Department of Experimental Psychology, Ghent University, Henri Dunantlaan 2, 9000 Ghent, Belgium.
Res Dev Disabil. 2011 Mar-Apr;32(2):749-56. doi: 10.1016/j.ridd.2010.11.005. Epub 2010 Dec 4.
The defining feature of Developmental Coordination Disorder (DCD) is the marked impairment in the development of motor coordination (DSM-IV-TR, American Psychiatric Association, 2000). In the current study, we focused on one core aspect of motor coordination: learning to correctly sequence movements. We investigated the procedural, visuo-motor sequence learning abilities of 18 children with DCD and 20 matched typically developing (TD) children, by means of the serial reaction time (SRT) task. Reaction time measurements yielded two important findings. Overall, DCD children demonstrated general learning of visuo-motor task demands comparable to that of TD children but failed to learn the visuo-motor sequence. Interestingly, a sequence recall test, administered after the SRT task, indicated some awareness of the repeating sequence pattern. This suggests that the sequence learning problems of DCD children might be located at the stage of motor planning rather than sequence acquisition.
发育性协调障碍（DCD）的一个显著特征是运动协调能力的明显发育障碍（DSM-IV-TR，美国精神病学协会，2000）。在目前的研究中，我们专注于运动协调的一个核心方面：学习正确地进行运动序列。我们通过连续反应时间（SRT）任务，研究了 18 名 DCD 儿童和 20 名匹配的典型发育（TD）儿童的程序性、视动序列学习能力。反应时间测量得出了两个重要发现。总的来说，DCD 儿童在视动任务需求方面表现出与 TD 儿童相当的一般学习能力，但未能学习视动序列。有趣的是，在 SRT 任务后进行的序列回忆测试表明，他们对重复序列模式有一定的认识。这表明 DCD 儿童的序列学习问题可能位于运动规划阶段，而不是序列获取阶段。
