourgogne Franche-Comté, 21065 Dijon Cedex, France
| | - Patrick Bard
- Laboratory for Research on Learning and Development (LEAD)-French National Centre for Scientific Research (CNRS), UMR 5022, Université Bourgogne Franche-Comté, 21065 Dijon Cedex, France
| | - Annie Vinter
- Laboratory for Research on Learning and Development (LEAD)-French National Centre for Scientific Research (CNRS), UMR 5022, Université Bourgogne Franche-Comté, 21065 Dijon Cedex, France
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Lum JAG, Clark GM, Barhoun P, Hill AT, Hyde C, Wilson PH. Neural basis of implicit motor sequence learning: Modulation of cortical power. Psychophysiology 2023; 60:e14179. [PMID: 36087042 PMCID: PMC10078012 DOI: 10.1111/psyp.14179] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 08/12/2022] [Accepted: 08/17/2022] [Indexed: 01/04/2023]
Abstract
Implicit sequence learning describes the acquisition of serially ordered movements and sequentially structured cognitive information, that occurs without awareness. Theta, alpha and beta cortical oscillations are present during implicit motor sequence learning, but their role in this process is unclear. The current study addressed this gap in the literature. A total of 50 healthy adults aged between 19 and 37 years participated in the study. Implicit motor sequence learning was examined using the Serial Reaction Time task where participants unknowingly repeat a sequence of finger movements in response to a visual stimulus. Sequence learning was examined by comparing reaction times and oscillatory power between sequence trials and a set of control trials comprising random stimulus presentations. Electroencephalography was recorded as participants completed the task. Analyses of the behavioral data revealed participants learnt the sequence. Analyses of oscillatory activity, using permutation testing, revealed sequence learning was associated with a decrease in theta band (4-7 Hz) power recorded over frontal and central electrode sites. Sequence learning effects were not observed in the alpha (7-12 Hz) or beta bands (12-20 Hz). Even though alpha and beta power modulations have long been associated with executing a motor response, it seems theta power is a correlate of sequence learning in the manual domain. Theta power modulations on the serial reaction time task may reflect disengagement of attentional resources, either promoting or occurring as a consequence of implicit motor sequence learning.
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Affiliation(s)
- Jarrad A G Lum
- School of Psychology, Cognitive Neuroscience Unit, Deakin University, Burwood, Victoria, Australia
| | - Gillian M Clark
- School of Psychology, Cognitive Neuroscience Unit, Deakin University, Burwood, Victoria, Australia
| | - Pamela Barhoun
- School of Psychology, Cognitive Neuroscience Unit, Deakin University, Burwood, Victoria, Australia
| | - Aron T Hill
- School of Psychology, Cognitive Neuroscience Unit, Deakin University, Burwood, Victoria, Australia
| | - Christian Hyde
- School of Psychology, Cognitive Neuroscience Unit, Deakin University, Burwood, Victoria, Australia
| | - Peter H Wilson
- School of Behavioural and Health Sciences, Australian Catholic University, Melbourne, Victoria, Australia.,Healthy Brain and Mind Research Centre, Melbourne, Victoria, Australia
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Yuan H, Ocansey M, Adu-Afarwuah S, Sheridan M, Hamoudi A, Okronipa H, Kumordzie SM, Oaks BM, Prado E. Evaluation of a tablet-based assessment tool for measuring cognition among children 4-6 years of age in Ghana. Brain Behav 2022; 12:e2749. [PMID: 36086855 PMCID: PMC9575601 DOI: 10.1002/brb3.2749] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/17/2021] [Revised: 07/27/2022] [Accepted: 08/08/2022] [Indexed: 11/09/2022] Open
Abstract
OBJECTIVES To investigate several basic psychometric properties, including construct, convergent and discriminant validity, of the tablet-based Rapid Assessment of Cognitive and Emotional Regulation (RACER) among children aged 4-6 years in Ghana. METHODS We investigated whether RACER tasks administered to children in Ghana could successfully reproduce expected patterns of performance previously found in high-income countries on similar tasks assessing inhibitory control (e.g., slower responses on inhibition trials), declarative memory (e.g., higher accuracy on previously seen items), and procedural memory (e.g., faster responses on sequence blocks). Next, we assessed the validity of declarative memory and inhibitory control scores by examining associations of these scores with corresponding paper-based test scores and increasing child age. Lastly, we examined whether RACER was more sensitive than paper-based tests to environmental risk factors common in low- and middle-income countries (LMICs). RESULTS Of the 966 children enrolled, more than 96% completed the declarative memory and inhibitory control tasks; however, around 30% of children were excluded from data analysis on the procedural memory task due to missing more than half of trials. The performance of children in Ghana replicated previously documented patterns of performance. RACER inhibitory control accuracy score was significantly correlated with child age (r (929) = .09, p = .007). However, our findings did not support other hypotheses. CONCLUSIONS The high task completion rates and replication of expected patterns support that certain RACER sub-tasks are feasible for measuring child cognitive development in LMIC settings. However, this study did not provide evidence to support that RACER is a valid tool to capture meaningful individual differences among children aged 4-6 years in Ghana.
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Affiliation(s)
- Haiying Yuan
- Institute for Global Nutrition, Department of Nutrition, University of California, Davis, California
| | - Maku Ocansey
- Institute for Global Nutrition, Department of Nutrition, University of California, Davis, California
| | - Seth Adu-Afarwuah
- Department of Nutrition and Food Science, University of Ghana, Accra, Ghana
| | - Margaret Sheridan
- Department of Psychology and Neuroscience, University of North Carolina, Chapel Hill, North Carolina
| | - Amar Hamoudi
- Sanford School of Public Policy, Duke University, Durham, North Carolina
| | - Harriet Okronipa
- Institute for Global Nutrition, Department of Nutrition, University of California, Davis, California
| | - Sika M Kumordzie
- Institute for Global Nutrition, Department of Nutrition, University of California, Davis, California
| | - Brietta M Oaks
- Department of Nutrition and Food Sciences, University of Rhode Island, Kingstown, Rhode Island
| | - Elizabeth Prado
- Institute for Global Nutrition, Department of Nutrition, University of California, Davis, California
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Menks WM, Ekerdt C, Janzen G, Kidd E, Lemhöfer K, Fernández G, McQueen JM. Study protocol: a comprehensive multi-method neuroimaging approach to disentangle developmental effects and individual differences in second language learning. BMC Psychol 2022; 10:169. [PMID: 35804430 PMCID: PMC9270835 DOI: 10.1186/s40359-022-00873-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2022] [Accepted: 06/23/2022] [Indexed: 11/28/2022] Open
Abstract
BACKGROUND While it is well established that second language (L2) learning success changes with age and across individuals, the underlying neural mechanisms responsible for this developmental shift and these individual differences are largely unknown. We will study the behavioral and neural factors that subserve new grammar and word learning in a large cross-sectional developmental sample. This study falls under the NWO (Nederlandse Organisatie voor Wetenschappelijk Onderzoek [Dutch Research Council]) Language in Interaction consortium (website: https://www.languageininteraction.nl/ ). METHODS We will sample 360 healthy individuals across a broad age range between 8 and 25 years. In this paper, we describe the study design and protocol, which involves multiple study visits covering a comprehensive behavioral battery and extensive magnetic resonance imaging (MRI) protocols. On the basis of these measures, we will create behavioral and neural fingerprints that capture age-based and individual variability in new language learning. The behavioral fingerprint will be based on first and second language proficiency, memory systems, and executive functioning. We will map the neural fingerprint for each participant using the following MRI modalities: T1-weighted, diffusion-weighted, resting-state functional MRI, and multiple functional-MRI paradigms. With respect to the functional MRI measures, half of the sample will learn grammatical features and half will learn words of a new language. Combining all individual fingerprints allows us to explore the neural maturation effects on grammar and word learning. DISCUSSION This will be one of the largest neuroimaging studies to date that investigates the developmental shift in L2 learning covering preadolescence to adulthood. Our comprehensive approach of combining behavioral and neuroimaging data will contribute to the understanding of the mechanisms influencing this developmental shift and individual differences in new language learning. We aim to answer: (I) do these fingerprints differ according to age and can these explain the age-related differences observed in new language learning? And (II) which aspects of the behavioral and neural fingerprints explain individual differences (across and within ages) in grammar and word learning? The results of this study provide a unique opportunity to understand how the development of brain structure and function influence new language learning success.
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Affiliation(s)
- W M Menks
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, and Radboud University Medical Centre, Nijmegen, the Netherlands.
- Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands.
| | - C Ekerdt
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, and Radboud University Medical Centre, Nijmegen, the Netherlands
| | - G Janzen
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, and Radboud University Medical Centre, Nijmegen, the Netherlands
- Behavioural Science Institute, Radboud University, Nijmegen, the Netherlands
| | - E Kidd
- Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands
- ARC Centre of Excellence for the Dynamics of Language, Canberra, Australia
- Research School of Psychology, Australian National University, Canberra, Australia
| | - K Lemhöfer
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, and Radboud University Medical Centre, Nijmegen, the Netherlands
| | - G Fernández
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, and Radboud University Medical Centre, Nijmegen, the Netherlands
| | - J M McQueen
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, and Radboud University Medical Centre, Nijmegen, the Netherlands
- Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands
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Fujii Y, Kimura M, Takeda Y. Effects of visuospatial implicit sequence learning on visual stimulus processing: Evidence from event-related potentials and neural synchrony. Acta Psychol (Amst) 2022; 228:103662. [PMID: 35785681 DOI: 10.1016/j.actpsy.2022.103662] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2021] [Revised: 06/12/2022] [Accepted: 06/20/2022] [Indexed: 12/01/2022] Open
Abstract
A previous study reported that reaction times (RTs) and the amplitude of the P1 component of event-related potentials (ERPs) elicited by visual stimuli decreased during visuospatial implicit sequence learning in the serial reaction time task, suggesting that sequence learning reduces attentional demands on visual stimulus processing. In the present study, to evaluate the replicability of the previous finding and to obtain a better understanding of how visual stimulus processing is affected by visuospatial implicit sequence learning, we measured ERPs and neural synchrony from 44 participants during a modified serial reaction time task which controlled for a possible confounding factor in the previous study (i.e., arousal). The results indicated that RTs and neural synchrony of the lower frequency band (22-34 Hz) decreased for a learned sequence, whereas no significant effects on the amplitudes of P1, N1, and P3 components of ERPs were observed. These results suggest that attentional demands on visual stimulus processing can be reduced by visuospatial implicit sequence learning, as suggested by the previous study, but stimulus-locked ERPs may not be sensitive enough to reflect such learning effects.
