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Résultat de la recherche
6 recherche sur le mot-clé 'motor learning'




Motor Learning in Individuals With Autism Spectrum Disorder: Activation in Superior Parietal Lobule Related to Learning and Repetitive Behaviors / Brittany G. TRAVERS in Autism Research, 8-1 (February 2015)
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Titre : Motor Learning in Individuals With Autism Spectrum Disorder: Activation in Superior Parietal Lobule Related to Learning and Repetitive Behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Brittany G. TRAVERS, Auteur ; Rajesh K. KANA, Auteur ; Laura G. KLINGER, Auteur ; Christopher L. KLEIN, Auteur ; Mark R. KLINGER, Auteur Article en page(s) : p.38-51 Langues : Anglais (eng) Mots-clés : autism motor learning implicit learning procedural learning superior parietal repetitive behaviors Index. décimale : PER Périodiques Résumé : Motor-linked implicit learning is the learning of a sequence of movements without conscious awareness. Although motor symptoms are frequently reported in individuals with autism spectrum disorder (ASD), recent behavioral studies have suggested that motor-linked implicit learning may be intact in ASD. The serial reaction time (SRT) task is one of the most common measures of motor-linked implicit learning. The present study used a 3T functional magnetic resonance imaging scanner to examine the behavioral and neural correlates of real-time motor sequence learning in adolescents and adults with ASD (n?=?15) compared with age- and intelligence quotient-matched individuals with typical development (n?=?15) during an SRT task. Behavioral results suggested less robust motor sequence learning in individuals with ASD. Group differences in brain activation suggested that individuals with ASD, relative to individuals with typical development, showed decreased activation in the right superior parietal lobule (SPL) and right precuneus (Brodmann areas 5 and 7, and extending into the intraparietal sulcus) during learning. Activation in these areas (and in areas such as the right putamen and right supramarginal gyrus) was found to be significantly related to behavioral learning in this task. Additionally, individuals with ASD who had more severe repetitive behavior/restricted interest symptoms demonstrated greater decreased activation in these regions during motor learning. In conjunction, these results suggest that the SPL may play an important role in motor learning and repetitive behavior in individuals with ASD. Autism Res 2015, 8: 38–51. © 2014 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256
in Autism Research > 8-1 (February 2015) . - p.38-51[article] Motor Learning in Individuals With Autism Spectrum Disorder: Activation in Superior Parietal Lobule Related to Learning and Repetitive Behaviors [Texte imprimé et/ou numérique] / Brittany G. TRAVERS, Auteur ; Rajesh K. KANA, Auteur ; Laura G. KLINGER, Auteur ; Christopher L. KLEIN, Auteur ; Mark R. KLINGER, Auteur . - p.38-51.
Langues : Anglais (eng)
in Autism Research > 8-1 (February 2015) . - p.38-51
Mots-clés : autism motor learning implicit learning procedural learning superior parietal repetitive behaviors Index. décimale : PER Périodiques Résumé : Motor-linked implicit learning is the learning of a sequence of movements without conscious awareness. Although motor symptoms are frequently reported in individuals with autism spectrum disorder (ASD), recent behavioral studies have suggested that motor-linked implicit learning may be intact in ASD. The serial reaction time (SRT) task is one of the most common measures of motor-linked implicit learning. The present study used a 3T functional magnetic resonance imaging scanner to examine the behavioral and neural correlates of real-time motor sequence learning in adolescents and adults with ASD (n?=?15) compared with age- and intelligence quotient-matched individuals with typical development (n?=?15) during an SRT task. Behavioral results suggested less robust motor sequence learning in individuals with ASD. Group differences in brain activation suggested that individuals with ASD, relative to individuals with typical development, showed decreased activation in the right superior parietal lobule (SPL) and right precuneus (Brodmann areas 5 and 7, and extending into the intraparietal sulcus) during learning. Activation in these areas (and in areas such as the right putamen and right supramarginal gyrus) was found to be significantly related to behavioral learning in this task. Additionally, individuals with ASD who had more severe repetitive behavior/restricted interest symptoms demonstrated greater decreased activation in these regions during motor learning. In conjunction, these results suggest that the SPL may play an important role in motor learning and repetitive behavior in individuals with ASD. Autism Res 2015, 8: 38–51. © 2014 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 Motor Learning Relies on Integrated Sensory Inputs in ADHD, but Over-Selectively on Proprioception in Autism Spectrum Conditions / Jun IZAWA in Autism Research, 5-2 (April 2012)
