Jongbloed-Pereboom Marjolein, Janssen Anjo J W M, Steiner K, Steenbergen Bert, Nijhuis-van der Sanden Maria W G
Radboud University Nijmegen, Behavioural Science Institute, PO Box 9104, 6500 HE Nijmegen, The Netherlands.
Radboud University Medical Center, Donders Centre for Neuroscience, Department of Rehabilitation, Pediatric Physical Therapy, PO Box 9101, 6500 HB Nijmegen, The Netherlands.
Res Dev Disabil. 2017 Jan;60:145-152. doi: 10.1016/j.ridd.2016.11.014. Epub 2016 Dec 5.
Motor skills can be learned explicitly (dependent on working memory (WM)) or implicitly (relatively independent of WM). Children born very preterm (VPT) often have working memory deficits. Explicit learning may be compromised in these children.
This study investigated implicit and explicit motor learning and the role of working memory in VPT children and controls.
Three groups (6-9 years) participated: 20 VPT children with motor problems, 20 VPT children without motor problems, and 20 controls. A nine button sequence was learned implicitly (pressing the lighted button as quickly as possible) and explicitly (discovering the sequence via trial-and-error).
Children learned implicitly and explicitly, evidenced by decreased movement duration of the sequence over time. In the explicit condition, children also reduced the number of errors over time. Controls made more errors than VPT children without motor problems. Visual WM had positive effects on both explicit and implicit performance.
VPT birth and low motor proficiency did not negatively affect implicit or explicit learning. Visual WM was positively related to both implicit and explicit performance, but did not influence learning curves. These findings question the theoretical difference between implicit and explicit learning and the proposed role of visual WM therein.
运动技能可以通过明确学习（依赖工作记忆（WM））或隐性学习（相对独立于WM）来习得。极早产儿（VPT）往往存在工作记忆缺陷。这些儿童的明确学习可能会受到影响。
本研究调查了VPT儿童和对照组的隐性和明确运动学习以及工作记忆的作用。
三组6至9岁儿童参与研究：20名有运动问题的VPT儿童、20名无运动问题的VPT儿童和20名对照组儿童。通过隐性方式（尽可能快地按下亮起的按钮）和明确方式（通过试错发现序列）学习一个九按钮序列。
随着时间推移，序列的运动持续时间减少，证明儿童通过隐性和明确方式都能学习。在明确学习条件下，儿童随着时间推移也减少了错误数量。对照组比无运动问题的VPT儿童犯的错误更多。视觉工作记忆对明确和隐性表现均有积极影响。
VPT出生和低运动熟练度对隐性或明确学习没有负面影响。视觉工作记忆与隐性和明确表现均呈正相关，但不影响学习曲线。这些发现质疑了隐性和明确学习之间的理论差异以及视觉工作记忆在其中的作用。
