Impaired motor learning in children with hydrocephalus

Hydrocephalic (n = 19) and normal (n = 20) children in two age groups (averaged at 10 and 14 years old) were asked to learn 5 predetermined timing rhythm interval tasks (including timing duration and relative timing pattern) by pressing keys on a computer keyboard. In the acquisition phase, visual and auditory goal timing intervals, as well as visualized feedback were presented to all participants before and after their key presses, respectively. A retention test without the auditory information and visualized feedback was administered 1 day later. By using the computerized timing test, we demonstrated in this study that the hydrocephalic group had significantly (ANOVA analysis) increased relative timing errors; this function depends on the formation of an internal model or a motor program related to long-term memory disorders. These findings could lead to the formulation of training procedures with simplified movements that may help hydrocephalic children improve their motor skill learning.