M Gofer-Levi1, T Silberg2, A Brezner3, E Vakil4. 1. The Department of Psychology, Bar Ilan University, Ramat-Gan 52900, Israel. Electronic address: mgoferlevi@gmail.com. 2. The Department of Psychology, Bar Ilan University, Ramat-Gan 52900, Israel; The Edmond and Lily Safra Children's Hospital, Chaim Sheba Medical Center, Tel-Hashomer 52621, Israel. Electronic address: tamarsilberg@gmail.com. 3. The Edmond and Lily Safra Children's Hospital, Chaim Sheba Medical Center, Tel-Hashomer 52621, Israel. Electronic address: amichai.brezner@sheba.health.gov.il. 4. The Department of Psychology, Bar Ilan University, Ramat-Gan 52900, Israel. Electronic address: eli.vakil@biu.ac.il.
Abstract
INTRODUCTION: Children learn to engage their surroundings skillfully, adopting implicit knowledge of complex regularities and associations. Probabilistic classification learning (PCL) is a type of cognitive procedural learning in which different cues are probabilistically associated with specific outcomes. Little is known about the effects of developmental disorders on cognitive skill acquisition. METHODS: Twenty-four children and adolescents with cerebral palsy (CP) were compared to 24 typically developing (TD) youth in their ability to learn probabilistic associations. Performance was examined in relation to general cognitive abilities, level of motor impairment and age. RESULTS: Improvement in PCL was observed for all participants, with no relation to IQ. An age effect was found only among TD children. CONCLUSIONS: Learning curves of children with CP on a cognitive procedural learning task differ from those of TD peers and do not appear to be age sensitive.
INTRODUCTION:Children learn to engage their surroundings skillfully, adopting implicit knowledge of complex regularities and associations. Probabilistic classification learning (PCL) is a type of cognitive procedural learning in which different cues are probabilistically associated with specific outcomes. Little is known about the effects of developmental disorders on cognitive skill acquisition. METHODS: Twenty-four children and adolescents with cerebral palsy (CP) were compared to 24 typically developing (TD) youth in their ability to learn probabilistic associations. Performance was examined in relation to general cognitive abilities, level of motor impairment and age. RESULTS: Improvement in PCL was observed for all participants, with no relation to IQ. An age effect was found only among TD children. CONCLUSIONS: Learning curves of children with CP on a cognitive procedural learning task differ from those of TD peers and do not appear to be age sensitive.