Motor skill learning in young children born preterm

早产儿的运动技能学习

基本信息

批准号：
10598213
负责人：
Samuel Thomas Nemanich
金额：
$ 15.14万
依托单位：
MARQUETTE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2023
资助国家：
美国
起止时间：
2023-04-06 至 2025-03-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10598213
关键词：
8 year old Address Adolescence Adult Affect Age Behavioral Bilateral Brain Child Child Health Child Support Childhood Clinical Clinical assessments Competence Corpus Callosum Development Developmental Delay Disorders Evaluation Exhibits Future Hand Impaired cognition Impairment Intervention Investigation Joystick Laboratories Lead Learning Learning Skill Left Link Literature Longevity Manuals Maps Measures Modeling Motor Motor Skills Movement Neurosciences Occupational Therapy Outcome Participant Pattern Performance Physical activity Physical therapy Play Population Pregnancy Premature Birth Process Psychophysics Questionnaires Rehabilitation therapy Research Risk Role School-Age Population Schools Standardization Structure Techniques Testing Therapeutic Intervention United States Visual Work brain behavior comparison group computerized dexterity executive function experimental study improved insight morphogens motor deficit motor impairment motor learning motor skill learning nervous system development neural correlate neurophysiology novel peer preference premature recruit rehabilitation strategy skills social engagement success visual motor

项目摘要

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.

项目概要在美国，十分之一的儿童早产。由此产生的非典型大脑和神经系统发展使他们面临发展问题的风险。例如，早产儿的比例是原来的六倍当他们进入学龄时可能会出现运动问题。研究还表明，如果不及时治疗，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。虽然电机方面存在差异足月儿和早产儿之间的表现得到了先前研究的支持，即能力差异学习新的运动技能尚未被充分理解或充分研究。电机综合评价使用受控实验室任务进行学习将提供对运动学习过程的洞察，并确定是否运动学习有助于该人群的非典型运动发展。因此，该项目的目标目的是检验早产儿的非典型运动发育与运动受损有关的假设学习。妊娠 32 周前出生的 39 名早产儿和 39 名足月儿（对照组）将招募5-8岁的儿童来完成运动学习的心理物理任务以及三个测试阶段的临床运动评估。在目标 1 中，我们将研究单手动和使用新颖的计算机视觉运动任务进行双手运动技能学习，涉及使用操纵杆移动光标指向视觉目标。将操纵操纵杆到光标移动的映射，看看如何孩子们学习新的视觉运动模式。将测试双手技能，因为它们对于功能至关重要由于大脑发育不完全，早产儿的活动可能会受到特别影响胼胝体，对于双手控制至关重要的结构。学习将通过比较来评估第一次练习的改进以及第一次练习后一天和七天的表现保持练习课。在目标 2 中，将通过力量测试系统地研究运动性能，灵活性、协调性、执行功能和运动能力。运动学习的贡献将探讨通过标准化临床评估来衡量儿童全面发展的表现目标 3 中的统计数据。这项研究有可能区分运动学习和表现的因素以及每种因素如何导致早产儿运动发育迟缓。这方面的行为发现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，并且可以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。