Visuomotor skill learning in young adults with Down syndrome

Abstract

AbstractBackgroundIndividuals with Down syndrome (DS) have impaired general motor skills compared to typically developed (TD) individuals.AimsTo gain knowledge on how young adults with DS learn and retain new motor skills.Methods and ProceduresA DS-group (mean age = 23.9 ± 3 years, N = 11), and an age- matched TD-group (mean age 22.8 ± 1.8, N= 14) were recruited. The participants practiced a sequence visuomotor accuracy tracking task (VATT). Online and offline effects of practice were assessed in immediate and 7-day retention tests. Participants practiced the task in seven blocks (10.6 minutes).Outcomes and ResultsThe TD-group performed better than the DS-group in all blocks (all P < 0.001). Both groups improved VATT-performance online from baseline to immediate retention (all P < 0.001). The DS-groups’ performance at 7-day retention was at the same level as the immediate retention tests (ΔDS). An offline decrease in performance was found in the TD-group (ΔTD, P < 0.001). A between-group difference was observed in the offline effect on the sequence task (ΔTD - ΔDS, P = 0.04).Conclusions and ImplicationsThe motor performance of adults with DS is lower compared to their TD peers. However, adults with DS display significant online performance improvement during training, and offline consolidation following motor learning.What this paper addsLearning new motor skills is fundamental throughout our lifespan. Persons with Down syndrome have other prerequisites for learning new tasks, related to psychological, physiological, and anatomical factors imposed by the syndrome. This study is the first to investigate online and offline learning effects of a single motor skill training session in adults with DS. Our results show generally lower motor performance in DS individuals compared to the typically developed population, but with equal online learning effects. Both groups demonstrate retention, i.e., offline stabilisation but while TD demonstrate negative offline effects, this was not the case for DS. These results should be taken into consideration when planning training of motor and general life skills for adults with DS. This work lays the ground for further investigations of the trajectory of the early learning processes and the mechanisms involved when this target group acquires new skills.