Motor learning in children and adolescents institutionalized in shelters

Abstract Introduction: Children and adolescents living in shelters may present with impaired motor development, cognitive function, as well as speech and understanding; psychological alterations; and hyperactivity. All of these factors may be detrimental to motor learning. Objective: To investigate motor learning in children and adolescents living in shelters, and to compare it with that of individuals living in a family context. Methods: We assessed 36 individuals who were divided into groups: an experimental group, composed of institutionalized children and adolescents (EG, n=18), and a control group (CG, n = 18) that was matched by age and sex. Motor learning was assessed using a maze test in three stages: acquisition, retention and transfer. The data were analyzed using the Shapiro Wilk, Wilcoxon, Mann Whitney, Kruskal Wallis tests and Dunn’s post-test (p < 5%). Results: The EG had a longer task performance time than the CG. There was a significant reduction in task performance time between the first (EG = 11.05 [8.50-14.85]s; CG:7.65 [5.95-10.23]s) and the last task performance block (EG:8.02 [6.86-10.23]s; GC: 5.50 [4.50-6.82]s) in both groups. When comparing the variables of the last acquisition (GE:8.02[6.86-10.23]s; GC: 5.50[4.50-6.82]s), retention (GE:8.20[7.09-9.89]s;GC:5.35[4.50-6.22]s) and transfer blocks (GE:8.30[6.28-11.43]s; GC:5.30[4.90-6.82]s) in each group, we found no changes in task performance time between test batteries. Conclusion: Individuals living in shelters showed a motor learning deficit, as evidenced by longer task performance time when compared to their controls. Nevertheless, both groups performed the task in a similar manner.

摘要与引言：居住在收容机构的儿童及青少年可能存在运动发育、认知功能以及言语理解能力受损，同时伴随心理改变与多动症状。上述所有因素均可能对运动学习造成不利影响。
研究目的：探究居住在收容机构的儿童及青少年的运动学习能力，并与生活在家庭环境中的个体进行对比。
研究方法：本研究纳入36名受试者，按分组设置分为两组：实验组（EG，n=18）为收容机构寄养的儿童及青少年，对照组（CG，n=18）在年龄与性别上与实验组进行匹配。运动学习能力评估采用迷宫测试，分为习得、保持与迁移三个阶段。数据采用夏皮罗-威尔克检验（Shapiro Wilk）、威尔科克森检验（Wilcoxon）、曼-惠特尼检验（Mann Whitney）、克鲁斯卡尔-沃利斯检验（Kruskal Wallis）以及邓恩事后检验（Dunn’s post-test）进行分析，检验水准设定为p<0.05。
研究结果：实验组的任务完成时长显著长于对照组。两组受试者在任务初始执行区块（实验组：11.05 [8.50-14.85]s；对照组：7.65 [5.95-10.23]s）与最终执行区块（实验组：8.02 [6.86-10.23]s；对照组：5.50 [4.50-6.82]s）间的任务完成时长均存在显著缩短。对每组的最终习得区块、保持区块（实验组：8.20[7.09-9.89]s；对照组：5.35[4.50-6.22]s）与迁移区块（实验组：8.30[6.28-11.43]s；对照组：5.30[4.90-6.82]s）的变量进行比较后发现，各组内不同测试批次间的任务完成时长无显著变化。
研究结论：与对照组相比，收容机构居住者的任务完成时长更长，提示其存在运动学习能力缺陷。不过，两组的任务执行模式并无显著差异。