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Affiliation(s)
- Yumiko Fujii
- Faculty of Library, Information and Media Science, University of Tsukuba, Tsukuba 305-8550, Japan; Human-Centered Mobility Research Center, National Institute of Advanced Industrial Science and Technology, Tsukuba 305-8566, Japan.
| | - Motohiro Kimura
- Human-Centered Mobility Research Center, National Institute of Advanced Industrial Science and Technology, Tsukuba 305-8566, Japan
| | - Yuji Takeda
- Human-Centered Mobility Research Center, National Institute of Advanced Industrial Science and Technology, Tsukuba 305-8566, Japan
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Hentschel M, Averbeck BB, Lange-Küttner C. The Role of IQ and Social Skills in Coping With Uncertainty in 7- to 11-Year-Old Children. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2022. [DOI: 10.1026/0049-8637/a000256] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Abstract. Most feedback we receive or give is correct (deterministic feedback), though a small fraction can be wrong for various reasons. Children need to cope with receiving some portion of wrong feedback (stochastic feedback). It is still unknown if better social functioning and communication skills or outstanding intelligence (IQ) or chronological age support children in the coping process. We tested a sample of 7-, 9-, and 11-year-old children ( N = 60) who deduced a sequence of four left and right button presses from a red and green stochastic feedback signal that was wrong in 15 % of the trials. Children performed worse with stochastic than with deterministic feedback but improved in the repeated trials, especially after receiving positive feedback about whether true or false. Controlling for IQ improved and confirmed these effects, while social and communicative competence explained little or no variance.
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Affiliation(s)
- Maren Hentschel
- Department of Psychology, University of Bremen, Germany
- Tagesklinik für Psychiatrie, Psychotherapie und Psychosomatik des Kindes- und Jugendalters, Westküstenklinikum Heide, Germany
| | - Bruno B. Averbeck
- Section on Learning and Decision Making (SLDM), National Institutes of Health and Mental Health (NIH/NIMH), Bethesda, MD, USA
| | - Christiane Lange-Küttner
- Department of Psychology, University of Bremen, Germany
- Department of Psychology, University of Greifswald, Germany
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12
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Gualtieri S, Finn AS. The Sweet Spot: When Children’s Developing Abilities, Brains, and Knowledge Make Them Better Learners Than Adults. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2022; 17:1322-1338. [PMID: 35404724 PMCID: PMC9442275 DOI: 10.1177/17456916211045971] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
Cognitive development is marked by age-related improvements across a number of domains, as young children perform worse than their older counterparts on most tasks. However, there are cases in which young children, and even infants, outperform older children and adults. So when, and why, does being young sometimes confer an advantage? This article provides a comprehensive examination of the peculiar cases in which younger children perform better. First, we outline the specific instances in which younger is better across domains, including mastering language, using probabilistic information, detecting causal relations, remembering certain information, and even solving problems. We then examine how children’s reduced cognitive abilities, ongoing brain development, more limited prior knowledge, and heightened tendency to explore benefits their learning, reasoning, perception, and memory from a mechanistic perspective. We hold that considering all of these factors together is essential for understanding the ways in which children’s learning is unique and that science has much to learn from a careful consideration of childhood.
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Affiliation(s)
| | - Amy S. Finn
- Department of Psychology, University of Toronto
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13
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van Abswoude F, Mombarg R, de Groot W, Spruijtenburg GE, Steenbergen B. Implicit motor learning in primary school children: A systematic review. J Sports Sci 2021; 39:2577-2595. [PMID: 34219609 DOI: 10.1080/02640414.2021.1947010] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
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.
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Affiliation(s)
- Femke van Abswoude
- Behavioural Science Institute (BSI), Radboud University, Nijmegen, The Netherlands
| | - Remo Mombarg
- Hanze University of Applied Sciences, Institute of Sportstudies, Groningen, The Netherlands
| | - Wouter de Groot
- Hanze University of Applied Sciences, Institute of Sportstudies, Groningen, The Netherlands
| | | | - Bert Steenbergen
- Behavioural Science Institute (BSI), Radboud University, Nijmegen, The Netherlands.,Centre for Disability and Development Research (CeDDR), School of Behavioural and Health Sciences, Australian Catholic University, Melbourne, VIC, Australia
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14
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The Kids Are Alright: Outcome of a Safety Programme for Addressing Childhood Injury in Australia. Eur J Investig Health Psychol Educ 2021; 11:546-556. [PMID: 34708819 PMCID: PMC8314361 DOI: 10.3390/ejihpe11020039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 06/08/2021] [Accepted: 06/11/2021] [Indexed: 11/23/2022] Open
Abstract
Globally, injuries are the leading cause of death and represent the highest burden of ongoing disease amongst children 1–16 years of age. Increasingly, prevention programmes are recognising a growing need for intervention strategies that target children. The purpose of this study was to determine the efficacy of the SeeMore Safety Programme, designed to teach children (4–6 years of age) how to make conscious decisions about their own capabilities related to safety and how to manage risk. This retrospective study examined de-identified pre- and post-programme data from a sample of 1027 4 to 6-year-old pre-school children over the four-year period who participated in the SeeMore Safety Programme. Results show a significant improvement in each of the post-test scores and when compared to the pre-test scores (p < 0.001). Children from rural areas, as well as those from areas of greater disadvantage, also showed significant improvement in their pre- and post-test scores (p < 0.001). Overall, the findings highlight that the SeeMore Safety Programme over the four-year period demonstrates an increase in the children’s capacity to recognise and identify danger and safety amongst all children, offering great promise for reducing the burden of injury on children, their families and society.
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15
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Woodburn M, Bricken CL, Wu Z, Li G, Wang L, Lin W, Sheridan MA, Cohen JR. The maturation and cognitive relevance of structural brain network organization from early infancy to childhood. Neuroimage 2021; 238:118232. [PMID: 34091033 PMCID: PMC8372198 DOI: 10.1016/j.neuroimage.2021.118232] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2020] [Revised: 04/30/2021] [Accepted: 06/01/2021] [Indexed: 01/14/2023] Open
Abstract
The interactions of brain regions with other regions at the network level likely provide the infrastructure necessary for cognitive processes to develop. Specifically, it has been theorized that in infancy brain networks become more modular, or segregated, to support early cognitive specialization, before integration across networks increases to support the emergence of higher-order cognition. The present study examined the maturation of structural covariance networks (SCNs) derived from longitudinal cortical thickness data collected between infancy and childhood (0–6 years). We assessed modularity as a measure of network segregation and global efficiency as a measure of network integration. At the group level, we observed trajectories of increasing modularity and decreasing global efficiency between early infancy and six years. We further examined subject-based maturational coupling networks (sbMCNs) in a subset of this cohort with cognitive outcome data at 8–10 years, which allowed us to relate the network organization of longitudinal cortical thickness maturation to cognitive outcomes in middle childhood. We found that lower global efficiency of sbMCNs throughout early development (across the first year) related to greater motor learning at 8–10 years. Together, these results provide novel evidence characterizing the maturation of brain network segregation and integration across the first six years of life, and suggest that specific trajectories of brain network maturation contribute to later cognitive outcomes.
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Affiliation(s)
- Mackenzie Woodburn
- Department of Psychology & Neuroscience, University of North Carolina, Chapel Hill, United States.
| | - Cheyenne L Bricken
- Department of Psychology & Neuroscience, University of North Carolina, Chapel Hill, United States
| | - Zhengwang Wu
- Biomedical Research Imaging Center, University of North Carolina, Chapel Hill, United States; Department of Radiology, University of North Carolina, Chapel Hill, United States
| | - Gang Li
- Biomedical Research Imaging Center, University of North Carolina, Chapel Hill, United States; Department of Radiology, University of North Carolina, Chapel Hill, United States
| | - Li Wang
- Biomedical Research Imaging Center, University of North Carolina, Chapel Hill, United States; Department of Radiology, University of North Carolina, Chapel Hill, United States
| | - Weili Lin
- Biomedical Research Imaging Center, University of North Carolina, Chapel Hill, United States; Department of Radiology, University of North Carolina, Chapel Hill, United States
| | - Margaret A Sheridan
- Department of Psychology & Neuroscience, University of North Carolina, Chapel Hill, United States; Biomedical Research Imaging Center, University of North Carolina, Chapel Hill, United States; Carolina Institute of Developmental Disabilities, University of North Carolina, Chapel Hill, United States
| | - Jessica R Cohen
- Department of Psychology & Neuroscience, University of North Carolina, Chapel Hill, United States; Biomedical Research Imaging Center, University of North Carolina, Chapel Hill, United States; Carolina Institute of Developmental Disabilities, University of North Carolina, Chapel Hill, United States
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16
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Hong Y, Alvarado RL, Jog A, Greve DN, Salat DH. Serial Reaction Time Task Performance in Older Adults with Neuropsychologically Defined Mild Cognitive Impairment. J Alzheimers Dis 2021; 74:491-500. [PMID: 32039857 DOI: 10.3233/jad-191323] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
BACKGROUND Studies have found that individuals with mild cognitive impairment (MCI) exhibit a range of deficits outside the realm of primary explicit memory, yet the role of response speed and implicit learning in older adults with MCI have not been established. OBJECTIVE The current study aims to explore and document response speed and implicit learning in older adults with neuropsychologically defined MCI using a simple serial reaction (SRT) task. In addition, the study aims to explore the feasibility of a novel utilization of the simple cognitive task using machine learning procedures as a proof of concept. METHOD Participants were 22 cognitively healthy older adults and 20 older adults with MCI confirmed through comprehensive neuropsychological evaluation. Two-sample t-test, multivariate regression, and mixed-effect models were used to investigate group difference in response speed and implicit learning on the SRT task. We also explored the potential utility of SRT feature analysis through random forest classification. RESULTS With demographic variables controlled, the MCI group showed overall slower reaction time and higher error rate compared to the cognitively healthy volunteers. Both groups showed significant simple motor learning and implicit learning. The learning patterns were not statistically different between the two groups. Random forest classification achieved overall accuracy of 80.9%. CONCLUSIONS Individuals with MCI demonstrated slower reaction time and higher error rate compared to cognitively healthy volunteers but demonstrated largely preserved motor learning and implicit sequence learning. Preliminary results from random forest classification using features from SRT performance supported further research in this area.
