The Assessment of Skill Learning in African Children

Adi-Japha, Esther

doi:10.1007/978-1-4614-6834-9_11

Cited by 2 publications

(2 citation statements)

References 89 publications

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“…There exist several standardized tests of declarative memory for preschool children (e.g., within the Kaufman Assessment Battery for Children, K-ABC-II [51] and the children’s memory scale [52, 53]. However, there are no standardized tests that assess procedural memory.…”

Section: Discussionmentioning

confidence: 99%

Different post-training processes in children's and adults' motor skill learning

et al. 2019

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Do young children and adults share similar underlying motor skill learning mechanisms? Past studies have shown that school-aged children's speed of performance developed over wake periods of a few hours post-training. Such training-dependent gains were not found in adults. In the current study of children as young as 5-years-old and young adults who practiced a simple grapho-motor task, this finding was replicated only by the children that showed faster performance a few hours post-training. These positive gains in performance speed were retained two weeks later. Furthermore, among the children, variations in gains attained a few hours post-training were associated with initial performance level. These behavioral findings indicate different underlying post-training processes in children's and adults' motor skill learning thus, supporting differential tutoring of skills.

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Section: Discussionmentioning

confidence: 99%

Different post-training processes in children's and adults' motor skill learning

et al. 2019

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“…There exist several standardized tests of declarative memory for preschool children (e.g., within the Kaufman Assessment Battery for Children (K-ABC-II; Kaufman and Kaufman, 2004 ) and the children’s memory scale ( Cohen, 1997 , see also Adi-Japha, 2013 ). However, there are no standardized tests that assess procedural memory.…”

Section: Introductionmentioning

confidence: 99%

Learning of a simple grapho-motor task by young children and adults: similar acquisition but age-dependent retention

Julius

Adi-Japha

2015

Front. Psychol.

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Many new skills are acquired during early childhood. Typical laboratory skill learning tasks are not applicable for developmental studies that involve children younger than 8 years of age. It is not clear whether young children and adults share a basic underlying skill learning mechanism. In the present study, the learning and retention of a simple grapho-motor pattern were studied in three age groups: 5–6, 7–8, and 19–29 years. Each block of the task consists of identical patterns arranged in a spaced writing array. Progression across the block involves on-page movements while producing the pattern, and off-page movements between patterns. The participants practiced the production of the pattern using a digitizing tablet and were tested at 24 h and 2 weeks post-practice. All age groups produced the task blocks more quickly with practice, and the learning rate was inversely related to the initial production time. All groups exhibited additional gains 24 h post-practice that were well-retained 2 weeks later. The accuracy of the participants was maintained throughout the 2-weeks period. These findings suggest that young children and young adults use a similar mechanism when learning the task. Nevertheless, the 6-years-old spent more time off-page during retention testing than when tested at 24 h post-practice, thus supporting the notion that an age advantage may exists in the long-term retention of skills due to planning-dependent aspects.

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The Assessment of Skill Learning in African Children

Cited by 2 publications

References 89 publications

Different post-training processes in children's and adults' motor skill learning

Different post-training processes in children's and adults' motor skill learning

Learning of a simple grapho-motor task by young children and adults: similar acquisition but age-dependent retention

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