Procedural learning disorder, or non-verbal learning disorder,
affects the automation of perceptual motor and cognitive skills and routines.
AIM: To further our knowledge of the neurocognitive dysfunction in this disorder
and, more specifically, to analyse the difficulties experienced when going from
recognition of the constituting elements of something to an understanding of the
whole. DEVELOPMENT: Contrasting simultaneous visual information and the swift
recognition of contradictions are especially difficult abilities for children
with procedural learning disorder. CONCLUSIONS: These difficulties may reflect a
central coherence dysfunction and can partly account for the deficient ability to
adapt their social behaviour displayed by these childre