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Titre : Motor Learning Relies on Integrated Sensory Inputs in ADHD, but Over-Selectively on Proprioception in Autism Spectrum Conditions Type de document : Texte imprimé et/ou numérique Auteurs : Jun IZAWA, Auteur ; Sarah E. PEKNY, Auteur ; Mollie K. MARKO, Auteur ; Courtney C. HASWELL, Auteur ; Reza SHADMEHR, Auteur ; Stewart H. MOSTOFSKY, Auteur Année de publication : 2012 Article en page(s) : p.124-136 Langues : Anglais (eng) Mots-clés : motor learning internal model generalization Index. décimale : PER Périodiques Résumé : The brain builds an association between action and sensory feedback to predict the sensory consequence of self-generated motor commands. This internal model of action is central to our ability to adapt movements and may also play a role in our ability to learn from observing others. Recently, we reported that the spatial generalization patterns that accompany adaptation of reaching movements were distinct in children with autism spectrum disorder (ASD) as compared with typically developing (TD) children. To test whether the generalization patterns are specific to ASD, here, we compared the patterns of adaptation with those in children with attention deficit hyperactivity disorder (ADHD). Consistent with our previous observations, we found that in ASD, the motor memory showed greater than normal generalization in proprioceptive coordinates compared with both TD children and children with ADHD; children with ASD also showed slower rates of adaptation compared with both control groups. Children with ADHD did not show this excessive generalization to the proprioceptive target, but they did show excessive variability in the speed of movements with an increase in the exponential distribution of responses (τ) as compared with both TD children and children with ASD. The results suggest that slower rate of adaptation and anomalous bias towards proprioceptive feedback during motor learning are characteristics of autism, whereas increased variability in execution is a characteristic of ADHD. En ligne : http://dx.doi.org/10.1002/aur.1222 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Autism Research > 5-2 (April 2012) . - p.124-136[article] Motor Learning Relies on Integrated Sensory Inputs in ADHD, but Over-Selectively on Proprioception in Autism Spectrum Conditions [Texte imprimé et/ou numérique] / Jun IZAWA, Auteur ; Sarah E. PEKNY, Auteur ; Mollie K. MARKO, Auteur ; Courtney C. HASWELL, Auteur ; Reza SHADMEHR, Auteur ; Stewart H. MOSTOFSKY, Auteur . - 2012 . - p.124-136.
Langues : Anglais (eng)
in Autism Research > 5-2 (April 2012) . - p.124-136
Mots-clés : motor learning internal model generalization Index. décimale : PER Périodiques Résumé : The brain builds an association between action and sensory feedback to predict the sensory consequence of self-generated motor commands. This internal model of action is central to our ability to adapt movements and may also play a role in our ability to learn from observing others. Recently, we reported that the spatial generalization patterns that accompany adaptation of reaching movements were distinct in children with autism spectrum disorder (ASD) as compared with typically developing (TD) children. To test whether the generalization patterns are specific to ASD, here, we compared the patterns of adaptation with those in children with attention deficit hyperactivity disorder (ADHD). Consistent with our previous observations, we found that in ASD, the motor memory showed greater than normal generalization in proprioceptive coordinates compared with both TD children and children with ADHD; children with ASD also showed slower rates of adaptation compared with both control groups. Children with ADHD did not show this excessive generalization to the proprioceptive target, but they did show excessive variability in the speed of movements with an increase in the exponential distribution of responses (τ) as compared with both TD children and children with ASD. The results suggest that slower rate of adaptation and anomalous bias towards proprioceptive feedback during motor learning are characteristics of autism, whereas increased variability in execution is a characteristic of ADHD. En ligne : http://dx.doi.org/10.1002/aur.1222 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Effects of attentional focus on motor learning in children with autism spectrum disorder / A. C. TSE in Autism, 23-2 (February 2019)
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Titre : Effects of attentional focus on motor learning in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. C. TSE, Auteur Article en page(s) : p.405-412 Langues : Anglais (eng) Mots-clés : attentional focus autism spectrum disorder children motor learning Index. décimale : PER Périodiques Résumé : Inability to acquire a new motor skill is a common motor difficulty in children with autism spectrum disorder. The purpose of this study is to examine whether the motor learning benefits of an external focus of attention for typically developing children and children with intellectual disabilities could also be applied to children with autism spectrum disorder. Children ( N = 65; mean age = 10.01 years) diagnosed with high-functioning autism spectrum disorder were randomly assigned into one of the three groups: external focus ( n = 22), internal focus ( n = 22), and control ( n = 21). They were required to throw beanbags at a static target for 50 acquisition trials, 10 retention trials, and 10 transfer trials. While all three groups learnt the skills in a similar manner during the acquisition phase, the internal focus group demonstrated more robust motor performance than the external focus group and the control group in both retention and transfer tests, while there was no difference between the external focus group and the control group in both retention and transfer tests. The findings provide evidence that internal focus of attention may be more effective for facilitating motor learning in children with autism spectrum disorder. However, further study is needed to determine the factors contributing to this finding. En ligne : http://dx.doi.org/10.1177/1362361317738393 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383
in Autism > 23-2 (February 2019) . - p.405-412[article] Effects of attentional focus on motor learning in children with autism spectrum disorder [Texte imprimé et/ou numérique] / A. C. TSE, Auteur . - p.405-412.
