Citation

Yan JH. Hum. Mov. Sci. 2017; 54: 297-307.

Affiliation

Laboratory of Neuromotor Control and Learning, Shenzhen University, 3688 Nan Hai Ave, Shenzhen, Gangdong 518060, PR China. Electronic address: jhyan@sfsu.edu.

Copyright

(Copyright © 2017, Elsevier Publishing)

DOI

10.1016/j.humov.2017.05.015

PMID

28622637

Abstract

Motor skill acquisition occurs while practicing (on-line) and when asleep or awake (off-line). However, developmental questions still remain about whether children of various ages benefit similarly or differentially from night- and day-time sleeping. The likely circadian effects (time-of-day) and the possible between-test-interference (order effects) associated with children's off-line motor learning are currently unknown. Therefore, this study examines the contributions of over-night sleeping and mid-day napping to procedural skill learning. One hundred and eight children were instructed to practice a finger sequence task using computer keyboards. After an equivalent 11-h interval in one of the three states (sleep, nap, wakefulness), children performed the same sequence in retention tests and a novel sequence in transfer tests. Changes in the movement time and sequence accuracy were evaluated between ages (6-7, 8-9, 10-11years) during practice, and from skill training to retrievals across three states.

RESULTS suggest that night-time sleeping and day-time napping improved the tapping speed, especially for the 6-year-olds. The circadian factor did not affect off-line motor learning in children. The interference between the two counter-balanced retrieval tests was not found for the off-line motor learning. This research offers possible evidence about the age-related motor learning characteristics in children and a potential means for enhancing developmental motor skills. The dynamics between age, experience, memory formation, and the theoretical implications of motor skill acquisition are discussed.

Copyright © 2017 Elsevier B.V. All rights reserved.

Language: en

Keywords

Children; Explicit learning; Motor memory; Movement experience; Skill development