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Affiliation(s)
- Yue Hong
- Home Base, A Red Sox Foundation and Massachusetts General Hospital Program, Boston, MA, USA.,Department of Radiology, Brain Aging and Dementia (BAnD) Laboratory; MGH/MIT/HMS Athinoula A. Martinos Center for Biomedical Imaging, Massachusetts General Hospital, Charlestown, MA, USA
| | - Rachel L Alvarado
- Department of Radiology, Brain Aging and Dementia (BAnD) Laboratory; MGH/MIT/HMS Athinoula A. Martinos Center for Biomedical Imaging, Massachusetts General Hospital, Charlestown, MA, USA.,Emory University Rollins School of Public Health, Atlanta, GA, USA
| | - Amod Jog
- IBM Watson Health, Cambridge, MA, USA
| | - Douglas N Greve
- Laboratory of Computational Neuroimaging; MGH/MIT/HMS Athinoula A. Martinos Center for Biomedical Imaging, Department of Radiology, Massachusetts General Hospital, Charlestown, MA, USA.,Harvard Medical School, Boston, MA, USA
| | - David H Salat
- Department of Radiology, Brain Aging and Dementia (BAnD) Laboratory; MGH/MIT/HMS Athinoula A. Martinos Center for Biomedical Imaging, Massachusetts General Hospital, Charlestown, MA, USA.,Harvard Medical School, Boston, MA, USA.,Neuroimaging Research for Veterans (NeRVe) Center, VA Boston Healthcare System, Boston, MA, USA
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17
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Identifying Bilingual Children at Risk for Language Impairment: The Implication of Children's Response Speed in Narrative Contexts. CHILDREN-BASEL 2021; 8:children8020062. [PMID: 33498365 PMCID: PMC7909409 DOI: 10.3390/children8020062] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/07/2020] [Revised: 01/15/2021] [Accepted: 01/18/2021] [Indexed: 11/23/2022]
Abstract
The purpose of the study was to examine whether monolingual adults can identify the bilingual children with LI on the basis of children’s response speed to the examiner. Participants were 37 monolingual English-speaking young adults. Stimuli were 48 audio clips from six sequential bilingual children (48 months) who were predominately exposed to Cantonese (L1) at home from birth and started to learn English (L2) in preschool settings. The audio clips for each child were selected from an interactive story-retell task in both Cantonese and English. Three of the children were typically developing, and three were identified as having a language impairment. The monolingual adult participants were asked to judge children’s response times for each clip. Interrater reliability was high (Kalpha = 0.82 for L1; Kalpha = 0.75 for L2). Logistic regression and receiver operating characteristic curves were used to examine the diagnostic accuracy of the task. Results showed that monolingual participants were able to identify bilingual children with LI based on children’s response speed. Sensitivity and specificity were higher in Cantonese conditions compared to English conditions. The results added to the literature that children’s response speed can potentially be used, along with other measures, to identify bilingual children who are at risk for language impairment.
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18
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Tendera A, Wells R, Belyk M, Varyvoda D, Boliek CA, Beal DS. Motor sequence learning in children with recovered and persistent developmental stuttering: preliminary findings. JOURNAL OF FLUENCY DISORDERS 2020; 66:105800. [PMID: 33207289 DOI: 10.1016/j.jfludis.2020.105800] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2018] [Revised: 09/09/2020] [Accepted: 10/26/2020] [Indexed: 06/11/2023]
Abstract
PURPOSE Previous studies have associated developmental stuttering with difficulty learning new motor skills. We investigated non-speech motor sequence learning in children with persistent developmental stuttering (CWS), children who have recovered from developmental stuttering (CRS) and typically developing controls (CON). METHODS Over the course of two days, participants completed the Multi-Finger Sequencing Task, consisting of repeated trials of a10-element sequence, interspersed with trials of random sequences of the same length. We evaluated motor sequence learning using accuracy and response synchrony, a timing measure for evaluation of sequencing timing. We examined error types as well as recognition and recall of the repeated sequences. RESULTS CWS demonstrated lower performance accuracy than CON and CRS on the first day of the finger tapping experiment but improved to the performance level of CON and CRS on the second day. Response synchrony showed no overall difference among CWS, CRS and CON. Learning scores of repeated sequences did not differ from learning scores of random sequences in CWS, CRS and CON. CON and CRS demonstrated an adaptive strategy to response errors, whereas CWS maintained a high percentage of corrected errors for both days. CONCLUSIONS Our study examined non-speech sequence learning across CWS, CRS and CON. Our preliminary findings support the idea that developmental stuttering is not associated with sequence learning per se but rather with general fine motor performance difficulties.
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Affiliation(s)
- A Tendera
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - R Wells
- Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada
| | - M Belyk
- Department of Speech, Hearing, and Phonetic Sciences, Faculty of Psychology and Language, University College London, UK
| | - D Varyvoda
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - C A Boliek
- Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada; Neuroscience and Mental Health Institute, University of Alberta, Edmonton, Canada
| | - D S Beal
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada; Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada; Neuroscience and Mental Health Institute, University of Alberta, Edmonton, Canada; Department of Speech-Language Pathology, Faculty of Medicine, University of Toronto, Toronto, Canada; Rehabilitation Sciences Institute, Faculty of Medicine, University of Toronto, Toronto, Canada; Institute of Biomaterials and Biomedical Engineering, University of Toronto, Toronto, Canada; Institute for Stuttering Treatment and Research, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada.
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19
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de Manzano Ö, Kuckelkorn KL, Ström K, Ullén F. Action-Perception Coupling and Near Transfer: Listening to Melodies after Piano Practice Triggers Sequence-Specific Representations in the Auditory-Motor Network. Cereb Cortex 2020; 30:5193-5203. [PMID: 32440689 PMCID: PMC7472192 DOI: 10.1093/cercor/bhaa018] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023] Open
Abstract
Understanding how perception and action are coupled in the brain has important implications for training, rehabilitation, and brain–machine interfaces. Ideomotor theory postulates that willed actions are represented through previously experienced effects and initiated by the anticipation of those effects. Previous research has accordingly found that sensory events, if previously associated with action outcomes, can induce activity in motor regions. However, it remains unclear whether the motor-related activity induced during perception of more naturalistic sequences of actions actually represents “sequence-specific” information. In the present study, nonmusicians were firstly trained to play two melodies on the piano; secondly, they performed an fMRI experiment while listening to these melodies as well as novel, untrained melodies; thirdly, multivariate pattern analysis was used to test if voxel-wise patterns of brain activity could identify trained, but not novel melodies. The results importantly show that after associative learning, a series of sensory events can trigger sequence-specific representations in both sensory and motor networks. Interestingly, also novel melodies could be classified in multiple regions, including default mode regions. A control experiment confirmed these outcomes to be training-dependent. We discuss how action-perception coupling may enable spontaneous near transfer and action simulation during action observation.
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Affiliation(s)
- Örjan de Manzano
- Department of Neuroscience, Karolinska Institutet, 17177, Stockholm, Sweden
| | - Karen L Kuckelkorn
- Department of Neuroscience, Karolinska Institutet, 17177, Stockholm, Sweden
| | - Karin Ström
- Department of Neuroscience, Karolinska Institutet, 17177, Stockholm, Sweden
| | - Fredrik Ullén
- Department of Neuroscience, Karolinska Institutet, 17177, Stockholm, Sweden
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20
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Lê M, Blais M, Jucla M, Chauveau N, Maziero S, Biotteau M, Albaret JM, Péran P, Chaix Y, Tallet J. Procedural learning and retention of audio-verbal temporal sequence is altered in children with developmental coordination disorder but cortical thickness matters. Dev Sci 2020; 24:e13009. [PMID: 32573893 DOI: 10.1111/desc.13009] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2019] [Revised: 04/13/2020] [Accepted: 06/11/2020] [Indexed: 12/21/2022]
Abstract
Rhythmic abilities are impaired in developmental coordination disorder (DCD) but learning deficit of procedural skills implying temporal sequence is still unclear. Current contradictory results suggest that procedural learning deficits in DCD highly depend on learning conditions. The present study proposes to test the role of sensory modality of stimulations (visual or auditory) on synchronization, learning, and retention of temporal verbal sequences in children with and without DCD. We postulated a deficit in learning particularly with auditory stimulations, in association with atypical cortical thickness of three regions of interesting: sensorimotor, frontal and parietal regions. Thirty children with and without DCD (a) performed a synchronization task to a regular temporal sequence and (b) practiced and recalled a novel non-regular temporal sequences with auditory and visual modalities. They also had a magnetic resonance imaging to measure their cortical thickness. Results suggested that children with DCD presented a general deficit in synchronization of a regular temporal verbal sequence irrespective of the sensory modality, but a specific deficit in learning and retention of auditory non-regular verbal temporal sequence. Stability of audio-verbal synchronization during practice correlated with cortical thickness of the sensorimotor cortex. For the first time, our results suggest that synchronization deficits in DCD are not limited to manual tasks. This deficit persists despite repeated exposition and practice of an auditory temporal sequence, which suggests a possible alteration in audio-verbal coupling in DCD. On the contrary, control of temporal parameters with visual stimuli seems to be less affected, which opens perspectives for clinical practice.
