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- W1920707979 abstract "Background: Motor skills can be learned implicitly and explicitly. Implicit learning is the ability to acquire a new skillwithout a corresponding increase in knowledge about the skill performance. In contrast, explicit learning uses declarative knowledge to build up a set of performance rules that guide performance or skills. Explicit learning is dependent on workingmemory, implicit learning is not. Especially children born at a gestational age of less than 33 weeks (very preterm; VPT) are at risk for impairments, including workingmemory impairments. Purpose: This study examined implicit and explicit learning, and the role of working memory, in VPT children. The hypothesis of the present study was that deficits in working memory capacity in children born preterm will compromise their ability to explicitly learn motor skills. Methods: Three groups of children aged 6–9 years participated (matched for gender, age, IQ): 20 VPT children with motor problems, 20 VPT children without motor problems, and 20 full term controls. Visual working memory was assessed with three subtests of the Automated Working Memory Assessment. Implicit and explicit motor learning was tested with a serial reaction time task on a custom made button box with nine buttons (3× 3). A sequence consisting of nine button presses was learned, where each button was pressed once in the sequence. In the implicit condition children pressed the button as quickly as possible. The sequence blocks were alternated with random blocks. Children were unaware of learning, and learned without errors. In the explicit condition childrenwere instructed to discover the sequence via trial and error. If they pressed the correct button, it was lighted. Results: VPT children with motor problems had significantly lower scores on visual working memory the controls. Considering movement time, children learned both in the implicit and explicit condition. In the implicit condition, children performed faster on learning blocks than random blocks, but were not aware of the sequence. There was no effect of group for movement time in either condition. There was an effect of visual working memory both in the implicit and explicit condition, children with better working memory scores were faster. Children learned without making errors in the implicit condition. In the explicit condition the number of errors decreased across blocks. There was an effect of group, VPT children without motor problems performed better than controls. We found a small effect of visual working memory. Children with better working memory made less errors when learning the sequence on the button box. Conclusion(s): Preterm birth and motor problems did not negatively affect implicit or explicit learning in the sequence learning task. Unexpectedly, visual working memory was positively related to both, implicit, and explicit learning. Implications: These findings warrant further examination, e.g. with other motor learning tasks, as this study questions the strict division between implicit and explicit learning and the role of visual working memory therein." @default.
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- W1920707979 date "2015-05-01" @default.
- W1920707979 modified "2023-09-27" @default.
- W1920707979 title "Implicit and explicit motor learning in children born very preterm and typically developing children" @default.
- W1920707979 doi "https://doi.org/10.1016/j.physio.2015.03.3540" @default.
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