Response Time Modulates the Relationship Between Implicit Learning and Motor Ability in Children With and Without Autism Spectrum Disorders: A Preliminary Study

in Motor Control

Click name to view affiliation

Jin BoDepartment of Psychology, Eastern Michigan University, Ypsilanti, MI, USA

Search for other papers by Jin Bo in
Current site
Google Scholar
PubMedClose
*
,
Bo ShenDivision of Kinesiology, Wayne State University, Detroit, MI, USA

Search for other papers by Bo Shen in
Current site
Google Scholar
PubMedClose
,
Liangsan DongSchool of Physical Education, Central China Normal University, Wuhan, China

Search for other papers by Liangsan Dong in
Current site
Google Scholar
PubMedClose
,
YanLi PangSchool of Physical Education, Central China Normal University, Wuhan, China

Search for other papers by YanLi Pang in
Current site
Google Scholar
PubMedClose
,
Yu XingSchool of Physical Education, Central China Normal University, Wuhan, China

Search for other papers by Yu Xing in
Current site
Google Scholar
PubMedClose
,
Mingting ZhangSchool of Physical Education, Central China Normal University, Wuhan, China

Search for other papers by Mingting Zhang in
Current site
Google Scholar
PubMedClose
,
Yuan XiangSchool of Physical Education, Central China Normal University, Wuhan, China

Search for other papers by Yuan Xiang in
Current site
Google Scholar
PubMedClose
,
Patricia C. LasutschinkowDepartment of Psychology, Eastern Michigan University, Ypsilanti, MI, USA

Search for other papers by Patricia C. Lasutschinkow in
Current site
Google Scholar
PubMedClose
, and
Dan LiLinJie Autism Rehabilitation Center, Wuhan, China

Search for other papers by Dan Li in
Current site
Google Scholar
PubMedClose
DOI:
https://doi.org/10.1123/mc.2022-0035
Keywords:
implicit sequence learning; serial reaction time; retention; consolidation
First Published Online:
25 Aug 2022
In Print:
Volume 26: Issue 4
Page Range:
748–758
Restricted access

Difficulty with implicit learning plays an important role in the symptomology of autism spectrum disorder (ASD). However, findings in motor learning are inconsistent. This study evaluated implicit sequence learning and its relationship with motor ability in children with and without ASD. We adopted a classic serial reaction time task with a retention task and three awareness tests. The Movement Assessment Battery for Children was administered to assess children’s motor ability. Significant learning differences between children with and without ASD were only found in retention but not immediately after the serial reaction time task. These findings suggest that the impaired implicit learning in ASD is characterized as impaired consolidation where the relatively permanent changes are missing. Exploratory moderation analyses revealed a significant relationship between implicit learning and motor ability for individuals with faster response time. We argue the importance of response speed for optimal learning and should be weighted more for future intervention in children with ASD.

  • Collapse
  • Expand

Motor Control

Cover Motor Control

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). http://dsm.psychiatryonline.org//book.aspx?bookid=556

    • Search Google Scholar
    • Export Citation

  • Barnes, K.A., Howard, J.H., Howard, D.V., Gilotty, L., Kenworthy, L., Gaillard, W.D., & Vaidya, C.J. (2008). Intact implicit learning of spatial context and temporal sequences in childhood autism spectrum disorder. Neuropsychology, 22(5), 563–570. https://doi.org/10.1037/0894-4105.22.5.563

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Bo, J., Contreras-Vidal, J.L., Kagerer, F.A., & Clark, J.E. (2006). Effects of increased complexity of visuo-motor transformations on children’s arm movements. Human Movement Science, 25(4–5), 553–567. https://doi.org/10.1016/j.humov.2006.07.003

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Bo, J., Lee, C.-M., Colbert, A., & Shen, B. (2016). Do children with autism spectrum disorders have motor learning difficulties? Research in Autism Spectrum Disorders, 23, 50–62. https://doi.org/10.1016/j.rasd.2015.12.001

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Brown, J., Aczel, B., Jiménez, L., Kaufman, S.B., & Grant, K.P. (2010). Intact implicit learning in autism spectrum conditions. Quarterly Journal of Experimental Psychology, 63(9), 1789–1812. https://doi.org/10.1080/17470210903536910

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Contreras-Vidal, J.L., Bo, J., Boudreau, J.P., & Clark, J.E. (2005). Development of visuomotor representations for hand movement in young children. Experimental Brain Research, 162(2), 155–164. https://doi.org/10.1007/s00221-004-2123-7

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Destrebecqz, A., & Cleeremans, A. (2001). Can sequence learning be implicit? New evidence with the process dissociation procedure. Psychonomic Bulletin & Review, 8(2), 343–350. http://www.ncbi.nlm.nih.gov/pubmed/11495124

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Gordon, B., & Stark, S. (2007). Procedural learning of a visional sequence in individuals with Autism. Focus on Autism and Other Developmental Disabilities, 22(1), 14–22. https://doi.org/10.1177/10883576070220010201

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Hayes, A.F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach: The Guilford Press.

