Article

PURPOSE: To study the development of sequence memory skills in a group of
participants with Spastic Bilateral Cerebral Palsy (CP) and their matched
controls (TD). Sequence memory skills are defined as a blend of implicit and
explicit competences that are crucial for the acquisition and consolidation of
most adaptive skills along the lifespan. METHOD: A computerized sequence learning
task was administered to 51 participants with CP (age range: 4.1-14.7) and their
controls. General performance, accuracy and learning strategy were analyzed, as
well as cognitive competencies (IQ and explicit visual spatial memory). RESULTS:
Explicit learning developed along with age in all participants. Sequence learning
skills were age independent and unevenly distributed among CP participants: most
TD (96.1%) and only about half (58.8%) of CP participants succeeded in sequence
learning, in dynamic relation with cognitive and manipulation abilities.
CONCLUSION: Sequence memory skills should be verified to plan therapeutic
strategies. Therapeutic plans based on implicit learning (more resistant to
disruption and stress) could be effective and highly advantageous for most but
not for all CP children. Independently from age, many CP children could fix
sequences more efficiently by explicit strategies, a more effortful but probably
more effective way.

Langue : ANGLAIS