Motor contingency learning and infants with Spina Bifida.
Motor contingency learning and infants with Spina Bifida.
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DOI：
10.1017/s1355617712001233
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发表时间：
2013-02
影响因子：
2.6
通讯作者：
Huang, Furong
中科院分区：
文献类型：
--
作者：
Taylor, Heather B.;Barnes, Marcia A.;Landry, Susan H.;Swank, Paul;Fletcher, Jack M.;Huang, Furong
将脊柱裂（SB）婴儿与正常发育婴儿（TD）在6个月龄时（n = 98）使用共轭强化范式进行比较，以评估学习和保持感觉运动应急能力。分析评估了婴儿在基线（手腕未拴系到移动的）、感觉运动偶然性采集期间（手腕拴系）、采集阶段后即刻和延迟后（手腕未拴系）的挥动手臂率，控制了手臂伸展能力、胎龄和社会经济状况。尽管两组婴儿对意外事件的反应都是从基线到获得的手臂挥动增加，但根据用于确定意外事件学习的标准，SB婴儿比TD婴儿少15%至29%学习意外事件。此外，当感觉反馈缺失时，学习了应急性的SB婴儿随着时间的推移更难保持应急性。研究结果表明，SB婴儿不容易或以相同的速度学习运动应急TD婴儿，更有可能减少运动反应时，感觉反馈是缺席。结果进行了讨论，参考研究应急学习的婴儿和没有神经发育障碍，并参考运动学习的学龄儿童与SB。
Infants with Spina Bifida (SB) were compared to typically developing infants (TD) using a conjugate reinforcement paradigm at 6 months-of-age (n = 98) to evaluate learning, and retention of a sensory-motor contingency. Analyses evaluated infant arm-waving rates at baseline (wrist not tethered to mobile), during acquisition of the sensory-motor contingency (wrist tethered), and immediately after the acquisition phase and then after a delay (wrist not tethered), controlling for arm reaching ability, gestational age, and socioeconomic status. Although both groups responded to the contingency with increased arm-waving from baseline to acquisition, 15% to 29% fewer infants with SB than TD were found to learn the contingency depending on the criterion used to determine contingency learning. In addition, infants with SB who had learned the contingency had more difficulty retaining the contingency over time when sensory feedback was absent. The findings suggest that infants with SB do not learn motor contingencies as easily or at the same rate as TD infants, and are more likely to decrease motor responses when sensory feedback is absent. Results are discussed with reference to research on contingency learning in infants with and without neurodevelopmental disorders, and with reference to motor learning in school-age children with SB.