Abstract
BackgroundThis quasi-experimental study was designed to assess two important learning types – procedural and declarative – in children and adolescents affected by posterior fossa tumours (astrocytoma vs. medulloblastoma), given that memory has an important impact on the child's academic achievement and personal development.MethodsWe had three groups: two clinical (eighteen subjects) and one control (twelve subjects). The learning types in these groups were assessed by two experimental tasks evaluating procedural-implicit and declarative memory. A Serial Reaction-Time Task was used to measure procedural sequence learning, and the Spanish version [1] of the California Verbal Learning Test-Children's Version- CVLT- [2] to measure declarative-explicit learning. The learning capacity was assessed considering only the blocks that represent learning, and were compared with MANOVA in clinical and normal subjects. The Raven, simple reaction-time, finger-tapping test, and grooved pegboard tests were used to assess the overall functioning of subjects. The results were compared with those from a control group of the same age, and with Spanish norm-referenced tools where availableResultsThe results indicate the absence of procedural-implicit learning in both clinical groups, whereas declarative-explicit learning is maintained in both groups.ConclusionThe clinical groups showed a conservation of declarative learning and a clear impairment of procedural learning. The results support the role of the cerebellum in the early phase of procedural learning.
Highlights
This quasi-experimental study was designed to assess two important learning types – procedural and declarative – in children and adolescents affected by posterior fossa tumours, given that memory has an important impact on the child's academic achievement and personal development
The main tumours appearing in this zone are medulloblastomas, pilocytic astrocytomas, and ependynomas, which together make up about 90% of the cases [4,5,6]
The post hoc comparisons showed that the clinical groups. The first (CE)+ group presented a lower number of correct responses than C (p = 0,016)
Summary
This quasi-experimental study was designed to assess two important learning types – procedural and declarative – in children and adolescents affected by posterior fossa tumours (astrocytoma vs. medulloblastoma), given that memory has an important impact on the child's academic achievement and personal development. The most frequent are the astrocytoma and medulloblastoma These tumours affect the cerebellum and/or its connections, so the study of cognitive and (page number not for citation purposes). Given that focal irradiation of the posterior fossa includes the brainstem and cerebellum and parts of the temporal lobes and other structures, overall cognitive alteration could occur. Psychosocial functions can be affected and academic difficulties presented All these aspects lead to a decline in the quality of life of the individuals
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