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Motor and cognitive dual-task performance under low and high task complexity in children with and without developmental coordination disorder

Authors :
Krajenbrink, H.
Lust, J.M.
Wilmut, K.
Steenbergen, B.
Krajenbrink, H.
Lust, J.M.
Wilmut, K.
Steenbergen, B.
Source :
Research in Developmental Disabilities; 0891-4222; 135; 104453; ~Research in Developmental Disabilities~~~~~0891-4222~~135~~104453
Publication Year :
2023

Abstract

Item does not contain fulltext<br />Background: In everyday life, tasks are often performed simultaneously, which may be more difficult for children with developmental coordination disorder (DCD) than their peers. Aims: To examine (1) the effects of task complexity and type of concurrent task on dual-task performance in children with and without DCD; and (2) if the amount of effort that children put into the task performance differs between the groups. Methods Participants were 64 children with and without DCD (aged 7-14 years). The dual-task paradigm consisted of a manual dexterity task of relatively low complexity (box and block test) or relatively high complexity (pegboard task), and a concurrent motor task (cycling task) or a concurrent cognitive task (word-listening task). To assess mental effort, children were asked how tired they felt before and after the experiment. Results: Dual-task interference was highest when the manual dexterity task of relatively high complexity was combined with the concurrent motor task. There were no group differences in dual-task interference, but children with DCD reported a larger increase in the level of tiredness after the experiment indicative of greater mental effort. Conclusions: Depending on task demands, children with DCD are able to perform dual-tasks at the same level as their peers, but performance may take children with DCD more mental effort.

Details

Database :
OAIster
Journal :
Research in Developmental Disabilities; 0891-4222; 135; 104453; ~Research in Developmental Disabilities~~~~~0891-4222~~135~~104453
Publication Type :
Electronic Resource
Accession number :
edsoai.on1371216950
Document Type :
Electronic Resource