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Evidence that the pattern of visuomotor sequence learning is altered in children with autism / Jennifer C. GIDLEY-LARSON in Autism Research, 1-6 (December 2008)
[article]
Titre : Evidence that the pattern of visuomotor sequence learning is altered in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer C. GIDLEY-LARSON, Auteur ; Stewart H. MOSTOFSKY, Auteur Année de publication : 2008 Article en page(s) : p.341-353 Langues : Anglais (eng) Mots-clés : procedural-memory declarative-memory cerebellum visuomotor-learning Index. décimale : PER Périodiques Résumé : Motor deficits are commonly reported in autism, with one of the most consistent findings being impaired execution of skilled movements and gestures. Given the developmental nature of autism, it is possible that deficits in motor/procedural learning contribute to impaired acquisition of motor skills. Thus, careful examination of mechanisms underlying learning and memory may be critical to understanding the neural basis of autism. A previous study reported impaired motor learning in children with high-functioning autism (HFA); however, it is unclear whether the observed deficits in motor learning are due, in part, to impaired motor execution and whether these deficits are specific to autism. In order to examine these questions, 153 children (52 with HFA, 39 with attention-deficit/hyperactivity disorder (ADHD) and 62 typically developing (TD) children) participated in two independent experiments using a Rotary Pursuit task, with change in performance across blocks as a measure of learning. For both tasks, children with HFA demonstrated significantly less change in performance than did TD children, even when differences in motor execution were minimized. Differences in learning were not seen between ADHD and TD groups on either experiment. Analyses of the pattern of findings revealed that compared with both ADHD and TD children, children with HFA showed a similar degree of improvement in performance; however, they showed significantly less decrement in performance when presented with an alternate (interference) pattern. The findings suggest that mechanisms underlying acquisition of novel movement patterns may differ in children with autism. These findings may help explain impaired skill development in children with autism and help to guide approaches for helping children learn novel motor, social and communicative skills. En ligne : http://dx.doi.org/10.1002/aur.54 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=934
in Autism Research > 1-6 (December 2008) . - p.341-353[article] Evidence that the pattern of visuomotor sequence learning is altered in children with autism [Texte imprimé et/ou numérique] / Jennifer C. GIDLEY-LARSON, Auteur ; Stewart H. MOSTOFSKY, Auteur . - 2008 . - p.341-353.
Langues : Anglais (eng)
in Autism Research > 1-6 (December 2008) . - p.341-353
Mots-clés : procedural-memory declarative-memory cerebellum visuomotor-learning Index. décimale : PER Périodiques Résumé : Motor deficits are commonly reported in autism, with one of the most consistent findings being impaired execution of skilled movements and gestures. Given the developmental nature of autism, it is possible that deficits in motor/procedural learning contribute to impaired acquisition of motor skills. Thus, careful examination of mechanisms underlying learning and memory may be critical to understanding the neural basis of autism. A previous study reported impaired motor learning in children with high-functioning autism (HFA); however, it is unclear whether the observed deficits in motor learning are due, in part, to impaired motor execution and whether these deficits are specific to autism. In order to examine these questions, 153 children (52 with HFA, 39 with attention-deficit/hyperactivity disorder (ADHD) and 62 typically developing (TD) children) participated in two independent experiments using a Rotary Pursuit task, with change in performance across blocks as a measure of learning. For both tasks, children with HFA demonstrated significantly less change in performance than did TD children, even when differences in motor execution were minimized. Differences in learning were not seen between ADHD and TD groups on either experiment. Analyses of the pattern of findings revealed that compared with both ADHD and TD children, children with HFA showed a similar degree of improvement in performance; however, they showed significantly less decrement in performance when presented with an alternate (interference) pattern. The findings suggest that mechanisms underlying acquisition of novel movement patterns may differ in children with autism. These findings may help explain impaired skill development in children with autism and help to guide approaches for helping children learn novel motor, social and communicative skills. En ligne : http://dx.doi.org/10.1002/aur.54 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=934