Implicit and explicit motor learning in preterms.

Implicit and explicit motor learning in preterms. - Implicit and explicit motor learning in preterms.

Status

Active, not recruiting

Phases

Unknown

Study type

Observational

Source

NL-OMON

Registry ID

NL-OMON31165

Enrollment

270

Registered

2008-01-14

Start date

2007-09-01

Completion date

Unknown

Last updated

2024-05-13

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

prematuriteit prematurily born children

Interventions

None listed

Eligibility

Age

2 Years to 11 Years

Inclusion criteria

Inclusion criteria: age 5-8 years, Intelligence score within the normal range (85-115). Two groups are selected: -1- preterms with mild/absent working memory deficits (as measured with a working memory test), -2- preterms with severe working memory deficits (as measured with a working memory test) no severe handicaps: normal vision with or without glasses, normal hearing and no severe motor handicaps. Normal children: no health problems that could affect the test performance, matched to the preterms on age, gender and intelligence score.

Exclusion criteria

Exclusion criteria: severe behavioral problems, severe motor problems, no parental informed consent.

Design outcomes

Primary

Measure	Time frame
In all three series of experiments in both, the graphical task and the button-box task, reaction time, response time, and response errors will be registered. In the graphical task more detailed registration of pen-kinematics is also performed to allow for analysis of learning on multiple levels (e.g., related to planning and execution of the movement). Second, participants have to complete verbal protocols that describe rules, methods, techniques they may have become aware of during the learning process. These assessments allow us to ensure that implicit learners have indeed learned implicitly. Repeated Measures ANOVA's will be used to compare the effects of condition and group on learning results. In the third series of experiments especially the time course of error reduction, reaction time, and response time reduction will be analysed because these measurements inform us on the formation of the different memory representations.	—

Measure

Time frame

In all three series of experiments in both, the graphical task and the button-box task, reaction time, response time, and response errors will be registered. In the graphical task more detailed registration of pen-kinematics is also performed to allow for analysis of learning on multiple levels (e.g., related to planning and execution of the movement). Second, participants have to complete verbal protocols that describe *rules, methods, techniques* they may have become aware of during the learning process. These assessments allow us to ensure that *implicit learners* have indeed learned implicitly. Repeated Measures ANOVA's will be used to compare the effects of condition and group on learning results. In the third series of experiments especially the time course of error reduction, reaction time, and response time reduction will be analysed because these measurements inform us on the formation of the different memory representations.

—

Secondary

Measure	Time frame
not relevant	—

Countries

Netherlands

Outcome results