Task-Specific Training, Learning, and Memory for Children with Developmental Coordination Disorder: A Pilot Study

Citation

Alloway TP & Warner C (2008) Task-Specific Training, Learning, and Memory for Children with Developmental Coordination Disorder: A Pilot Study. Perceptual and Motor Skills, 107 (2), pp. 473-480. https://doi.org/10.2466/pms.107.2.473-480

Abstract
Summary.—This pilot study compared learning and memory profiles of 20 children (55% boys; M age= 7.3 yr, SD=0.4) identified as having learning difficulties as well as either having or suspected of having Developmental Coordination Disorder. Ten children participated in a 13-week program of task-specific motor exercises, while the other 10 received none. Analysis indicated significant improvement for both motor skills and visuospatial working memory in the intervention group; however, this effect did not transfer to reading and math scores. The implications regarding the relationships among motor skills, learning, and memory are discussed in the context of the intervention.

Keywords
working memory; Developmental Coordination Disorder; learning difficulties; intervention; Children with perpetual disabilities; Motor ability in children; Memory in children; Short-term memory; Learning disabled children

Journal
Perceptual and Motor Skills: Volume 107, Issue 2