Cite as:
Ikeda H, Miyao M, Watanabe K, 2010, "Characteristics of visuomotor sequential learning in ADHD and Asperger syndrome" Perception 39 ECVP Abstract Supplement, page 42
Characteristics of visuomotor sequential learning in ADHD and Asperger syndrome
H Ikeda, M Miyao, K Watanabe
Developmental disorders such as attention-deficit/hyperactivity disorder (ADHD) and Asperger syndrome (AS) are often associated with learning disabilities [Nicolson and Fawcett, 2007 Trends in Neurosciences 30(4) 135-141]. Furthermore, the execution of skilled movements deficits are reported in various developmental disorders. This study investigated how ADHD children, AS children, and typically developing children would acquire explicit visuomotor sequences. In a sequential button-press task [2×10 task: Hikosaka et al, 1996 Journal of Neurophysiology 76(1) 617-621], participants learned to press 2 out of 16 LED buttons in correct order. Ten different pairs were presented in a fixed order. Participants were required to explore a hidden sequence and learned the sequence by trial and error. The results indicated that although ADHD and AS children tended to repeat the same errors and take longer to complete a sequence, both showed a degree and pattern of improvement in accuracy and speed similar to those of typically developing children. These results suggest that, although execution of motor skills is seemingly impaired in ADHD and AS children in everyday situations (eg, in class room), the explicit learning process of visuomotor sequence in ADHD and AS patients may actually be unimpaired.
[Supported by JST, JSPS, adn MEXT]
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