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Affiliation(s)
- Margaux Lê
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France
| | - Mélody Blais
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France
| | - Mélanie Jucla
- Octogone-Lordat, University of Toulouse, Toulouse, France
| | - Nicolas Chauveau
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France
| | - Stéphanie Maziero
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France.,Octogone-Lordat, University of Toulouse, Toulouse, France
| | - Maëlle Biotteau
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France
| | - Jean-Michel Albaret
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France
| | - Patrice Péran
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France
| | - Yves Chaix
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France.,Hôpital des Enfants Universitaire de Toulouse, CHU Purpan Toulouse, Midi-Pyrénées, France
| | - Jessica Tallet
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France
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Solum M, Lorås H, Pedersen AV. A Golden Age for Motor Skill Learning? Learning of an Unfamiliar Motor Task in 10-Year-Olds, Young Adults, and Adults, When Starting From Similar Baselines. Front Psychol 2020; 11:538. [PMID: 32269545 PMCID: PMC7109330 DOI: 10.3389/fpsyg.2020.00538] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2019] [Accepted: 03/06/2020] [Indexed: 11/21/2022] Open
Abstract
It is often argued within sports circles that the age span of around 6–12 years is a golden age for motor skill learning, and this period is often described as sensitive, or even critical, for learning such skills. Consequently, skill development programmes target this age span for teaching technical and coordinative skills. In the scientific literature, however, the term golden age is scarcely seen, and few studies have even attempted to test this hypothesis. When comparing motor learning between children and adults, studies have typically found little difference or differences favoring adults. Studies that have reported precocious learning within the golden age seem not to have controlled all relevant variables. Typically, the different age groups have not started from similar baselines and have tested tasks that have not been scaled according to physical differences between individuals belonging to the various groups. The present study tested 10-year-olds, 18-year-olds, and 40-year-olds on dart throwing with their non-dominant hands. They each completed 200 throws over 2 days, with 1 day in between. All participants performed at similar levels at the pre-test, and the task was scaled according to each participant’s individual size. No difference was found between the groups after practice in terms of change in absolute error, or with respect to the slopes of their learning curves. The 10-year-olds’ learning curves were more variable compared with the other groups. Thus, the present study found no evidence that the 10-year-olds belonged to a golden age for motor learning, and we would argue that previous findings of differences might well be artefacts due to lack of control of relevant variables.
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Affiliation(s)
- Marius Solum
- Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Trondheim, Norway
| | - Håvard Lorås
- Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology, Trondheim, Norway
| | - Arve Vorland Pedersen
- Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Trondheim, Norway
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van Abswoude F, Buszard T, van der Kamp J, Steenbergen B. The role of working memory capacity in implicit and explicit sequence learning of children: Differentiating movement speed and accuracy. Hum Mov Sci 2020; 69:102556. [DOI: 10.1016/j.humov.2019.102556] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2019] [Revised: 10/09/2019] [Accepted: 11/13/2019] [Indexed: 11/28/2022]
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Katz-Nave G, Adini Y, Hetzroni OE, Bonneh YS. Sequence Learning in Minimally Verbal Children With ASD and the Beneficial Effect of Vestibular Stimulation. Autism Res 2019; 13:320-337. [PMID: 31729171 DOI: 10.1002/aur.2237] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2019] [Revised: 09/12/2019] [Accepted: 10/14/2019] [Indexed: 11/10/2022]
Abstract
People with autism spectrum disorder (ASD) and especially the minimally verbal, often fail to learn basic perceptual and motor skills. This deficit has been demonstrated in several studies, but the findings could have been due to the nonoptimal adaptation of the paradigms. In the current study, we sought to characterize the skill learning deficit in young minimally verbal children with ASD and explore ways for improvement. For this purpose, we used vestibular stimulation (VS) whose beneficial effects have been demonstrated in the typical population, but the data regarding ASD are limited. We trained 36 children ages 6-13 years, ASD (N = 18, 15 of them minimally verbal) and typical development (TD, N = 18), on a touch version of the visual-motor Serial-Reaction-Time sequence-learning task, in 10 short (few minutes) weekly practice sessions. A subgroup of children received VS prior to each training block. All the participants but two ASD children showed gradual median reaction time improvement with significant speed gains across the training period. The ASD children were overall slower (by ~250 msec). Importantly, those who received VS (n = 10) showed speed gains comparable to TD, which were larger (by ~100%) than the ASD controls, and partially sequence-specific. VS had no effect on the TD group. These results suggest that VS has a positive effect on learning in minimally verbal ASD children, which may have important therapeutic implications. Furthermore, contrary to some previous findings, minimally verbal children with ASD can acquire, in optimal conditions, procedural skills with few short training sessions, spread over weeks, and with a similar time course as non-ASD controls. Autism Res 2020, 13: 320-337. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Minimally verbal children with ASD who received specially adjusted learning conditions showed significant learning of a visual-motor sequence across 10 practice days. This learning was considerably improved with vestibular stimulation before each short learning session. This may have important practical implications in the education and treatment of ASD children.
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Affiliation(s)
- Gili Katz-Nave
- Department of Special Education, Faculty of Education, University of Haifa, Haifa, Israel.,Learning-Competence - Center for Functional Advancement, Even Yehuda, Israel
| | - Yael Adini
- Independent scholar, Hameyasdim St., Beit-Oved, Israel
| | - Orit E Hetzroni
- Department of Special Education, Faculty of Education, University of Haifa, Haifa, Israel
| | - Yoram S Bonneh
- School of Optometry and Vision Science, Faculty of Life Sciences, Bar-Ilan University, Ramat Gan, Israel
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Desempeño en tareas de memoria procedimental en niños con trastorno especifico del lenguaje: Una revisión de literatura. REVISTA IBEROAMERICANA DE PSICOLOGÍA 2019. [DOI: 10.33881/2027-1786.rip.12208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
Introducción. La Frontal Assesment Battery (FAB) es una herramienta de screening de valoración rápida de las funciones ejecutivas. Estudios previos evidencian que variables sociodemográficas como la edad, el sexo y el nivel educativo podrían influir en el rendimiento de la FAB. El objetivo del estudio es analizar, en adultos mayores argentinos provenientes de la población general y sin deterioro cognitivo (evaluados según el Minimental, pruebas de fluidez verbal semántica y fonológica y el Test del Reloj) si existe diferencia en la FAB a partir de dichas variables. Metodología. Se analizó el rendimiento de 145 adultos mayores provenientes de la población general y sin deterioro cognitivo entre 60 y 90 años. Se realizaron estudios de diferencias de medias (t de Student y ANOVA), análisis univariante de la varianza, correlaciones (r de Pearson) y regresiones lineales simples para analizar la influencia de la edad, el sexo, el nivel educativo y el rendimiento cognitivo en la FAB. Resultados. Se observaron diferencias estadísticamente significativas en el puntaje total de la FAB en función del nivel educativo, pero no en función de la edad, ni el sexo. Asimismo, se encontró que el puntaje de la FAB se correlacionó con otras pruebas de screening cognitivo, como el Minimental, el Test del Reloj y fluidez verbal (fonológica y semántica). Conclusiones. El presente estudio presenta resultados que señalan la importancia de considerar el nivel educativo en la valoración de la FAB.
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West G, Clayton FJ, Shanks DR, Hulme C. Procedural and declarative learning in dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2019; 25:246-255. [PMID: 31012175 DOI: 10.1002/dys.1615] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/25/2018] [Revised: 12/12/2018] [Accepted: 03/21/2019] [Indexed: 06/09/2023]
Abstract
The procedural deficit hypothesis claims that impaired procedural learning is at least partly responsible for the deficits in learning to read seen in children with developmental dyslexia. This study used a reading ability-matched design to examine group differences in both procedural and declarative learning. Both children with dyslexia and typically developing children demonstrated procedural learning on a serial reaction time task, although learning in the typically developing group increased at a greater rate towards the end of the task compared with children with dyslexia. However, these results do not provide strong evidence for the procedural deficit hypothesis, because poorer procedural learning in the group with dyslexia may reflect impairments in motor learning, rather than sequence specific procedural learning. In addition, neither group showed a relationship between procedural learning and reading ability.
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Affiliation(s)
- Gillian West
- Department of Education, University of Oxford, Oxford, UK
| | | | - David R Shanks
- Department of Experimental Psychology, University College London, London, UK
| | - Charles Hulme
- Department of Education, University of Oxford, Oxford, UK
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Juhasz D, Nemeth D, Janacsek K. Is there more room to improve? The lifespan trajectory of procedural learning and its relationship to the between- and within-group differences in average response times. PLoS One 2019; 14:e0215116. [PMID: 31314804 PMCID: PMC6636713 DOI: 10.1371/journal.pone.0215116] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2019] [Accepted: 06/12/2019] [Indexed: 11/21/2022] Open
Abstract
Characterizing the developmental trajectories of cognitive functions such as learning, memory and decision making across the lifespan faces fundamental challenges. Cognitive functions typically encompass several processes that can be differentially affected by age. Methodological issues also arise when comparisons are made across age groups that differ in basic performance measures, such as in average response times (RTs). Here we focus on procedural learning–a fundamental cognitive function that underlies the acquisition of cognitive, social, and motor skills–and demonstrate how disentangling subprocesses of learning and controlling for differences in average RTs can reveal different developmental trajectories across the human lifespan. Two hundred-seventy participants aged between 7 and 85 years performed a probabilistic sequence learning task that enabled us to separately measure two processes of procedural learning, namely general skill learning and statistical learning. Using raw RT measures, in between-group comparisons, we found a U-shaped trajectory with children and older adults exhibiting greater general skill learning compared to adolescents and younger adults. However, when we controlled for differences in average RTs (either by using ratio scores or focusing on a subsample of participants with similar average speed), only children (but not older adults) demonstrated superior general skill learning consistently across analyses. Testing the relationship between average RTs and general skill learning within age groups shed light on further age-related differences, suggesting that general skill learning measures are more affected by average speed in some age groups. Consistent with previous studies of learning probabilistic regularities, statistical learning showed a gradual decline across the lifespan, and learning performance seemed to be independent of average speed, regardless of the age group. Overall, our results suggest that children are superior learners in various aspects of procedural learning, including both general skill and statistical learning. Our study also highlights the importance to test, and control for, the effect of average speed on other RT measures of cognitive functions, which can fundamentally affect the interpretation of group differences in developmental, aging and clinical psychology and neuroscience studies.
