Alloway Tracy Packiam, Warn Claire
School of Education, Durham University, Leazes Road, Durham DH1 1TA, UK.
Percept Mot Skills. 2008 Oct;107(2):473-80. doi: 10.2466/pms.107.6.473-480.
This pilot study compared learning and memory profiles of 20 children (55% boys; M age = 7.3 yr., SD = 0.4) identified as having learning difficulties and having or suspected of having Developmental Coordination Disorder. 10 children participated in a 13-wk. program of task-specific motor exercises, while the other 10 received none. Analysis indicated significant improvement in motor skills and in visuospatial working memory by the intervention group; however, this effect did not transfer to reading and mathematics scores. Implications regarding the relations among motor skills, learning, and memory are discussed within the context of the intervention.
这项初步研究比较了20名被确定有学习困难且患有或疑似患有发育性协调障碍的儿童（55%为男孩；平均年龄=7.3岁，标准差=0.4）的学习和记忆情况。10名儿童参加了为期13周的特定任务运动锻炼计划，而另外10名儿童没有接受锻炼。分析表明，干预组的运动技能和视觉空间工作记忆有显著改善；然而，这种效果并未转化为阅读和数学成绩。在干预的背景下讨论了运动技能、学习和记忆之间关系的相关影响。
