Atypical Beta Oscillatory Dynamics Are Related to Poor Procedural Learning in Children With Developmental Coordination Disorder

Abstract

Procedural learning difficulties are commonly reported in children with developmental coordination disorder (DCD), yet the neural basis of this impairment remains unclear. This study addressed this gap by examining the correlation between cortical oscillatory activity and procedural learning of a sequence of finger movements in children with and without DCD. Participants were 19 children with DCD and 38 typically developing (TD) children, with a mean age of 10 years and 3 months. Children completed the Serial Reaction Time task, a standard measure of procedural learning, during which they unintentionally learned a sequence of finger movements. Electroencephalography (EEG) was continuously recorded as they performed the task. Behavioural analyses indicated poorer procedural learning in the DCD group compared to the TD group. EEG analyses revealed that beta activity over motor areas and theta/alpha activity over occipital areas were sensitive to procedural learning effects. Group differences were observed only in beta activity, with the DCD group showing reduced beta modulation relative to TD children. No significant group differences were found for theta or alpha activity. This study provides new evidence demonstrating an association between poor procedural learning and atypical beta oscillatory dynamics in DCD.