Langues : Anglais (eng)
in Autism > 23-2 (February 2019) . - p.405-412
Mots-clés : attentional focus autism spectrum disorder children motor learning Index. décimale : PER Périodiques Résumé : Inability to acquire a new motor skill is a common motor difficulty in children with autism spectrum disorder. The purpose of this study is to examine whether the motor learning benefits of an external focus of attention for typically developing children and children with intellectual disabilities could also be applied to children with autism spectrum disorder. Children ( N = 65; mean age = 10.01 years) diagnosed with high-functioning autism spectrum disorder were randomly assigned into one of the three groups: external focus ( n = 22), internal focus ( n = 22), and control ( n = 21). They were required to throw beanbags at a static target for 50 acquisition trials, 10 retention trials, and 10 transfer trials. While all three groups learnt the skills in a similar manner during the acquisition phase, the internal focus group demonstrated more robust motor performance than the external focus group and the control group in both retention and transfer tests, while there was no difference between the external focus group and the control group in both retention and transfer tests. The findings provide evidence that internal focus of attention may be more effective for facilitating motor learning in children with autism spectrum disorder. However, further study is needed to determine the factors contributing to this finding. En ligne : http://dx.doi.org/10.1177/1362361317738393 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 Isolating Visual and Proprioceptive Components of Motor Sequence Learning in ASD / Elizabeth A. SHARER in Autism Research, 9-5 (May 2016)
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Titre : Isolating Visual and Proprioceptive Components of Motor Sequence Learning in ASD Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. SHARER, Auteur ; Stewart H. MOSTOFSKY, Auteur ; Alvaro PASCUAL-LEONE, Auteur ; Lindsay M. OBERMAN, Auteur Article en page(s) : p.563-569 Langues : Anglais (eng) Mots-clés : serial reaction time task ASD motor learning proprioception Index. décimale : PER Périodiques Résumé : In addition to defining impairments in social communication skills, individuals with autism spectrum disorder (ASD) also show impairments in more basic sensory and motor skills. Development of new skills involves integrating information from multiple sensory modalities. This input is then used to form internal models of action that can be accessed when both performing skilled movements, as well as understanding those actions performed by others. Learning skilled gestures is particularly reliant on integration of visual and proprioceptive input. We used a modified serial reaction time task (SRTT) to decompose proprioceptive and visual components and examine whether patterns of implicit motor skill learning differ in ASD participants as compared with healthy controls. While both groups learned the implicit motor sequence during training, healthy controls showed robust generalization whereas ASD participants demonstrated little generalization when visual input was constant. In contrast, no group differences in generalization were observed when proprioceptive input was constant, with both groups showing limited degrees of generalization. The findings suggest, when learning a motor sequence, individuals with ASD tend to rely less on visual feedback than do healthy controls. Visuomotor representations are considered to underlie imitative learning and action understanding and are thereby crucial to social skill and cognitive development. Thus, anomalous patterns of implicit motor learning, with a tendency to discount visual feedback, may be an important contributor in core social communication deficits that characterize ASD. En ligne : http://dx.doi.org/10.1002/aur.1537 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289
in Autism Research > 9-5 (May 2016) . - p.563-569[article] Isolating Visual and Proprioceptive Components of Motor Sequence Learning in ASD [Texte imprimé et/ou numérique] / Elizabeth A. SHARER, Auteur ; Stewart H. MOSTOFSKY, Auteur ; Alvaro PASCUAL-LEONE, Auteur ; Lindsay M. OBERMAN, Auteur . - p.563-569.
