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

Katsumi Watanabe*, Hanako Ikeda, Masutomo Miyao

*この研究の対応する著者

研究成果: Article査読

18 被引用数 (Scopus)

抄録

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.

本文言語English
ページ(範囲)233-239
ページ数7
ジャーナルExperimental Brain Research
203
1
DOI
出版ステータスPublished - 2010 5
外部発表はい

ASJC Scopus subject areas

  • 神経科学(全般)

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