China
Africa
Explore chapters and articles related to this topic
Movement coordination, control and skill acquisition in DCD
Published in Anna L. Barnett, Elisabeth L. Hill, Understanding Motor Behaviour in Developmental Coordination Disorder, 2019
In a bid to do just that a number of studies have focused on sequence learning using finger tapping tasks (Gheysen, van Waelvelde, & Fias, 2011; Lejeune, Catale, Willems, & Meulemans, 2013; Wilson, Maruff, & Lum, 2003). The idea is that this type of sequence learning is important in naturalistic motor tasks as all movements are composed of a sequence of action and the order of that sequence is key in smooth controlled movement. Studies using the serial reaction task (Nissen & Bullemer, 1987), where targets appear in one of four locations in a repeating sequence and reductions in reaction time denote sequence learning, have shown that children with DCD showed sequence learning in line with their peers (Lejeune et al., 2013). Furthermore, a study involving a finger tapping task (requiring the individual to learn and tap out a short sequence) similarly found a clear effect of repeated practice in both a group of children with DCD and a group of children with DCD and Developmental Dyslexia (Biotteau, Chaix, & Albaret, 2015).
A Crack Kid Grows Up
Published in Nathaniel J. Pallone, Treating Substance Abusers in Correctional Contexts: New Understandings, New Modalities, 2012
Sherri McCarthy, Thomas Franklin Waters
Providing a structured learning environment, breaking down assignments into small steps, utilizing task analysis to sequence learning and providing consistent reinforcement in the forms of praise and positive social recognition all appear to be promising strategies. Encouraging positive peer interaction through cooperative group work also may be beneficial. Utilizing school counselors, school psychologists and other community resources to provide additional life skills training, utilizing a cognitive-behavioral model, is also recommended.
The Cognitive Status of Older Adults: Do Reduced Time Constraints Enhance Sequence Learning?
Published in Journal of Motor Behavior, 2020
Janine Vieweg, Peter Leinen, Willem B. Verwey, Charles H. Shea, Stefan Panzer
The purpose of the present experiment was twofold: (a) to investigate sequence learning when young and older adults were required to respond to a target sequence pattern as accurately as possible when the time for sequence production was systematically extended, and (b) to investigate how the cognitive status interacts with sequence learning. Note, the first purpose of the experiment was formulated, in part, based on previous results of the experiment conducted by Panzer et al. (2014) which indicated that extended time to perform the sequence may increase the likelihood for closed loop control. Given the assumption that ‘older adults prize accuracy more than speed’ (Yu, 2012), can they increase sequence production accuracy when the time to produce the sequence is systematically extended (Verneau et al., 2014)? Note that additional time to perform a task increases the likelihood of closed loop control, retaining visual, spatial and proprioceptive information in working memory (Reuter-Lorenz et al., 2000; see also Adams, 1971). If older adults emphasize accuracy they should improve movement accuracy when more time is available.
Does Transcranial Direct Current Stimulation Affect the Learning of a Fine Sequential Hand Motor Skill with Motor Imagery?
Published in Journal of Motor Behavior, 2019
Jagna Sobierajewicz, Wojciech Jaśkowski, Rob H. J. Van der Lubbe
Sequence learning refers to acquiring the skill to produce a sequence of actions as fast and accurately as possible (Keele, Ivry, Mayr, Hazeltine, & Heuer, 2003; Verwey & Wright, 2014). Non-specific learning effects, reflected in improved performance may occur due to multiple factors like increased familiarity with the task procedure or an improved ability to decode stimuli. To establish whether sequence learning effects are not non-specific, control (unfamiliar) sequences should be added to a final test phase. Thus, during practice participants execute particular sequences (either physically or mentally), and in the test phase motor performance of these familiar sequences is compared with unfamiliar sequences. Application of this method revealed that motor execution and motor imagery both induce sequence-specific learning effects (Sobierajewicz, Szarkiewicz, Przekoracka-Krawczyk, Jaśkowski, & van der Lubbe, 2016; Sobierajewicz et al., 2017).
Explicit Awareness does not Modulate Retrograde Interference Effects in Sequence Learning
Published in Journal of Motor Behavior, 2019
Many tasks and activities in daily life require the skilled execution of sequential finger movements, such as typing, dialing a phone number, playing the piano, and playing certain video games. While many of these tasks are performed with the individual fully aware of the sequence, a person may find oneself executing the sequence without explicitly thinking about the sequence, for example, dialing a familiar phone number without even thinking about what the numbers are. Motor sequence learning tasks can be separated into explicit or implicit learning according to awareness of the underlying sequence. In the laboratory, implicit sequence learning is often achieved by asking subjects to respond to a series of targets, without informing them that the targets appear in a sequence (Nissen & Bullemer, 1987). On the contrary, in explicit sequence learning tasks, subjects are given some knowledge of the sequence, and are simply asked to play out the sequence as fast and as accurately as possible (Walker, Brakefield, Morgan, Hobson, & Stickgold, 2002). Subjects get faster and make fewer mistakes executing the sequence (i.e., they learn the sequence), in both types of tasks.