Gender-Dependent Changes in Time Production Following Quadrato Motor Training in Dyslexic and Normal Readers

Abstract

Time estimation is an important component of the ability to organize and plan sequences of actions as well as cognitive functions, both of which are known to be altered in dyslexia. While attention deficits are accompanied by short Time Productions (TPs), expert meditators have been reported to produce longer durations, and this seems to be related to their increased attentional resources. In the current study, we examined the effects of a month of Quadrato Motor Training (QMT), which is a structured sensorimotor training program that involves sequencing of motor responses based on verbal commands, on TP using a pre-post design. QMT has previously been found to enhance attention and EEG oscillatory activity, especially within the alpha range. For the current study, 29 adult Hebrew readers were recruited, of whom 10 dyslexic participants performed the QMT. The normal readers were randomly assigned to QMT (n = 9) or Verbal Training (VT, identical cognitive training with no overt motor component, and only verbal response, n = 10). Our results demonstrate that in contrast to the controls, longer TP in females was found following 1 month of intensive QMT in the dyslexic group, while the opposite trend occurred in control females. We suggest that this longer TP in the female dyslexics is related to their enhanced attention resulting from QMT. The current findings suggest that the combination of motor and mindful training, embedded in QMT, has a differential effect depending on gender and whether one is dyslexic or not. These results have implications for educational and contemplative neuroscience, emphasizing the connection between specifically-structured motor training, time estimation and attention.

Keywords: dyslexia; gender difference; quadrato motor training; time and motion studies; time production.

Figure 1

The Quadrato Motor Training (QMT). (A) A graphical illustration of the QMT. (B) A participant during the QMT while waiting for the next instruction (left) and following the instruction (right). Written consent was obtained from the individual for the publication of this image.

Figure 2

Individual log-log plots of produced duration of the dyslectics assigned to QMT group (D), as a function of target duration, blocked according to Gender.

Figure 3

Individual log-log plots of produced duration of the controls assigned to QMT (CQ) as a function of target duration, blocked according to Gender.

Figure 4

Individual log-log plots of produced duration of the controls assigned to Verbal Training (VT) control (CV) as a function of target duration, blocked according to Gender.

Figure 5

Mean (±SE) values for mean log(P) as a function of Group (dyslectics assigned to QMT, D; controls assigned to QMT, CQ and controls assigned to VT, CV), Gender (male, female) and Time (pre, post).