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Implicit and explicit motor learning: Application to children with Autism Spectrum Disorder (ASD)

Version 2 2024-06-13, 09:31
Version 1 2016-02-11, 13:58
journal contribution
posted on 2024-06-13, 09:31 authored by S Izadi-Najafabadi, N Mirzakhani-Araghi, N Lavasani, V Nejati, Z Pashazadeh-Azari
Aims and objectives: This study aims to determine whether children with Autism Spectrum Disorder (ASD) are capable of learning a motor skill both implicitly and explicitly. Methods: In the present study, 30 boys with ASD, aged 7-11 with IQ average of 81.2, were compared with 32 typical IQ- and age-matched boys on their performance on a serial reaction time task (SRTT). Children were grouped by ASD and typical children and by implicit and explicit learning groups for the SRTT. Results: Implicit motor learning occurred in both children with ASD (p = .02) and typical children (p = .01). There were no significant differences between groups (p = .39). However, explicit motor learning was only observed in typical children (p = .01) not children with ASD (p = .40). There was a significant difference between groups for explicit learning (p = .01). Discussion: The results of our study showed that implicit motor learning is not affected in children with ASD. Implications for implicit and explicit learning are applied to the CO-OP approach of motor learning with children with ASD.

History

Journal

Research in developmental disabilities

Volume

47

Pagination

284-296

Location

Amsterdam, The Netherlands

ISSN

0891-4222

eISSN

1873-3379

Language

eng

Publication classification

C Journal article, C1 Refereed article in a scholarly journal

Copyright notice

2015, Elsevier

Publisher

Elsevier