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Dysfunction of central coherence in schoolchildren with procedural learning disorder

N. Crespo-Eguílaz, J. Narbona, S. Magallón [REV NEUROL 2012;55:513-519] PMID: 23111989 DOI: https://doi.org/10.33588/rn.5509.2012334

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Volumen 55 | Number 09 | Nº of views of the article 7.665 | Nº of PDF downloads 1.772 | Article publication date 01/11/2012

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ABSTRACT

INTRODUCTION Children with coordination disorder –non verbal learning disorder, procedural learning disorder (PLD)– have difficulties in understanding complex simultaneous visual information.

AIM Validation of two different visual tasks to measure central coherence function of children with PLD.

SUBJECTS AND METHODS A chimeric image and a complex visual story are showed to 200 schoolchildren: 20 of them have PLD, 60 have PLD plus attention deficit/hyperactivity disorder (PLD + ADHD), 60 have non comorbid ADHD, and 60 subjects are typical control children. A chi square test and a discriminant analysis are used to study the performances of the different groups in verbal description of both images.

RESULTS Performance is lower in children with PLD and PLD + ADHD than in those with non-comorbid ADHD or controls. Moreover 93% and 92% of children with poor performance in, respectively, chimeric and complex images, have PLD or PLD + ADHD. Eighty seven per cent of subjects with PLD + ADHD fail in some of the tasks and, by contrast only 15% of children with ADHD do.

CONCLUSIONS Children with PLD have disability in quick understanding of simultaneous complex information and central coherence. The two tasks used in this research are useful to detect these difficulties, with high sensibility and specificity. KeywordsCentral coherence function Coordination disorder Non verbal learning disability Procedural disorder Simultagnosia Strange images Visual extinction CategoriesNeuropediatría

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Dysfunction of central coherence in schoolchildren with procedural learning disorder

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