Blais Mélody, Jucla Mélanie, Maziero Stéphanie, Albaret Jean-Michel, Chaix Yves, Tallet Jessica
Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France.
EuroMov Digital Health in Motion, Univ Montpellier, IMT Mines Ales, Montpellier, France.
Front Hum Neurosci. 2021 Mar 31;15:616795. doi: 10.3389/fnhum.2021.616795. eCollection 2021.
This study investigates the procedural learning, retention, and reactivation of temporal sensorimotor sequences in children with and without developmental coordination disorder (DCD). Twenty typically-developing (TD) children and 12 children with DCD took part in this study. The children were required to tap on a keyboard, synchronizing with auditory or visual stimuli presented as an isochronous temporal sequence, and practice non-isochronous temporal sequences to memorize them. Immediate and delayed retention of the audio-motor and visuo-motor non-isochronous sequences were tested by removing auditory or visual stimuli immediately after practice and after a delay of 2 h. A reactivation test involved reintroducing the auditory and visual stimuli after the delayed recall. Data were computed via circular analyses to obtain asynchrony, the stability of synchronization and errors (i.e., the number of supplementary taps). Firstly, an overall deficit in synchronization with both auditory and visual isochronous stimuli was observed in DCD children compared to TD children. During practice, further improvements (decrease in asynchrony and increase in stability) were found for the audio-motor non-isochronous sequence compared to the visuo-motor non-isochronous sequence in both TD children and children with DCD. However, a drastic increase in errors occurred in children with DCD during immediate retention as soon as the auditory stimuli were removed. Reintroducing auditory stimuli decreased errors in the audio-motor sequence for children with DCD. Such changes were not seen for the visuo-motor non-isochronous sequence, which was equally learned, retained and reactivated in DCD and TD children. All these results suggest that TD children benefit from both auditory and visual stimuli to memorize the sequence, whereas children with DCD seem to present a deficit in integrating an audio-motor sequence in their memory. The immediate effect of reactivation suggests a specific dependency on auditory information in DCD. Contrary to the audio-motor sequence, the visuo-motor sequence was both learned and retained in children with DCD. This suggests that visual stimuli could be the best information for memorizing a temporal sequence in DCD. All these results are discussed in terms of a specific audio-motor coupling deficit in DCD.
本研究调查了患有和未患有发育性协调障碍（DCD）的儿童在时间感觉运动序列方面的程序性学习、记忆保持和重新激活情况。20名发育正常（TD）的儿童和12名患有DCD的儿童参与了本研究。要求儿童敲击键盘，与以等时性时间序列呈现的听觉或视觉刺激同步，并练习非等时性时间序列以记住它们。通过在练习后立即以及延迟2小时后去除听觉或视觉刺激，来测试音频运动和视觉运动非等时性序列的即时和延迟记忆保持情况。重新激活测试包括在延迟回忆后重新引入听觉和视觉刺激。通过循环分析计算数据，以获得异步性、同步稳定性和误差（即额外敲击的次数）。首先，与TD儿童相比，观察到DCD儿童在与听觉和视觉等时性刺激同步方面总体存在缺陷。在练习过程中，与视觉运动非等时性序列相比，TD儿童和患有DCD的儿童在音频运动非等时性序列方面都有进一步的改善（异步性降低和稳定性增加）。然而，一旦去除听觉刺激，患有DCD的儿童在即时记忆保持期间错误急剧增加。重新引入听觉刺激减少了患有DCD的儿童在音频运动序列中的错误。对于视觉运动非等时性序列，未观察到此类变化，该序列在DCD儿童和TD儿童中得到了同等程度的学习、记忆保持和重新激活。所有这些结果表明，TD儿童受益于听觉和视觉刺激来记忆序列，而患有DCD的儿童似乎在将音频运动序列整合到他们的记忆中存在缺陷。重新激活的即时效应表明DCD对听觉信息存在特定依赖性。与音频运动序列相反，视觉运动序列在患有DCD的儿童中既得到了学习又得到了记忆保持。这表明视觉刺激可能是DCD儿童记忆时间序列的最佳信息。所有这些结果都从DCD中特定的音频运动耦合缺陷方面进行了讨论。
