Declarative and procedural learning in children and adolescents with posterior fossa tumours
<p>Abstract</p> <p>Background</p> <p>This quasi-experimental study was designed to assess two important learning types – procedural and declarative – in children and adolescents affected by posterior fossa tumours (astrocytoma vs. medulloblastoma), given that memory has...
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doaj-927b59e0d97d48dda88bdcf3b9ac98a22020-11-25T01:41:00ZengBMCBehavioral and Brain Functions1744-90812006-03-0121910.1186/1744-9081-2-9Declarative and procedural learning in children and adolescents with posterior fossa tumoursCasares EncarnaciónGómez Carlos MQuintero-Gallego Eliana AMárquez JavierPérez-Santamaría Fco<p>Abstract</p> <p>Background</p> <p>This quasi-experimental study was designed to assess two important learning types – procedural and declarative – in children and adolescents affected by posterior fossa tumours (astrocytoma vs. medulloblastoma), given that memory has an important impact on the child's academic achievement and personal development.</p> <p>Methods</p> <p>We had three groups: two clinical (eighteen subjects) and one control (twelve subjects). The learning types in these groups were assessed by two experimental tasks evaluating procedural-implicit and declarative memory. A Serial Reaction-Time Task was used to measure procedural sequence learning, and the Spanish version <abbrgrp><abbr bid="B1">1</abbr></abbrgrp> of the California Verbal Learning Test-Children's Version- CVLT- <abbrgrp><abbr bid="B2">2</abbr></abbrgrp> to measure declarative-explicit learning. The learning capacity was assessed considering only the blocks that represent learning, and were compared with MANOVA in clinical and normal subjects. The Raven, simple reaction-time, finger-tapping test, and grooved pegboard tests were used to assess the overall functioning of subjects. The results were compared with those from a control group of the same age, and with Spanish norm-referenced tools where available</p> <p>Results</p> <p>The results indicate the absence of procedural-implicit learning in both clinical groups, whereas declarative-explicit learning is maintained in both groups.</p> <p>Conclusion</p> <p>The clinical groups showed a conservation of declarative learning and a clear impairment of procedural learning. The results support the role of the cerebellum in the early phase of procedural learning.</p> http://www.behavioralandbrainfunctions.com/content/2/1/9 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Casares Encarnación Gómez Carlos M Quintero-Gallego Eliana A Márquez Javier Pérez-Santamaría Fco |
spellingShingle |
Casares Encarnación Gómez Carlos M Quintero-Gallego Eliana A Márquez Javier Pérez-Santamaría Fco Declarative and procedural learning in children and adolescents with posterior fossa tumours Behavioral and Brain Functions |
author_facet |
Casares Encarnación Gómez Carlos M Quintero-Gallego Eliana A Márquez Javier Pérez-Santamaría Fco |
author_sort |
Casares Encarnación |
title |
Declarative and procedural learning in children and adolescents with posterior fossa tumours |
title_short |
Declarative and procedural learning in children and adolescents with posterior fossa tumours |
title_full |
Declarative and procedural learning in children and adolescents with posterior fossa tumours |
title_fullStr |
Declarative and procedural learning in children and adolescents with posterior fossa tumours |
title_full_unstemmed |
Declarative and procedural learning in children and adolescents with posterior fossa tumours |
title_sort |
declarative and procedural learning in children and adolescents with posterior fossa tumours |
publisher |
BMC |
series |
Behavioral and Brain Functions |
issn |
1744-9081 |
publishDate |
2006-03-01 |
description |
<p>Abstract</p> <p>Background</p> <p>This quasi-experimental study was designed to assess two important learning types – procedural and declarative – in children and adolescents affected by posterior fossa tumours (astrocytoma vs. medulloblastoma), given that memory has an important impact on the child's academic achievement and personal development.</p> <p>Methods</p> <p>We had three groups: two clinical (eighteen subjects) and one control (twelve subjects). The learning types in these groups were assessed by two experimental tasks evaluating procedural-implicit and declarative memory. A Serial Reaction-Time Task was used to measure procedural sequence learning, and the Spanish version <abbrgrp><abbr bid="B1">1</abbr></abbrgrp> of the California Verbal Learning Test-Children's Version- CVLT- <abbrgrp><abbr bid="B2">2</abbr></abbrgrp> to measure declarative-explicit learning. The learning capacity was assessed considering only the blocks that represent learning, and were compared with MANOVA in clinical and normal subjects. The Raven, simple reaction-time, finger-tapping test, and grooved pegboard tests were used to assess the overall functioning of subjects. The results were compared with those from a control group of the same age, and with Spanish norm-referenced tools where available</p> <p>Results</p> <p>The results indicate the absence of procedural-implicit learning in both clinical groups, whereas declarative-explicit learning is maintained in both groups.</p> <p>Conclusion</p> <p>The clinical groups showed a conservation of declarative learning and a clear impairment of procedural learning. The results support the role of the cerebellum in the early phase of procedural learning.</p> |
url |
http://www.behavioralandbrainfunctions.com/content/2/1/9 |
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