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Procedural learning in Parkinson's disease, specific language impairment, dyslexia, schizophrenia, developmental coordination disorder, and autism spectrum disorders: a second-order meta-analysis
journal contribution
posted on 2017-10-01, 00:00 authored by Gillian ClarkGillian Clark, Jarrad LumJarrad LumThe serial reaction time task (SRTT) has been used to study procedural learning in clinical populations. In this report, second-order meta-analysis was used to investigate whether disorder type moderates performance on the SRTT. Using this approach to quantitatively summarise past research, it was tested whether autism spectrum disorder, developmental coordination disorder, dyslexia, Parkinson's disease, schizophrenia, and specific language impairment differentially affect procedural learning on the SRTT. The main analysis revealed disorder type moderated SRTT performance (p=0.010). This report demonstrates comparable levels of procedural learning impairment in developmental coordination disorder, dyslexia, Parkinson's disease, schizophrenia, and specific language impairment. However, in autism, procedural learning is spared.
History
Journal
Brain and cognitionVolume
117Pagination
41 - 48Publisher
ElsevierLocation
Amsterdam, The NetherlandsPublisher DOI
ISSN
0278-2626eISSN
1090-2147Language
engPublication classification
C Journal article; C1 Refereed article in a scholarly journalCopyright notice
2017, Elsevier Inc.Usage metrics
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No categories selectedKeywords
Meta-analysisNeurodevelopmental disordersProcedural learningSerial reaction time taskScience & TechnologySocial SciencesLife Sciences & BiomedicineNeurosciencesPsychology, ExperimentalNeurosciences & NeurologyPsychologyREACTION-TIME-TASKFUNCTIONAL CONNECTIVITYHUNTINGTONS-DISEASEMOTOR SKILLCHILDRENPERFORMANCEMEMORYCEREBELLUMDEFICITSINDIVIDUALS
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