The development of temporal coordination in children

  title={The development of temporal coordination in children},
  author={Jacqueline C. Shin},
  journal={Brain and Cognition},
  • J. Shin
  • Published 1 June 2011
  • Psychology
  • Brain and Cognition
The effect of attentional load on implicit sequence learning in children and young adults
Z-transformed results indicate that young adults generally showed more sequence learning than children, since children learned as much under dual task conditions as under single task conditions, while Adults, on the other hand, showed a different result pattern, as they displayed more sequencelearning under single Task than under dual Task conditions.
Procedural learning across the lifespan: A systematic review with implications for atypical development.
Findings on typical development strongly support a model of age-related changes (Model 2a or 2b) and show that mixed findings regarding the developmental trajectory during childhood can be explained by methodological differences across studies.
What have we learned? On implicit learning in ASD and SLI
A methodological challenge in implicit learning research is how to measure awareness. One solution is to decrease the gap between measures of ongoing task performance and measures of awareness. This


Serial reaction time learning in preschool- and school-age children.
Visuomotor sequence learning was assessed in 4- to 10-year-old children using a serial reaction time (SRT) task with both random and sequenced trials. One-half of the children received exposure to
The procedural learning of action order is independent of temporal learning
  • J. Shin
  • Psychology, Biology
    Psychological research
  • 2008
The main result was that the response sequence was learned to a similar degree in all RSI training conditions, indicating that neither the predictability of RSIs nor the integration of the phase-matched response and timing sequences benefited learning of the response sequences.
Implicit sequence learning in children.
The results show no age-related difference in the serial reaction time performance, which is consistent with the idea that implicit learning abilities may be efficient early in development.
Evidence of Developmental Differences in Implicit Sequence Learning: An fMRI Study of Children and Adults
The results challenge the idea of developmental invariance in implicit learning and instead support a view of parallel developments in implicit and explicit learning systems.
Attentional and Nonattentional Forms of Sequence Learning
The results suggest that attentional and nonattentional learning operate independently, in parallel, do not share information, and represent sequential information in qualitatively different ways.
Which Attention Is Needed for Implicit Sequence Learning
The role of attention in implicit sequence learning was investigated in 3 experiments in which participants were presented with a serial reaction time (SRT) task under single- or dual-task conditions, indicating that the division of attention barely affected learning but that selective attention to the predictive dimensions was necessary to learn about the relation between these dimensions and the predicted one.
Developmental differences in implicit learning of spatial context.
Unreliable learning in childhood was mediated by immature implicit representations of spatial context rather than by slower baseline response speed, which is inconsistent with the prediction of the evolutionary view of cognition but consistent with incomplete maturation of medial temporal lobes known to mediate contextual learning.
Spatial and Temporal Sequence Learning in Patients with Parkinson's Disease or Cerebellar Lesions
  • J. Shin, R. Ivry
  • Psychology, Biology
    Journal of Cognitive Neuroscience
  • 2003
Parkinson's patients, patients with cerebellar damage, and age-matched control participants performed a serial reaction time task in which a spatial sequence and a temporal sequence were presented simultaneously, suggesting the basal ganglia play a functional role in sequence integration.
Learning of sequences of finger movements and timing: frontal lobe and action-oriented representation.
The mid-dorsolateral prefrontal cortex, together with the medial and lateral premotor areas, became increasingly active when subjects learned a sequence that specified both fingers and timing, that is, when subjects were able to prepare specific motor action.
The processing-speed theory of adult age differences in cognition.
A theory is proposed that increased age in adulthood is associated with a decrease in the speed with which many processing operations can be executed and that this reduction in speed leads to impairments in cognitive functioning because of what are termed the limited time mechanism and the simultaneity mechanism.