Motor skill learning in young children born preterm

项目摘要 在美国，每十个孩子中就有一个是早产儿。由此产生的非典型的大脑和神经系统 发展使他们面临发展问题的风险。例如，早产儿的死亡率 在进入学龄期时可能会出现运动障碍。研究还表明，如果不治疗， 运动问题持续到青春期和成年期，影响儿童一生的健康。 运动发展需要运动技能的学习和表现。虽然电动机的差异 足月儿和早产儿之间的表现得到了先前研究的支持， 学习新运动技能没有得到很好的理解和充分的研究。运动综合评价 使用受控实验室任务的学习将提供对运动学习过程的深入了解， 运动学习有助于这一人群的非典型运动发育。因此，本项目的目的 目的是检验早产儿的非典型运动发育与运动障碍有关的假设， 学习39名早产儿在妊娠32周前出生，39名足月儿出生 （对照组）年龄5-8岁将被招募来完成运动学习的心理物理任务 和临床运动评估。在目标1中，我们将研究单手和 使用涉及使用操纵杆移动的新型计算机化视觉任务的双手运动技能学习 指向可视目标的光标。将操纵光标到光标移动的映射，以了解如何 孩子们学习新的视觉模式。将测试双手操作技能，因为它们对于功能性 活动，并可能特别影响早产儿，由于不完全的发展， 胼胝体，双手控制的关键结构。学习将通过比较 第一次练习的改进和第一次练习后一天和七天的成绩保持 练习赛。在目标2中，将通过强度测试， 灵活性、协调性、执行功能和运动能力。运动学习和 通过标准化的临床评估来衡量， 在目标3中统计。这项研究有可能区分运动学习和运动成绩的因素 以及每种因素如何导致早产儿运动发育迟缓。行为研究结果表明， 该提案将指导未来对运动表现和学习的神经相关性的研究， 帮助开发基于神经科学的未来物理和职业治疗干预措施，以解决 早产儿的运动问题。

PROJECT SUMMARY One in ten children in the United States is born prematurely. The resultant atypical brain and nervous system development puts them at risk for developmental problems. For example, preterm children are six times more likely to have motor problems as they enter school-age. Research has also demonstrated that left untreated, motor problems persist into adolescence and adulthood affecting a child's health throughout the lifespan. Motor development requires both the learning and performance of motor skills. While differences in motor performance between term and preterm children are supported by prior research, differences in the ability to learn new motor skills are not well understood nor adequately studied. A comprehensive evaluation of motor learning using controlled laboratory tasks would provide insight into motor learning processes and establish if motor learning contributes to atypical motor development in this population. Therefore, the aim of this project is to test the hypothesis that atypical motor development in preterm children is related to impaired motor learning. Thirty-nine preterm children born before 32 weeks gestation, and 39 term-born children (comparison group) ages 5-8 years old will be recruited to complete psychophysical tasks of motor learning and clinical motor assessments across three testing sessions. In Aim 1, we will examine unimanual and bimanual motor skill learning using a novel computerized visuomotor task involving use of a joystick to move a cursor toward visual targets. The mapping of joystick-to-cursor movement will be manipulated to see how children learn new visuomotor patterns. Bimanual skills will be tested because they are critical for functional activities and may be specifically affected in preterm children due to the incomplete development of the corpus callosum, a structure critical for bimanual control. Learning will be assessed by comparing improvements on the first practice session and retention of performance one and seven days after the first practice session. In Aim 2, motor performance will be systematically studied through tests of strength, dexterity, coordination, executive function, and motor competence. The contributions of motor learning and performance to a child's total development, measured with standardized clinical assessments, will be explored statistically in Aim 3. This study has the potential to differentiate the factors of motor learning and performance and how each contributes to delayed motor development in preterm children. Behavioral findings in this proposal will guide future investigation into the neural correlates of motor performance and learning and could help develop future physical and occupational therapy interventions grounded in neuroscience to address motor problems in preterm children.