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Affiliation(s)
- Dora Juhasz
- Doctoral School of Education, University of Szeged, Szeged, Hungary
| | - Dezso Nemeth
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Hungarian Academy of Sciences, Budapest, Hungary
- Lyon Neuroscience Research Center (CRNL), Université Claude Bernard Lyon 1, Lyon, France
- * E-mail: (KJ); (DN)
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Hungarian Academy of Sciences, Budapest, Hungary
- * E-mail: (KJ); (DN)
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Kalra PB, Gabrieli JDE, Finn AS. Evidence of stable individual differences in implicit learning. Cognition 2019; 190:199-211. [PMID: 31103837 DOI: 10.1016/j.cognition.2019.05.007] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2018] [Revised: 05/06/2019] [Accepted: 05/07/2019] [Indexed: 11/15/2022]
Abstract
There is a fundamental psychological and neuropsychological distinction between explicit and implicit memory, and it has been proposed that whereas there are stable trait individual differences in explicit memory ability, there are not such differences across people for implicit learning. There is, however, little evidence about whether or not there are stable trait differences in implicit learning. Here we performed a test-retest reliability study with healthy young adults in which they performed four implicit learning tasks (artificial grammar learning, probabilistic classification, serial response, and implicit category learning) twice, about a week apart. We found medium (by Cohen's guidelines) test-retest reliability for three of the tasks: probabilistic classification, serial response, and implicit category learning, suggesting that differences in implicit learning ability are more stable than originally thought. In addition, implicit learning on all tasks was unrelated to explicit measures: we did not find any correlation between implicit learning measures and independent measures of IQ, working memory, or explicit learning ability. These findings indicate that implicit learning, like explicit learning, varies reliably across individuals.
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Affiliation(s)
- Priya B Kalra
- Waisman Center, University of Wisconsin-Madison, United States.
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, United States
| | - Amy S Finn
- Department of Psychology, University of Toronto, Canada
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Jongbloed-Pereboom M, Nijhuis-van der Sanden MWG, Steenbergen B. Explicit and implicit motor sequence learning in children and adults; the role of age and visual working memory. Hum Mov Sci 2019; 64:1-11. [PMID: 30639705 DOI: 10.1016/j.humov.2018.12.007] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2018] [Revised: 12/18/2018] [Accepted: 12/23/2018] [Indexed: 11/27/2022]
Abstract
This study investigated explicit and implicit motor learning, and the influence of visual working memory (VWM) and age. Sixty children and 28 adults learned a nine-button sequence task explicitly and implicitly. Performance in explicit and implicit learning improved with age. Learning curves were similar across ages for implicit learning. In explicit learning, learning curves differed across ages: younger children started slower, but their learning rate was higher compared to older children. Learning curves were similar across VWM scores, but performance in explicit learning was positively influenced by VWM scores. Further research and implications for education and rehabilitation are discussed.
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Affiliation(s)
- M Jongbloed-Pereboom
- Radboud University Nijmegen, Behavioural Science Institute, PO Box 9104, 6500 HE Nijmegen, The Netherlands.
| | - M W G Nijhuis-van der Sanden
- Radboud University Medical Center, Radboud Institute for Health Sciences, Scientific Institute for Quality of Healthcare, PO Box 9101, 6500 HB Nijmegen, The Netherlands.
| | - B Steenbergen
- Radboud University Nijmegen, Behavioural Science Institute, PO Box 9104, 6500 HE Nijmegen, The Netherlands; Centre for Disability & Development Research (CeDDR), Australian Catholic University, School of Psychology, Melbourne, Australia.
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29
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Lum JAG, Lammertink I, Clark GM, Fuelscher I, Hyde C, Enticott PG, Ullman MT. Visuospatial sequence learning on the serial reaction time task modulates the P1 event-related potential. Psychophysiology 2018; 56:e13292. [PMID: 30246295 DOI: 10.1111/psyp.13292] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2018] [Revised: 07/18/2018] [Accepted: 08/28/2018] [Indexed: 11/28/2022]
Abstract
This study examined whether the P1, N1, and P3 ERP components would be sensitive to sequence learning effects on the serial reaction time task. On this task, participants implicitly learn a visuospatial sequence. Participants in this study were 35 healthy adults. Reaction time (RT) data revealed that, at the group level, participants learned the sequence. Specifically, RT became faster following repeated exposure to the visuospatial sequence and then slowed down in a control condition. Analyses of ERP data revealed no evidence for sequence learning effects for the N1 or P3 component. However, sequence learning effects were observed for the P1 component. Mean P1 amplitude mirrored the RT data. The analyses showed that P1 amplitude significantly decreased as participants were exposed to the sequence but then significantly increased in the control condition. This suggests that visuospatial sequence learning can modulate visual attention levels. Specifically, it seems that, as sequence knowledge is acquired, fewer demands are placed on visual attention resources.
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Affiliation(s)
- Jarrad A G Lum
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia
| | - Imme Lammertink
- Amsterdam Center for Language and Communication, University of Amsterdam, Amsterdam, The Netherlands
| | - Gillian M Clark
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia
| | - Ian Fuelscher
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia
| | - Christian Hyde
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia
| | - Peter G Enticott
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia
| | - Michael T Ullman
- Department of Neuroscience, Georgetown University, Washington, District of Columbia
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Lum JAG, Mills A, Plumridge JMA, Sloan NP, Clark GM, Hedenius M, Enticott PG. Transcranial direct current stimulation enhances retention of a second (but not first) order conditional visuo-motor sequence. Brain Cogn 2018; 127:34-41. [PMID: 30253264 DOI: 10.1016/j.bandc.2018.09.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2018] [Revised: 09/04/2018] [Accepted: 09/18/2018] [Indexed: 11/26/2022]
Abstract
This study examined the role of the left inferior frontal gyrus in the implicit learning and retention of a 'simple' first order conditional (FOC) sequence and a relatively 'complex' second order conditional (SOC) sequence, using anodal transcranial direct current stimulation (a-tDCS). Groups of healthy adults received either a-tDCS (n = 18) over the left inferior frontal gyrus or sham/placebo (n = 18) stimulation. On separate days, participants completed a serial reaction time (SRT) task whilst receiving stimulation. On one of the days, participants were presented with a FOC sequence and in another, a SOC sequence. Both the learning and short-term retention of the sequences were measured. Results showed a-tDCS enhanced the short-term retention of the SOC sequence but not the FOC sequence. There was no effect of a-tDCS on the learning of either FOC or SOC sequences. The results provide evidence of prefrontal involvement in the retention of a motor sequence. However, its role appears to be influenced by the complexity of the sequence's structure. Additionally, the results show a-tDCS can enhance retention of an implicitly learnt motor sequence.
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Affiliation(s)
- Jarrad A G Lum
- Deakin University, Geelong, Australia, Cognitive Neuroscience Unit, School of Psychology, Australia.
| | - Andrea Mills
- Deakin University, Geelong, Australia, Cognitive Neuroscience Unit, School of Psychology, Australia
| | - James M A Plumridge
- Deakin University, Geelong, Australia, Cognitive Neuroscience Unit, School of Psychology, Australia
| | - Nicole P Sloan
- Deakin University, Geelong, Australia, Cognitive Neuroscience Unit, School of Psychology, Australia
| | - Gillian M Clark
- Deakin University, Geelong, Australia, Cognitive Neuroscience Unit, School of Psychology, Australia
| | - Martina Hedenius
- Department of Neuroscience, Speech Language Pathology Unit, Uppsala University, Uppsala, Sweden; Center of Neurodevelopmental Disorders at Karolinska Institutet (KIND), Department of Women's and Children's Health, Karolinska Institutet, Stockholm, Sweden
| | - Peter G Enticott
- Deakin University, Geelong, Australia, Cognitive Neuroscience Unit, School of Psychology, Australia
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Mondelli MFCG, José IDS, José MR, Lopes NBF. Elaboration of an instrument to evaluate the recognition of Brazilian melodies in children. Braz J Otorhinolaryngol 2018; 85:690-697. [PMID: 30017874 PMCID: PMC9443065 DOI: 10.1016/j.bjorl.2018.05.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2018] [Revised: 05/09/2018] [Accepted: 05/28/2018] [Indexed: 10/28/2022] Open
Abstract
INTRODUCTION There is evidence pointing to the importance of the evaluation of musical perception through objective and subjective instruments. In Brazil, there is a shortage of instruments that evaluates musical perception. OBJECTIVE To develop an instrument to evaluate the recognition of traditional Brazilian melodies and investigate the performance of children with typical hearing. METHODS The study was carried out after approval of the research ethics committee (1.198.607). The instrument was developed in software format with website access, using the languages PHP 5.5.12, Javascript, Cascade style sheets and "HTML5"; database "MYSQL 5.6.17" on the "Apache 2.4.9" server. Fifteen melodies of Brazilian folk songs were recorded in piano synthesized timbre, with 12 seconds per melody reproduction and four second intervals between them. A total of 155 schooled children, aged eight to 11 years, of both sexes, with typical hearing participated in the study. The test was performed in a silent room with sound stimuli amplified by a sound box at 65dBNA, positioned at 0 azimuth, and at one meter from the participant, the notebook was used for children to play with on the screen on the title and illustration of the melody they recognized they were listening to. The responses were recorded on their own database. RESULTS The instrument titled "Evaluation of recognition of traditional melodies in children" can be run on various devices (computers, notebooks, tablets, mobile phones) and operating systems (Windows, Macintosh, Android, Linux). Access: http://192.185.216.17/ivan/home/login.php by login and password. The most easily recognized melody was "Cai, cai balão" (89%) and the least recognized was "Capelinha de melão" (25.2%). The average time to perform the test was 3'15″. CONCLUSION The development and application of the software proved effective for the studied population. This instrument may contribute to the improvement of protocols for the evaluation of musical perception in children with hearing aid and/or cochlear implants users.
