Verbal and Visual Instruction in Motor Skill Acquisition for Persons with and Without Down Syndrome

Abstract

This study examined motor learning in persons with Down syndrome (DS), persons with undifferentiated developmental disabilities (UnDD), and persons without disabilities (ND). Participants were instructed (either by verbal instruction or visual demonstration) to move a cursor to three items displayed on a computer screen. Results indicated that the ND group had superior performances to the other two groups for both instruction conditions. Participants with DS performed the task with both longer response and movement times when instructed verbally. In a transfer condition, results revealed the UnDD group displayed poor transfer, while participants with DS showed positive transfer from visual to verbal protocols. These results provide some evidence that persons with DS may be able to consolidate visual information to facilitate verbal-motor learning.