1 recherche sur le mot-clé 'pursuit rotor'

Untrivial Pursuit: Measuring Motor Procedures Learning in Children with Autism / Laura SPARACI in Autism Research, 8-4 (August 2015)  

Public ISBD [article]  inAutism Research > 8-4 (August 2015) . - p.398-411 Titre : Untrivial Pursuit: Measuring Motor Procedures Learning in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Laura SPARACI, Auteur ; Domenico FORMICA, Auteur ; Francesca Romana LASORSA, Auteur ; Luigi MAZZONE, Auteur ; Giovanni VALERI, Auteur ; Stefano VICARI, Auteur Article en page(s) : p.398-411 Langues : Anglais (eng) Mots-clés : procedural learning  autism  pursuit rotor  motor skills  handwriting Index. décimale : PER Périodiques Résumé : Numerous studies have underscored prevalence of motor impairments in children with autism spectrum disorders (ASD), but only few of them have analyzed motor strategies exploited by ASD children when learning a new motor procedure. To evaluate motor procedure learning and performance strategies in both ASD and typically developing (TD) children, we built a virtual pursuit rotor (VPR) task, requiring tracking a moving target on a computer screen using a digitalized pen and tablet. Procedural learning was measured as increased time on target (TT) across blocks of trials on the same day and consolidation was assessed after a 24-hour rest. The program and the experimental setting (evaluated in a first experiment considering two groups of TD children) allowed also measures of continuous time on target (CTT), distance from target (DT) and distance from path (DP), as well as 2D reconstructions of children's trajectories. Results showed that the VPR was harder for children with ASD than for TD controls matched for chronological age and intelligence quotient, but both groups displayed comparable motor procedure learning (i.e., similarly incremented their TT). However, closer analysis of CTT, DT, and DP as well as 2D trajectories, showed different motor performance strategies in ASD, highlighting difficulties in overall actions planning. Data underscore the need for deeper investigations of motor strategies exploited by children with ASD when learning a new motor procedure. Autism Res 2015, 8: 398–411. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1455 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 [article] Untrivial Pursuit: Measuring Motor Procedures Learning in Children with Autism [Texte imprimé et/ou numérique] / Laura SPARACI, Auteur ; Domenico FORMICA, Auteur ; Francesca Romana LASORSA, Auteur ; Luigi MAZZONE, Auteur ; Giovanni VALERI, Auteur ; Stefano VICARI, Auteur . - p.398-411. Langues : Anglais (eng) in Autism Research > 8-4 (August 2015) . - p.398-411 Mots-clés : procedural learning  autism  pursuit rotor  motor skills  handwriting Index. décimale : PER Périodiques Résumé : Numerous studies have underscored prevalence of motor impairments in children with autism spectrum disorders (ASD), but only few of them have analyzed motor strategies exploited by ASD children when learning a new motor procedure. To evaluate motor procedure learning and performance strategies in both ASD and typically developing (TD) children, we built a virtual pursuit rotor (VPR) task, requiring tracking a moving target on a computer screen using a digitalized pen and tablet. Procedural learning was measured as increased time on target (TT) across blocks of trials on the same day and consolidation was assessed after a 24-hour rest. The program and the experimental setting (evaluated in a first experiment considering two groups of TD children) allowed also measures of continuous time on target (CTT), distance from target (DT) and distance from path (DP), as well as 2D reconstructions of children's trajectories. Results showed that the VPR was harder for children with ASD than for TD controls matched for chronological age and intelligence quotient, but both groups displayed comparable motor procedure learning (i.e., similarly incremented their TT). However, closer analysis of CTT, DT, and DP as well as 2D trajectories, showed different motor performance strategies in ASD, highlighting difficulties in overall actions planning. Data underscore the need for deeper investigations of motor strategies exploited by children with ASD when learning a new motor procedure. Autism Res 2015, 8: 398–411. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1455 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268