Langues : Anglais (eng)
in Autism Research > 9-5 (May 2016) . - p.563-569
Mots-clés : serial reaction time task ASD motor learning proprioception Index. décimale : PER Périodiques Résumé : In addition to defining impairments in social communication skills, individuals with autism spectrum disorder (ASD) also show impairments in more basic sensory and motor skills. Development of new skills involves integrating information from multiple sensory modalities. This input is then used to form internal models of action that can be accessed when both performing skilled movements, as well as understanding those actions performed by others. Learning skilled gestures is particularly reliant on integration of visual and proprioceptive input. We used a modified serial reaction time task (SRTT) to decompose proprioceptive and visual components and examine whether patterns of implicit motor skill learning differ in ASD participants as compared with healthy controls. While both groups learned the implicit motor sequence during training, healthy controls showed robust generalization whereas ASD participants demonstrated little generalization when visual input was constant. In contrast, no group differences in generalization were observed when proprioceptive input was constant, with both groups showing limited degrees of generalization. The findings suggest, when learning a motor sequence, individuals with ASD tend to rely less on visual feedback than do healthy controls. Visuomotor representations are considered to underlie imitative learning and action understanding and are thereby crucial to social skill and cognitive development. Thus, anomalous patterns of implicit motor learning, with a tendency to discount visual feedback, may be an important contributor in core social communication deficits that characterize ASD. En ligne : http://dx.doi.org/10.1002/aur.1537 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 Motor Abilities in Autism: A Review Using a Computational Context / Emma GOWEN in Journal of Autism and Developmental Disorders, 43-2 (February 2013)
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Titre : Motor Abilities in Autism: A Review Using a Computational Context Type de document : Texte imprimé et/ou numérique Auteurs : Emma GOWEN, Auteur ; Antonia HAMILTON, Auteur Année de publication : 2013 Article en page(s) : p.323-344 Langues : (Eng) Mots-clés : Autism Motor control Sensorimotor integration Prediction Motor learning Index. décimale : PER Périodiques Résumé : Altered motor behaviour is commonly reported in Autism Spectrum Disorder, but the aetiology remains unclear. Here, we have taken a computational approach in order to break down motor control into different components and review the functioning of each process. Our findings suggest abnormalities in two areas'poor integration of information for efficient motor planning, and increased variability in basic sensory inputs and motor outputs. In contrast, motor learning processes are relatively intact and there is inconsistent evidence for deficits in predictive control. We suggest future work on motor abilities in autism should focus on sensorimotor noise and on higher level motor planning, as these seem to have a significant role in causing motor difficulties for autistic individuals. En ligne : http://dx.doi.org/10.1007/s10803-012-1574-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188
in Journal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.323-344[article] Motor Abilities in Autism: A Review Using a Computational Context [Texte imprimé et/ou numérique] / Emma GOWEN, Auteur ; Antonia HAMILTON, Auteur . - 2013 . - p.323-344.
Langues : (Eng)
in Journal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.323-344
Mots-clés : Autism Motor control Sensorimotor integration Prediction Motor learning Index. décimale : PER Périodiques Résumé : Altered motor behaviour is commonly reported in Autism Spectrum Disorder, but the aetiology remains unclear. Here, we have taken a computational approach in order to break down motor control into different components and review the functioning of each process. Our findings suggest abnormalities in two areas'poor integration of information for efficient motor planning, and increased variability in basic sensory inputs and motor outputs. In contrast, motor learning processes are relatively intact and there is inconsistent evidence for deficits in predictive control. We suggest future work on motor abilities in autism should focus on sensorimotor noise and on higher level motor planning, as these seem to have a significant role in causing motor difficulties for autistic individuals. En ligne : http://dx.doi.org/10.1007/s10803-012-1574-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188 Cerebellar Transcranial Direct Current Stimulation in Children with Developmental Coordination Disorder: A Randomized, Double-Blind, Sham-Controlled Pilot Study / Haifa AKREMI in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
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