Poster Session E, Monday, March 25, 2:30 – 4:30 pm, Pacific Concourse
Age-related differences on implicit and explicit motor sequence learning in children from 6 to 12 years of age
Jin Bo1, Yu Xing2, Bo Shen3; 1Eastern Michigan University, 2Central China Normal University, 3Wayne State University
Previous studies have documented developmental invariant in implicit sequence learning (Meulemans et al., 1998) in comparison to explicit learning (Reber 1992). The current study examined the age-related differences on the implicit and explicit sequence learning, and how the fundamental motor ability impacted the sequence learning in elementary school students. Eighty-four students aged from 6 to 12 were recruited in Wuhan, China. We first tested age-independency of implicit learning and the age-dependency of explicit learning. Results showed that both the implicit and explicit learning had a similar age-related pattern (both P <0.05; z = 0.58, P >0.05) of change during the learning phase. However, age-related differences were found during the post-learning phase in the explicit learning (r = 0.41, P <0.01), but not in the implicit learning (r = 0.34, P >0.05). Significant age effect was found on consolidation after 15 minutes of break (both P <0.01). Such results were partially consistent with the hypothesis of “developmental invariance in implicit learning”. We then explored the effect of fundamental motor skills on motor sequence learning. Movement Assessment Battery of Children was used to assess children’s manual dexterity, balance, and object manipulative skills. Results did not reveal any associations between the fundamental motor skills and two types of motor sequence learning, suggesting additional impact of daily activities, beyond basic motor ability, on motor learning in child development.
Topic Area: PERCEPTION & ACTION: Motor control