Learning efficacy of explicit visuomotor sequences in children with attention-deficit/hyperactivity disorder and Asperger syndrome

Katsumi Watanabe, Hanako Ikeda, Masutomo Miyao

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

Developmental disorders such as attention-deficit/hyperactivity disorder (ADHD) and Asperger syndrome (AS) are often associated with learning disabilities. This study investigated the explicit learning of visuomotor sequences in 17 ADHD children (mean age 12.1), 21 AS children (mean age 12.7), and 15 typically developing children (mean age: 12.3). The participants were required to explore a hidden sequence of button presses by trial and error and elaborate the learned sequence (2 × 10 task: Hikosaka et al. 1996). The results indicated that although ADHD and AS children had a tendency of repeating the same errors and took longer to complete a sequence, both showed a degree and pattern of improvement in accuracy and speed similar to that of typically developing children. These results suggest that the explicit learning of visuomotor sequence in ADHD and AS patients is largely unimpaired.

Original languageEnglish
Pages (from-to)233-239
Number of pages7
JournalExperimental Brain Research
Volume203
Issue number1
DOIs
Publication statusPublished - 2010 May
Externally publishedYes

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Asperger Syndrome
Attention Deficit Disorder with Hyperactivity
Learning
Learning Disorders

Keywords

  • Asperger syndrome
  • Attention-deficit/hyperactivity disorder
  • Developmental disorder
  • Learning curve
  • Visuomotor sequence learning

ASJC Scopus subject areas

  • Neuroscience(all)

Cite this

Learning efficacy of explicit visuomotor sequences in children with attention-deficit/hyperactivity disorder and Asperger syndrome. / Watanabe, Katsumi; Ikeda, Hanako; Miyao, Masutomo.

In: Experimental Brain Research, Vol. 203, No. 1, 05.2010, p. 233-239.

Research output: Contribution to journalArticle

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