Sequence memory skills in Spastic Bilateral Cerebral Palsy are age independent as in normally developing children

Purpose: To study the development of sequence memory skills
in a group of participants with Spastic Bilateral Cerebral Palsy
(CP) and their matched controls (TD). Sequence memory skills
are defined as a blend of implicit and explicit competences
that are crucial for the acquisition and consolidation of most
adaptive skills along the lifespan. Method: A computerized
sequence learning task was administered to 51 participants
with CP (age range: 4.1–14.7) and their controls. General
performance, accuracy and learning strategy were analyzed,
as well as cognitive competencies (IQ and explicit visual
spatial memory). Results: Explicit learning developed along
with age in all participants. Sequence learning skills were
age independent and unevenly distributed among CP
participants: most TD (96.1%) and only about half (58.8%) of
CP participants succeeded in sequence learning, in dynamic
relation with cognitive and manipulation abilities. Conclusion:
Sequence memory skills should be verified to plan therapeutic
strategies. Therapeutic plans based on implicit learning
(more resistant to disruption and stress) could be effective
and highly advantageous for most but not for all CP children.
Independently from age, many CP children could fix sequences
more efficiently by explicit strategies, a more effortful but
probably more effective way.