Declarative and procedural learning in children and adolescents with posterior fossa tumours

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dc.contributor.authorQuintero-Gallego, Eliana A.
dc.contributor.authorGómez, Carlos M.
dc.contributor.authorVaquero Casares, Encarnación
dc.contributor.authorMárquez, Javier
dc.contributor.authorPérez-Santamaría, Fco Javier
dc.date.accessioned2019-07-02T21:38:39Z
dc.date.available2019-07-02T21:38:39Z
dc.date.issued2006
dc.description.abstractenglishThis quasi-experimental study was designed to assess two important learning types – procedural and declarative – in children and adolescents affected by posterior fossa tumours (astrocytoma vs. medulloblastoma), given that memory has an important impact on the child's academic achievement and personal development. We had three groups: two clinical (eighteen subjects) and one control (twelve subjects). The learning types in these groups were assessed by two experimental tasks evaluating procedural-implicit and declarative memory. A Serial Reaction-Time Task was used to measure procedural sequence learning, and the Spanish version [1] of the California Verbal Learning Test-Children's Version- CVLT- [2] to measure declarative-explicit learning. The learning capacity was assessed considering only the blocks that represent learning, and were compared with MANOVA in clinical and normal subjects. The Raven, simple reaction-time, finger-tapping test, and grooved pegboard tests were used to assess the overall functioning of subjects. The results were compared with those from a control group of the same age, and with Spanish norm-referenced tools where available. The results indicate the absence of procedural-implicit learning in both clinical groups, whereas declarative-explicit learning is maintained in both groups. The clinical groups showed a conservation of declarative learning and a clear impairment of procedural learning. The results support the role of the cerebellum in the early phase of procedural learning.eng
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.1186/1744-9081-2-9
dc.identifier.instnameinstname:Universidad El Bosquespa
dc.identifier.issn1744-9081
dc.identifier.reponamereponame:Repositorio Institucional Universidad El Bosquespa
dc.identifier.repourlrepourl:https://repositorio.unbosque.edu.co
dc.identifier.urihttps://hdl.handle.net/20.500.12495/1479
dc.language.isoeng
dc.publisherBiomed Centralspa
dc.publisher.journalBehavioral and Brain Functionsspa
dc.relation.ispartofseriesBehavioral and Brain Functions, 1744-9081, Vol. 2, 2006, p. 1-9spa
dc.relation.urihttps://behavioralandbrainfunctions.biomedcentral.com/articles/10.1186/1744-9081-2-9
dc.rightsAttribution 4.0 International*
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttps://purl.org/coar/access_right/c_abf268
dc.rights.creativecommons2006
dc.rights.localAcceso abiertospa
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.subject.decsMeduloblastomaspa
dc.subject.decsPruebas de memoria y aprendizajespa
dc.subject.decsNeoplasias infratentorialesspa
dc.subject.keywordsMedulloblastomaspa
dc.subject.keywordsClinical Groupspa
dc.subject.keywordsProcedural Learningspa
dc.subject.keywordsDeclarative Memoryspa
dc.subject.keywordsPosterior Fossa Tumourspa
dc.titleDeclarative and procedural learning in children and adolescents with posterior fossa tumoursspa
dc.typearticlespa
dc.type.hasversioninfo:eu-repo/semantics/publishedVersion
dc.type.localartículospa

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