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Affiliation(s)
| | - Ivan Dos Santos José
- Universidade de São Paulo (USP), Faculdade de Odontologia de Bauru, Programa de Pós-Graduação em Fonoaudiologia, Bauru, SP, Brazil
| | - Maria Renata José
- Universidade de São Paulo (USP), Faculdade de Odontologia de Bauru, Programa de Pós-Graduação em Fonoaudiologia, Bauru, SP, Brazil
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Shephard E, Groom MJ, Jackson GM. Implicit sequence learning in young people with Tourette syndrome with and without co-occurring attention-deficit/hyperactivity disorder. J Neuropsychol 2018; 13:529-549. [PMID: 29972622 DOI: 10.1111/jnp.12167] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2017] [Revised: 10/30/2018] [Indexed: 11/30/2022]
Abstract
Impaired habit-learning has been proposed to underlie the tic symptoms of Tourette syndrome (TS). However, accounts differ in terms of how habit-learning is altered in TS, with some authors proposing habit formation is impaired due to a deficient 'chunking' mechanism, and others proposing habit-learning is overactive and tics reflect hyperlearned behaviours. Attention-deficit/hyperactivity disorder (ADHD) frequently co-occurs with TS and is known to affect cognitive function in young people with co-occurring TS and ADHD (TS + ADHD). It is unclear, however, how co-occurring ADHD symptoms affect habit-learning in TS. In this study, we investigated whether young people with TS would show deficient or hyperactive habit-learning, and assessed the effects of co-occurring ADHD symptoms on habit-learning in TS. Participants aged 9-17 years with TS (n = 18), TS + ADHD (n = 17), ADHD (n = 13), and typical development (n = 20) completed a motor sequence learning task to assess habit-learning. We used a 2 (TS-yes, TS-no) × 2 (ADHD-yes, ADHD-no) factorial analysis to test the effects of TS, ADHD, and their interaction on accuracy and reaction time indices of sequence learning. TS was associated with intact sequence learning, but a tendency for difficulty transitioning from sequenced to non-sequenced performance was suggestive of hyper-learning. ADHD was associated with significantly poorer accuracy during acquisition of the sequence, indicative of impaired habit-learning. There were no interactions between the TS and ADHD factors, indicating young people with TS + ADHD showed both TS- and ADHD-related atypicalities in habit-learning.
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Affiliation(s)
- Elizabeth Shephard
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology, & Neuroscience, King's College London, UK
| | - Madeleine J Groom
- Division of Psychiatry and Applied Psychology, Institute of Mental Health, University of Nottingham, UK
| | - Georgina M Jackson
- Division of Psychiatry and Applied Psychology, Institute of Mental Health, University of Nottingham, UK
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Park J, Miller CA, Rosenbaum DA, Sanjeevan T, van Hell JG, Weiss DJ, Mainela-Arnold E. Bilingualism and Procedural Learning in Typically Developing Children and Children With Language Impairment. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:634-644. [PMID: 29466557 DOI: 10.1044/2017_jslhr-l-16-0409] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2016] [Accepted: 10/30/2017] [Indexed: 06/08/2023]
Abstract
PURPOSE The aim of this study was to investigate whether dual language experience affects procedural learning ability in typically developing children and in children with specific language impairment (SLI). METHOD We examined procedural learning in monolingual and bilingual school-aged children (ages 8-12 years) with and without SLI. The typically developing children (35 monolinguals, 24 bilinguals) and the children with SLI (17 monolinguals, 10 bilinguals) completed a serial reaction time task. RESULTS The typically developing monolinguals and bilinguals exhibited equivalent sequential learning effects, but neither group with SLI exhibited learning of sequential patterns on the serial reaction time task. CONCLUSION Procedural learning does not appear to be modified by language experience, supporting the notion that it is a child-intrinsic language learning mechanism that is minimally malleable to experience.
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Affiliation(s)
- Jisook Park
- Department of Communication Sciences and Disorders, Pennsylvania State University
| | - Carol A Miller
- Department of Communication Sciences and Disorders, Pennsylvania State University
| | | | - Teenu Sanjeevan
- Department of Speech-Language Pathology, University of Toronto, Canada
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Jongbloed-Pereboom M, Overvelde A, Nijhuis-van der Sanden MWG, Steenbergen B. Learning New Letter-like Writing Patterns Explicitly and Implicitly in Children and Adults. J Mot Behav 2017; 50:677-688. [DOI: 10.1080/00222895.2017.1407287] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
| | - A. Overvelde
- Radboud University Medical Center, Radboud Institute for Health Sciences, Scientific Institute for Quality of Healthcare, Nijmegen, The Netherlands
| | - M. W. G. Nijhuis-van der Sanden
- Radboud University Medical Center, Radboud Institute for Health Sciences, Scientific Institute for Quality of Healthcare, Nijmegen, The Netherlands
| | - B. Steenbergen
- Radboud University, Behavioural Science Institute, Nijmegen, The Netherlands
- Australian Catholic University, School of Psychology, Melbourne, Australia
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Zwart FS, Vissers CTWM, Kessels RPC, Maes JHR. Procedural learning across the lifespan: A systematic review with implications for atypical development. J Neuropsychol 2017; 13:149-182. [DOI: 10.1111/jnp.12139] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2017] [Revised: 09/06/2017] [Indexed: 11/30/2022]
Affiliation(s)
- Fenny S. Zwart
- Donders Institute for Brain Cognition and Behaviour; Radboud University; Nijmegen The Netherlands
| | - Constance Th. W. M. Vissers
- Behavioural Science Institute; Nijmegen The Netherlands
- Royal Dutch Kentalis; Sint-Michielsgestel The Netherlands
| | - Roy P. C. Kessels
- Donders Institute for Brain Cognition and Behaviour; Radboud University; Nijmegen The Netherlands
- Department of Medical Psychology; Radboud University Medical Center; Nijmegen The Netherlands
- Vincent van Gogh Institute for Psychiatry; Venray The Netherlands
| | - Joseph H. R. Maes
- Donders Institute for Brain Cognition and Behaviour; Radboud University; Nijmegen The Netherlands
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Procedural learning in Parkinson’s disease, specific language impairment, dyslexia, schizophrenia, developmental coordination disorder, and autism spectrum disorders: A second-order meta-analysis. Brain Cogn 2017; 117:41-48. [DOI: 10.1016/j.bandc.2017.07.004] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2017] [Revised: 07/04/2017] [Accepted: 07/04/2017] [Indexed: 12/28/2022]
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Attentional Control in Adolescent Mice Assessed with a Modified Five Choice Serial Reaction Time Task. Sci Rep 2017; 7:9936. [PMID: 28855580 PMCID: PMC5577211 DOI: 10.1038/s41598-017-10112-8] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2017] [Accepted: 08/04/2017] [Indexed: 12/30/2022] Open
Abstract
Adolescence is a critical period for the development of higher-order cognitive functions. Unlike in humans, very limited tools are available to assess such cognitive abilities in adolescent rodents. We implemented a modified 5-Choice Serial Reaction Time Task (5CSRTT) to selectively measure attentiveness, impulsivity, broad monitoring, processing speed and distractibility in adolescent mice. 21-day old C57BL/6J mice reliably acquired this task with no sex-dependent differences in 10–12 days. A protocol previously used in adults was less effective to assess impulsiveness in adolescents, but revealed increased vulnerability in females. Next, we distinctively assessed selective, divided and broad monitoring attention modeling the human Spatial Attentional Resource Allocation Task (SARAT). Finally, we measured susceptibility to distractions using non-predictive cues that selectively disrupted attention. These paradigms were also applied to two genetically modified lines: the dopamine transporter (DAT) and catechol-O-methyltransferase (COMT) heterozygous. Adolescent DAT hypo-functioning mice showed attentional deficits and higher impulsivity as found in adults. In contrast to adults, adolescent COMT hypo-functioning mice showed decreased impulsivity and attentional resilience to distractors. These paradigms open new avenues to study the establishment of higher-order cognitive functions in mice, as well as an effective tool for drug-testing and genetic screenings focused on adolescence.
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Braunitzer G, Őze A, Eördegh G, Pihokker A, Rózsa P, Kasik L, Kéri S, Nagy A. The development of acquired equivalence from childhood to adulthood-A cross-sectional study of 265 subjects. PLoS One 2017. [PMID: 28632760 PMCID: PMC5478105 DOI: 10.1371/journal.pone.0179525] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/30/2023] Open
Abstract
Acquired equivalence (AE) is a form of feedback-based associative learning where the subject learns that two or more stimuli are equivalent in terms of being mapped onto the same outcomes or responses. While several studies dealt with how various neurological and psychiatric conditions affect performance on AE tasks (typically with small populations), studies dealing with AE in healthy subjects are rare, and no study has ever made an attempt to plot the development of this form of learning from the childhood through adulthood. In a cross-sectional study, we assessed the AE performance of 265 healthy subjects aged 3 to 52 years with the computer-based Rutgers Equivalence Test (Fish-Face Test, FFT). The test assesses three main aspects of AE: the efficiency of pair learning, the efficiency of the retrieval of acquired pairs, and the ability to generalise previous knowledge to a new stimulus that partially overlaps with the previous ones. It has been demonstrated in imaging studies that the initial, pair learning phase of this specific test is dependent on the basal ganglia, while its generalization phase requires the hippocampi. We found that both pair learning and retrieval exhibited development well into adulthood, but generalisation did not, after having reached its adult-like level by the age of 6. We propose that these findings might be explained by the integrative encoding theory that focuses on the parallel dopaminergic midbrain-striatum/midbrain-hippocampus connections.
