Motor skill learning in young children born preterm - PROJECT SUMMARY One in ten children in the United States is born prematurely. The resultant atypical brain and nervous system development puts them at risk for developmental problems. For example, preterm children are six times more likely to have motor problems as they enter school-age. Research has also demonstrated that left untreated, motor problems persist into adolescence and adulthood affecting a child's health throughout the lifespan. Motor development requires both the learning and performance of motor skills. While differences in motor performance between term and preterm children are supported by prior research, differences in the ability to learn new motor skills are not well understood nor adequately studied. A comprehensive evaluation of motor learning using controlled laboratory tasks would provide insight into motor learning processes and establish if motor learning contributes to atypical motor development in this population. Therefore, the aim of this project is to test the hypothesis that atypical motor development in preterm children is related to impaired motor learning. Thirty-nine preterm children born before 32 weeks gestation, and 39 term-born children (comparison group) ages 5-8 years old will be recruited to complete psychophysical tasks of motor learning and clinical motor assessments across three testing sessions. In Aim 1, we will examine unimanual and bimanual motor skill learning using a novel computerized visuomotor task involving use of a joystick to move a cursor toward visual targets. The mapping of joystick-to-cursor movement will be manipulated to see how children learn new visuomotor patterns. Bimanual skills will be tested because they are critical for functional activities and may be specifically affected in preterm children due to the incomplete development of the corpus callosum, a structure critical for bimanual control. Learning will be assessed by comparing improvements on the first practice session and retention of performance one and seven days after the first practice session. In Aim 2, motor performance will be systematically studied through tests of strength, dexterity, coordination, executive function, and motor competence. The contributions of motor learning and performance to a child's total development, measured with standardized clinical assessments, will be explored statistically in Aim 3. This study has the potential to differentiate the factors of motor learning and performance and how each contributes to delayed motor development in preterm children. Behavioral findings in this proposal will guide future investigation into the neural correlates of motor performance and learning and could help develop future physical and occupational therapy interventions grounded in neuroscience to address motor problems in preterm children.
