Specific Cues Can Improve Procedural Learning and Retention in Developmental Coordination Disorder and/or Developmental Dyslexia

Specific Cues Can Improve Procedural Learning and Retention in Developmental Coordination Disorder and/or Developmental Dyslexia

The present study investigates procedural learning of motor sequences in children with developmental coordination disorder (DCD) and/or developmental dyslexia (DD), typically-developing children (TD) and healthy adults with a special emphasis on (1) the role of the nature of stimuli and (2) the neur...

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Bibliographic Details
Main Authors: Albaret, J.M (Author), Blais, M. (Author), Chaix, Y. (Author), Jucla, M. (Author), Maziero, S. (Author), Tallet, J. (Author)
Format: Article
Language:English
Published: Frontiers Media S.A. 2021
Subjects:
adult
Article
attention
brain depth stimulation
brain function
child
clinical practice
comorbidity
controlled study
DCD
developmental coordination disorder
dyslexia
female
human
learning
long term memory
major clinical study
male
mental disease
motor learning
neuropsychological test
neuropsychology
patient participation
reaction time
retention
school child
screening test
selective attention
serial reaction time task (SRTT)
verbalization
working memory
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