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Affiliation(s)
- Gábor Braunitzer
- Nyírő Gyula Hospital, Laboratory for Perception & Cognition and Clinical Neuroscience, Budapest, Hungary
| | - Attila Őze
- University of Szeged, Faculty of Medicine, Department of Physiology, Szeged, Hungary
| | - Gabriella Eördegh
- University of Szeged, Faculty of Dentistry, Department of Operative and Esthetic Dentistry, Szeged, Hungary
| | - Anna Pihokker
- University of Szeged, Faculty of Medicine, Department of Physiology, Szeged, Hungary
| | - Petra Rózsa
- University of Szeged, Faculty of Medicine, Department of Physiology, Szeged, Hungary
| | - László Kasik
- University of Szeged, Faculty of Arts, Institute of Education, Department of Social and Affective Education, Szeged, Hungary
| | - Szabolcs Kéri
- Nyírő Gyula Hospital, Laboratory for Perception & Cognition and Clinical Neuroscience, Budapest, Hungary
| | - Attila Nagy
- University of Szeged, Faculty of Medicine, Department of Physiology, Szeged, Hungary
- * E-mail:
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Hall ML, Eigsti IM, Bortfeld H, Lillo-Martin D. Auditory access, language access, and implicit sequence learning in deaf children. Dev Sci 2017; 21:e12575. [PMID: 28557278 DOI: 10.1111/desc.12575] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2015] [Accepted: 03/21/2017] [Indexed: 11/29/2022]
Abstract
Developmental psychology plays a central role in shaping evidence-based best practices for prelingually deaf children. The Auditory Scaffolding Hypothesis (Conway et al., 2009) asserts that a lack of auditory stimulation in deaf children leads to impoverished implicit sequence learning abilities, measured via an artificial grammar learning (AGL) task. However, prior research is confounded by a lack of both auditory and language input. The current study examines implicit learning in deaf children who were (Deaf native signers) or were not (oral cochlear implant users) exposed to language from birth, and in hearing children, using both AGL and Serial Reaction Time (SRT) tasks. Neither deaf nor hearing children across the three groups show evidence of implicit learning on the AGL task, but all three groups show robust implicit learning on the SRT task. These findings argue against the Auditory Scaffolding Hypothesis, and suggest that implicit sequence learning may be resilient to both auditory and language deprivation, within the tested limits. A video abstract of this article can be viewed at: https://youtu.be/EeqfQqlVHLI [Correction added on 07 August 2017, after first online publication: The video abstract link was added.].
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Affiliation(s)
- Matthew L Hall
- Department of Linguistics, University of Connecticut, Storrs, Connecticut, USA
| | - Inge-Marie Eigsti
- Department of Psychology, University of Connecticut, Storrs, Connecticut, USA
| | - Heather Bortfeld
- Department of Psychological Sciences, University of California Merced, Merced, California, USA
| | - Diane Lillo-Martin
- Department of Linguistics, University of Connecticut, Storrs, Connecticut, USA
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Du Y, Valentini NC, Kim MJ, Whitall J, Clark JE. Children and Adults Both Learn Motor Sequences Quickly, But Do So Differently. Front Psychol 2017; 8:158. [PMID: 28223958 PMCID: PMC5293788 DOI: 10.3389/fpsyg.2017.00158] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2016] [Accepted: 01/23/2017] [Indexed: 11/13/2022] Open
Abstract
Both children and adults can learn motor sequences quickly in one learning session, yet little is known about potential age-related processes that underlie this fast sequence acquisition. Here, we examined the progressive performance changes in a one-session modified serial reaction time task in 6- and 10-year-old children and adults. We found that rapid sequence learning, as reflected by reaction time (RT), was comparable between groups. The learning was expressed through two behavioral processes: online progressive changes in RT while the task was performed in a continuous manner and offline changes in RT that emerged following a short rest. These offline and online RT changes were age-related; learning in 6-year-olds was primarily reflected through the offline process. In contrast, learning in adults was reflected through the online process; and both online and offline processes occurred concurrently in 10-year-olds. Our results suggest that early rapid sequence learning has a developmental profile. Although the unifying mechanism underlying these two age-related processes is unclear, we discuss possible explanations that need to be systematically elucidated in future studies.
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Affiliation(s)
- Yue Du
- Department of Kinesiology, University of Maryland, College Park, College Park MD, USA
| | - Nadia C Valentini
- Department of Physical Education, Physical Therapy and Dance, Federal University of Rio Grande do Sul Porto Alegre, Brazil
| | - Min J Kim
- Department of Mechanical Engineering, College of Engineering, Kyung Hee UniversitySuwon, South Korea; Department of Physical Education, Seoul National UniversitySeoul, South Korea
| | - Jill Whitall
- Department of Physical Therapy and Rehabilitation Science, School of Medicine, University of Maryland, BaltimoreBaltimore, MD, USA; Faculty of Health Sciences, University of SouthamptonSouthampton, UK
| | - Jane E Clark
- Department of Kinesiology, University of Maryland, College Park, College ParkMD, USA; Neuroscience and Cognitive Science Program, University of Maryland, College ParkCollege Park, MD, USA
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Jongbloed-Pereboom M, Janssen AJWM, Steiner K, Steenbergen B, Nijhuis-van der Sanden MWG. Implicit and explicit motor sequence learning in children born very preterm. RESEARCH IN DEVELOPMENTAL DISABILITIES 2017; 60:145-152. [PMID: 27931014 DOI: 10.1016/j.ridd.2016.11.014] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2015] [Revised: 11/14/2016] [Accepted: 11/19/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Motor skills can be learned explicitly (dependent on working memory (WM)) or implicitly (relatively independent of WM). Children born very preterm (VPT) often have working memory deficits. Explicit learning may be compromised in these children. AIMS This study investigated implicit and explicit motor learning and the role of working memory in VPT children and controls. METHODS Three groups (6-9 years) participated: 20 VPT children with motor problems, 20 VPT children without motor problems, and 20 controls. A nine button sequence was learned implicitly (pressing the lighted button as quickly as possible) and explicitly (discovering the sequence via trial-and-error). RESULTS Children learned implicitly and explicitly, evidenced by decreased movement duration of the sequence over time. In the explicit condition, children also reduced the number of errors over time. Controls made more errors than VPT children without motor problems. Visual WM had positive effects on both explicit and implicit performance. CONCLUSION VPT birth and low motor proficiency did not negatively affect implicit or explicit learning. Visual WM was positively related to both implicit and explicit performance, but did not influence learning curves. These findings question the theoretical difference between implicit and explicit learning and the proposed role of visual WM therein.
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Affiliation(s)
| | - Anjo J W M Janssen
- Radboud University Medical Center, Donders Centre for Neuroscience, Department of Rehabilitation, Pediatric Physical Therapy, PO Box 9101, 6500 HB Nijmegen, The Netherlands.
| | - K Steiner
- Radboud University Medical Center, Department of Pediatrics, Neonatology, PO Box 9101, 6500 HB Nijmegen, The Netherlands.
| | - Bert Steenbergen
- Radboud University Nijmegen, Behavioural Science Institute, PO Box 9104, 6500 HE Nijmegen, The Netherlands; Australian Catholic University, School of Psychology, Melbourne, Australia.
| | - Maria W G Nijhuis-van der Sanden
- Radboud University Medical Center, Radboud Institute for Health Sciences, Scientific Institute for Quality of Healthcare, PO Box 9101, 6500 HB Nijmegen, The Netherlands.
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Peijnenborgh JC, Hurks PP, Aldenkamp AP, van der Spek ED, Rauterberg G, Vles JS, Hendriksen JG. A Study on the Validity of a Computer-Based Game to Assess Cognitive Processes, Reward Mechanisms, and Time Perception in Children Aged 4-8 Years. JMIR Serious Games 2016; 4:e15. [PMID: 27658428 PMCID: PMC5054232 DOI: 10.2196/games.5997] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2016] [Accepted: 07/19/2016] [Indexed: 11/13/2022] Open
Abstract
Background A computer-based game, named Timo’s Adventure, was developed to assess specific cognitive functions (eg, attention, planning, and working memory), time perception, and reward mechanisms in young school-aged children. The game consists of 6 mini-games embedded in a story line and includes fantasy elements to enhance motivation. Objective The aim of this study was to investigate the validity of Timo’s Adventure in normally developing children and in children with attention-deficit/hyperactivity disorder (ADHD). Methods A total of 96 normally developing children aged 4-8 years and 40 children with ADHD were assessed using the game. Clinical validity was investigated by examining the effects of age on performances within the normally developing children, as well as performance differences between the healthy controls and the ADHD group. Results Our analyses in the normally developing children showed developmental effects; that is, older children made fewer inhibition mistakes (r=−.33, P=.001), had faster (and therefore better) reaction times (r=−.49, P<.001), and were able to produce time intervals more accurately than younger children (ρ=.35, P<.001). Discriminant analysis showed that Timo’s Adventure was accurate in most classifications whether a child belonged to the ADHD group or the normally developing group: 78% (76/97) of the children were correctly classified as having ADHD or as being in the normally developing group. The classification results showed that 72% (41/57) children in the control group were correctly classified, and 88% (35/40) of the children in the ADHD group were correctly classified as having ADHD. Sensitivity (0.89) and specificity (0.69) of Timo’s Adventure were satisfying. Conclusions Computer-based games seem to be a valid tool to assess specific strengths and weaknesses in young children with ADHD.
