Implicit and explicit motor learning in typically developing children: effects of task, age and working memory

Physiotherapy ◽  
2015 ◽  
Vol 101 ◽  
pp. e693-e694
Author(s):  
M. Jongbloed-Pereboom ◽  
M.W.G. Nijhuis-Van der Sanden ◽  
B. Steenbergen
Keyword(s):  
Working Memory ◽  
Motor Learning ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Implicit And Explicit ◽  
Explicit Motor Learning

Implicit and explicit motor learning in children born very preterm and typically developing children

Physiotherapy ◽  
2015 ◽  
Vol 101 ◽  
pp. e693
Author(s):  
M. Jongbloed-Pereboom ◽  
A. Janssen ◽  
B. Steenbergen ◽  
M.W.G. Nijhuis-Van der Sanden
Keyword(s):  
Motor Learning ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Very Preterm ◽  
Implicit And Explicit ◽  
Explicit Motor Learning

scholarly journals Lower verbalizability of visual stimuli modulates differences in estimates of working memory capacity between children with and without developmental language disorders

2020 ◽  
Vol 5 ◽  
pp. 239694152094551
Author(s):  
Seçkin Arslan ◽  
Lucie Broc ◽  
Fabien Mathy
Keyword(s):  
Working Memory ◽  
Visual Memory ◽  
Language Disorder ◽  
Working Memory Capacity ◽  
Visual Stimuli ◽  
Memory Capacity ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Typically Developing Children ◽  
Short Term

Background and aims Children with developmental language disorder (DLD) often perform below their typically developing peers on verbal memory tasks. However, the picture is less clear on visual memory tasks. Research has generally shown that visual memory can be facilitated by verbal representations, but few studies have been conducted using visual materials that are not easy to verbalize. Therefore, we attempted to construct non-verbalizable stimuli to investigate the impact of working memory capacity. Method and results We manipulated verbalizability in visual span tasks and tested whether minimizing verbalizability could help reduce visual recall performance differences across children with and without developmental language disorder. Visuals that could be easily verbalized or not were selected based on a pretest with non-developmental language disorder young adults. We tested groups of children with developmental language disorder (N = 23) and their typically developing peers (N = 65) using these high and low verbalizable classes of visual stimuli. The memory span of the children with developmental language disorder varied across the different stimulus conditions, but critically, although their storage capacity for visual information was virtually unimpaired, the children with developmental language disorder still had difficulty in recalling verbalizable images with simple drawings. Also, recalling complex (galaxy) images with low verbalizability proved difficult in both groups of children. An item-based analysis on correctly recalled items showed that higher levels of verbalizability enhanced visual recall in the typically developing children to a greater extent than the children with developmental language disorder. Conclusions and clinical implication: We suggest that visual short-term memory in typically developing children might be mediated with verbal encoding to a larger extent than in children with developmental language disorder, thus leading to poorer performance on visual capacity tasks. Our findings cast doubts on the idea that short-term storage impairments are limited to the verbal domain, but they also challenge the idea that visual tasks are essentially visual. Therefore, our findings suggest to clinicians working with children experiencing developmental language difficulties that visual memory deficits may not necessarily be due to reduced non-verbal skills but may be due to the high amount of verbal cues in visual stimuli, from which they do not benefit in comparison to their peers.

scholarly journals Comprehension of Welcher -Questions in German-Speaking Children With and Without Developmental Language Disorder

2021 ◽  
pp. 1-13
Author(s):  
Anne Dorothée Roesch ◽  
Vasiliki Chondrogianni
Keyword(s):  
Working Memory ◽  
Language Disorder ◽  
Working Memory Capacity ◽  
Question Type ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Typically Developing Children ◽  
Phonological Working Memory ◽  
Case Marking ◽  
German Speaking

Purpose This study examined whether monolingual German-speaking preschool children with developmental language disorder (DLD) were facilitated by the presence of case-marking cues in their interpretation of German subject and object welcher (“which”)-questions, as reported for their typically developing peers. We also examined whether knowledge of case-marking and/or phonological working memory modulated children's ability to revise early assigned interpretations of ambiguous questions. Method Sixty-three monolingual German-speaking children with and without DLD aged between 4;0 and 5;11 (years;months) participated in an offline picture selection task targeting the comprehension of welcher -questions in German. We manipulated question type (subject, object), case-marking transparency, and case-marking position within the question (sentence-initial/-final). Results The typically developing children outperformed the children with DLD across conditions, and all children performed better on subject than on object wh -questions. Transparent and early cues elicited higher accuracy than late-arriving cues. For the DLD children, their working memory capacity explained their inability to revise early assigned interpretations to ambiguous questions, whereas their knowledge of case did not. Conclusions The results suggest that disambiguating morphosyntactic cues can only partly facilitate comprehension of German welcher -questions in children with DLD, whose poor phonological working memory rather than their knowledge of case-marking mediates performance on these structures.

scholarly journals Motor learning and movement automatization in typically developing children: The role of instructions with an external or internal focus of attention

2018 ◽  
Vol 60 ◽  
pp. 183-190 ◽  
Author(s):  
Hilde Krajenbrink ◽  
Femke van Abswoude ◽  
Sanne Vermeulen ◽  
Sandra van Cappellen ◽  
Bert Steenbergen
Keyword(s):  
Motor Learning ◽  
Focus Of Attention ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Internal Focus

Working memory training improves reading processes in typically developing children

2012 ◽  
Vol 18 (1) ◽  
pp. 62-78 ◽  
Author(s):  
Sandra V. Loosli ◽  
Martin Buschkuehl ◽  
Walter J. Perrig ◽  
Susanne M. Jaeggi
Keyword(s):  
Working Memory ◽  
Working Memory Training ◽  
Memory Training ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Reading Processes
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