    • Search Google Scholar
    • Export Citation

  • Henderson, S.E., & Sugden, D.A. (2007). Movement assessment battery for children (2nd ed.). The Psychological Corporation. http://www.pearsonclinical.com/therapy/products/100000433/movement-assessment-battery-for-children-second-edition-movement-abc-2.html

    • Search Google Scholar
    • Export Citation

  • Klinger, L., & Dawson, G. (2001). Prototype formation in autism. Development and Psychopathology, 13(1), 111–124. http://www.ncbi.nlm.nih.gov/pubmed/11346046

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Klinger L.G., Klinger M.R., & Pohlig, R.L. (2007). Implicit learning impairments in Autism Spectrum Disorders: Implications for treatment. In: Perez J.M., Gonzalez P.M., Comi M.L., Comi N, Carmen N. (Eds.), New Developments in Autism (pp. 76–103). Jessica Kingsley Publishers.

    • Search Google Scholar
    • Export Citation

  • Larson, J.C., & Mostofsky, S.H. (2008). Evidence that the pattern of visuomotor sequence learning is altered in children with autism. Autism Research, 1(6), 341–353. https://doi.org/10.1002/aur.54

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Magill, R.A., & Anderson, D.I. (2020). Motor learning and control: Concepts and applications (12th ed.). McGraw Hill Medical. https://accessphysiotherapy.mhmedical.com/book.aspx?bookid=2311

    • Search Google Scholar
    • Export Citation

  • Mazzoni, P., & Krakauer, J.W. (2006). An implicit plan overrides an explicit strategy during visuomotor adaptation. The Journal of Neuroscience, 26(14), 3642–3645. https://doi.org/10.1523/JNEUROSCI.5317-05.2006

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Mostofsky, S.H., Goldberg, M.C., Landa, R.J., & Denckla, M.B. (2000). Evidence for a deficit in procedural learning in children and adolescents with autism: Implications for cerebellar contribution. Journal of the International Neuropsychological Society, 6(7), 752–759. https://doi.org/10.1017/s1355617700677020

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Nemeth, D., Janacsek, K., Janacsek, K., Balogh, V., Londe, Z., Mingesz, R., Fazekas, M., Jambori, S., Danyi, I., & Vetro, A. (2010). Learning in autism: implicitly superb. PloS One, 5(7), e11731. https://doi.org/10.1371/journal.pone.0011731

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Nissen, M.J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19(1), 1–32. https://doi.org/10.1016/0010-0285(87)90002-8

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Reber, A.S., & Robinson, D.N. (1993). Implicit learning and tacit knowledge: An essay on the cognitive unconscious aesthetics, phantasia, and the theistic boxers and bannermen: Peking 1900 (Issue January). Oxford University Press. https://doi.org/10.1093/ISBN

    • Search Google Scholar
    • Export Citation

  • Rutter, M., LeCouteur, A., & Lord, C. (2003). Autism diagnostic interview—Revised manual. Western Psychological Services.

  • Schmidt, R.A., & Lee, T.D. (2011). Motor control and learning: A behavioral emphasis. Human Kinetics.

  • Schopler, E., Reichler, R.J., Bashford, A., Lansing, M., & Marcus, L. (1990). Individualized assessment and treatment for autistic and developmentally disabled children: Psychoeducational profile revised (Pep-R) (Vol. 1). PRO-ED.

    • Search Google Scholar
    • Export Citation

  • Shanks, D.R., & St John, M.F. (1994). Characteristics of dissociable human learning systems. Behavioral and Brain Sciences, 17(3), 367–395. https://doi.org/10.1017/S0140525X00035032

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Sundberg, M.L. (2008). Verbal behavior milestones assessment and placement program. AVB Press.

  • Taylor, J.A., Krakauer, J.W., & Ivry, R.B. (2014). Explicit and implicit contributions to learning in a sensorimotor adaptation task. Journal of Neuroscience, 34(8), 3023–3032. https://doi.org/10.1523/JNEUROSCI.3619-13.2014

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Xu, L.-W., Yang, F.-Q., Abula, A., & Qin, S. (2013). A parametric bootstrap approach for two-way ANOVA in presence of possible interactions with unequal variances. Journal of Multivariate Analysis, 115, 172–180. https://doi.org/10.1016/j.jmva.2012.10.008

    • Crossref
    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 1275 1275 102
Full Text Views 19 19 3
PDF Downloads 35 35 5