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43
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Mimeau C, Coleman M, Donlan C. The role of procedural memory in grammar and numeracy skills. JOURNAL OF COGNITIVE PSYCHOLOGY 2016. [DOI: 10.1080/20445911.2016.1223082] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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44
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Delayed benefit of naps on motor learning in preschool children. Exp Brain Res 2015; 234:763-72. [PMID: 26645305 DOI: 10.1007/s00221-015-4506-3] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2015] [Accepted: 11/18/2015] [Indexed: 10/22/2022]
Abstract
Sleep benefits memory consolidation across a variety of domains in young adults. However, while declarative memories benefit from sleep in young children, such improvements are not consistently seen for procedural skill learning. Here we examined whether performance improvements on a procedural task, although not immediately observed, are evident after a longer delay when augmented by overnight sleep (24 h after learning). We trained 47 children, aged 33-71 months, on a serial reaction time task and, using a within-subject design, evaluated performance at three time points: immediately after learning, after a daytime nap (nap condition) or equivalent wake opportunity (wake condition), and 24 h after learning. Consistent with previous studies, performance improvements following the nap did not differ from performance improvements following an equivalent interval spent awake. However, significant benefits of the nap were found when performance was assessed 24 h after learning. This research demonstrates that motor skill learning is benefited by sleep, but that this benefit is only evident after an extended period of time.
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45
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Müssgens DM, Ullén F. Transfer in Motor Sequence Learning: Effects of Practice Schedule and Sequence Context. Front Hum Neurosci 2015; 9:642. [PMID: 26635591 PMCID: PMC4656827 DOI: 10.3389/fnhum.2015.00642] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2015] [Accepted: 11/11/2015] [Indexed: 11/13/2022] Open
Abstract
Transfer (i.e., the application of a learned skill in a novel context) is an important and desirable outcome of motor skill learning. While much research has been devoted to understanding transfer of explicit skills the mechanisms of skill transfer after incidental learning remain poorly understood. The aim of this study was to (1) examine the effect of practice schedule on transfer and (2) investigate whether sequence-specific knowledge can transfer to an unfamiliar sequence context. We trained two groups of participants on an implicit serial response time task under a Constant (one sequence for 10 blocks) or Variable (alternating between two sequences for a total of 10 blocks) practice schedule. We evaluated response times for three types of transfer: task-general transfer to a structurally non-overlapping sequence, inter-manual transfer to a perceptually identical sequence, and sequence-specific transfer to a partially overlapping (three shared triplets) sequence. Results showed partial skill transfer to all three sequences and an advantage of Variable practice only for task-general transfer. Further, we found expression of sequence-specific knowledge for familiar sub-sequences in the overlapping sequence. These findings suggest that (1) constant practice may create interference for task-general transfer and (2) sequence-specific knowledge can transfer to a new sequential context.
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Affiliation(s)
- Diana M Müssgens
- Department of Neuroscience, Karolinska Institutet Stockholm, Sweden
| | - Fredrik Ullén
- Department of Neuroscience, Karolinska Institutet Stockholm, Sweden
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Finn AS, Kalra PB, Goetz C, Leonard JA, Sheridan MA, Gabrieli JDE. Developmental dissociation between the maturation of procedural memory and declarative memory. J Exp Child Psychol 2015; 142:212-20. [PMID: 26560675 DOI: 10.1016/j.jecp.2015.09.027] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2015] [Revised: 09/25/2015] [Accepted: 09/26/2015] [Indexed: 11/28/2022]
Abstract
Declarative memory and procedural memory are known to be two fundamentally different kinds of memory that are dissociable in their psychological characteristics and measurement (explicit vs. implicit) and in the neural systems that subserve each kind of memory. Declarative memory abilities are known to improve from childhood through young adulthood, but the developmental maturation of procedural memory is largely unknown. We compared 10-year-old children and young adults on measures of declarative memory and working memory capacity and on four measures of procedural memory that have been strongly dissociated from declarative memory (mirror tracing, rotary pursuit, probabilistic classification, and artificial grammar). Children had lesser declarative memory ability and lesser working memory capacity than adults, but children exhibited learning equivalent to adults on all four measures of procedural memory. Therefore, declarative memory and procedural memory are developmentally dissociable, with procedural memory being adult-like by age 10years and declarative memory continuing to mature into young adulthood.
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Affiliation(s)
- Amy S Finn
- Department of Psychology, University of Toronto, Toronto, Ontario M5S 3G3, Canada; Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA.
| | - Priya B Kalra
- Harvard University Graduate School of Education, Cambridge, MA 02138, USA
| | - Calvin Goetz
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Julia A Leonard
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Margaret A Sheridan
- Department of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA; Harvard University Graduate School of Education, Cambridge, MA 02138, USA
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47
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Leonard JA, Mackey AP, Finn AS, Gabrieli JDE. Differential effects of socioeconomic status on working and procedural memory systems. Front Hum Neurosci 2015; 9:554. [PMID: 26500525 PMCID: PMC4597101 DOI: 10.3389/fnhum.2015.00554] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2015] [Accepted: 09/22/2015] [Indexed: 11/28/2022] Open
Abstract
While prior research has shown a strong relationship between socioeconomic status (SES) and working memory performance, the relation between SES and procedural (implicit) memory remains unknown. Convergent research in both animals and humans has revealed a fundamental dissociation, both behaviorally and neurally, between a working memory system that depends on medial temporal-lobe structures and the dorsal lateral prefrontal cortex (DLPFC) vs. a procedural memory system that depends on the basal ganglia. Here, we measured performance in adolescents from lower- and higher-SES backgrounds on tests of working memory capacity (complex working memory span) and procedural memory (probabilistic classification) and their hippocampal, DLPFC, and caudate volumes. Lower-SES adolescents had worse working memory performance and smaller hippocampal and DLPFC volumes than their higher-SES peers, but there was no significant difference between the lower- and higher-SES groups on the procedural memory task or in caudate volumes. These findings suggest that SES may have a selective influence on hippocampal-prefrontal-dependent working memory and little influence on striatal-dependent procedural memory.
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Affiliation(s)
- Julia A Leonard
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology Cambridge, MA, USA
| | - Allyson P Mackey
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology Cambridge, MA, USA
| | - Amy S Finn
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology Cambridge, MA, USA
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology Cambridge, MA, USA
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Mayor-Dubois C, Zesiger P, Van der Linden M, Roulet-Perez E. Procedural learning: A developmental study of motor sequence learning and probabilistic classification learning in school-aged children. Child Neuropsychol 2015; 22:718-34. [DOI: 10.1080/09297049.2015.1058347] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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49
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Chan JSY, Luo Y, Yan JH, Cai L, Peng K. Children's age modulates the effect of part and whole practice in motor learning. Hum Mov Sci 2015; 42:261-72. [PMID: 26112404 DOI: 10.1016/j.humov.2015.06.002] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2014] [Revised: 05/19/2015] [Accepted: 06/04/2015] [Indexed: 11/15/2022]
Abstract
Motor skills can be learned by practicing the whole or part of a movement. In whole practice (WP), a skill is acquired by practicing the movement in its entirety, whereas in part practice (PP), a task is learned by practicing its components before combining them. However, the effectiveness of WP and PP in children is unclear. We, therefore, examined the effects of WP and PP on the learning of juggling among first-, third-, and fifth-graders. Children of each grade were pseudo-randomly assigned to the WP or PP group to learn cascade juggling in 6 days. After baseline assessments, the WP learners practiced three-beanbag juggling. The PP learners practiced one-beanbag juggling on the first 2 days, two-beanbag juggling on the following 2 days, and three-beanbag juggling on the last 2 days. Practice consisted of 40 trials each day. Skill retention and transfer trials (juggling in the opposite direction) were measured 24h after training (number of catches). There was no significant difference between WP and PP in skill retention (WP: 1.28 ± 0.73; PP: 1.42 ± 046, p = .40) and transfer (WP: 1.31 ± 0.78; PP: 1.37 ± 0.55, p = .49). However, a time × grade × group interaction (p < .001) was observed in retention. Children of different grades received differential benefits from the WP and PP regimens. The fifth-graders learned better using WP, whereas the first- and third-graders showed better learning with PP. We discuss the three possible explanations for the results (neural maturity, explicit learning, and coordination capabilities).
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Affiliation(s)
- John S Y Chan
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
| | - Yuejia Luo
- Institute of Affective and Social Neuroscience, Shenzhen University, Shenzhen, China.
| | - Jin H Yan
- Center for Brain Disorders and Cognitive Neuroscience, School of Medicine, Shenzhen University, Shenzhen, China.
| | - Liuyang Cai
- Department of Psychology, Tsinghua University, Beijing, China
| | - Kaiping Peng
- Department of Psychology, Tsinghua University, Beijing, China
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50
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Misyak JB, Christiansen MH, Bruce Tomblin J. Sequential expectations: the role of prediction-based learning in language. Top Cogn Sci 2015; 2:138-53. [PMID: 25163627 DOI: 10.1111/j.1756-8765.2009.01072.x] [Citation(s) in RCA: 90] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
Prediction-based processes appear to play an important role in language. Few studies, however, have sought to test the relationship within individuals between prediction learning and natural language processing. This paper builds upon existing statistical learning work using a novel paradigm for studying the on-line learning of predictive dependencies. Within this paradigm, a new "prediction task" is introduced that provides a sensitive index of individual differences for developing probabilistic sequential expectations. Across three interrelated experiments, the prediction task and results thereof are used to bridge knowledge of the empirical relation between statistical learning and language within the context of nonadjacency processing. We first chart the trajectory for learning nonadjacencies, documenting individual differences in prediction learning. Subsequent simple recurrent network simulations then closely capture human performance patterns in the new paradigm. Finally, individual differences in prediction performances are shown to strongly correlate with participants' sentence processing of complex, long-distance dependencies in natural language.
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Affiliation(s)
- Jennifer B Misyak
- Department of Psychology, Cornell UniversityDepartment of Communication Sciences and Disorders, University of Iowa
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