scholarly journals Tactile localization performance in children with developmental coordination disorder (DCD) corresponds to their motor skill and not their cognitive ability

2017 ◽  
Vol 53 ◽  
pp. 72-83 ◽  
Author(s):  
Joanne S. Johnston ◽  
Jannath Begum Ali ◽  
Elisabeth L. Hill ◽  
Andrew J. Bremner
Keyword(s):  
Cognitive Ability ◽  
Motor Skill ◽  
Developmental Coordination Disorder ◽  
Tactile Localization ◽  
Localization Performance ◽  
Coordination Disorder

Motor Skill Acquisition in Children with Developmental Coordination Disorder

1994 ◽  
Vol 11 (2) ◽  
pp. 214-235 ◽  
Author(s):  
Cheryl Missiuna
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Developmental Coordination Disorder ◽  
Matched Control ◽  
Motor Skill Acquisition ◽  
Rate Of Learning ◽  
Stages Of Learning ◽  
Coordination Disorder ◽  
Effect Of Age

Children with developmental coordination disorder (DCD) demonstrate coordination difficulties during the learning of novel motor skills; no previous studies, however, have investigated their ability to learn and then generalize a new movement. This study compared 24 young children with DCD with 24 age-matched control children (AMC) during the early stages of learning a simple aiming task. Children with DCD were found to perform more poorly than their peers on measures of acquired motor skill, and to react and move more slowly at every level of task performance. The effect of age and its relationship to practice of the task was also different within each group. The groups did not differ, however, in their rate of learning, or in the extent to which they were able to generalize the learned movement. Children with DCD sacrificed more speed than the AMC group when aiming at a small target, but the effects of amplitude and directional changes were quite similar for each group. The implications of these findings are discussed.

Effects of Motor Skill Intervention on Developmental Coordination Disorder: A Meta-Analysis

2000 ◽  
Vol 17 (4) ◽  
pp. 381-401 ◽  
Author(s):  
Mia Pless ◽  
Marianne Carlsson
Keyword(s):  
Motor Skill ◽  
Developmental Coordination Disorder ◽  
Meta Analysis ◽  
Group Setting ◽  
Theoretical Approaches ◽  
Specific Skill ◽  
Motor Skill Intervention ◽  
Motor Outcomes ◽  
Coordination Disorder ◽  
Published Research

The purpose was to determine whether evidence exists in published research from 1970 to 1996 to support motor skill intervention for children with developmental coordination disorder (DCD) or equivalent conditions. The following questions were addressed: (a) Which (if any) of three theoretical approaches to motor skill interventions is supported by evidence? (b) How do age of participants, research design, intervention setting, and intervention duration affect motor outcomes? (c) What are the results of meta-analysis? Twenty-one relevant studies were identified, and 13 (all that reported means and standard deviations) were subjected to meta-analysis. Findings indicated that motor skill intervention is most effective when applied with (a) children with DCD over age 5, (b) the specific skill theoretical approach, (c) intervention conducted in a group setting or as a home program, and (d) intervention frequency of at least 3 to 5 times per week. No clear findings emerged in regard to other variables.

Metacognitive Processes Underlying Psychomotor Performance in Children with Differing Psychomotor Abilities

2004 ◽  
Vol 21 (3) ◽  
pp. 248-268 ◽  
Author(s):  
Rose Martini ◽  
A.E. Ted Wall ◽  
Bruce M. Shore
Keyword(s):  
Cognitive Ability ◽  
Psychomotor Performance ◽  
Developmental Coordination Disorder ◽  
Think Aloud ◽  
Metacognitive Processes ◽  
Think Aloud Protocol ◽  
Median Proportion ◽  
Coordination Disorder ◽  
High Skill ◽  
Different Levels

The use of metacognition differs with different levels of cognitive ability, but it is not known whether children of different psychomotor abilities use metacognition differently. This study used a think-aloud protocol to compare the active use of metacognition in children with different psychomotor abilities—high skill, average, developmental coordination disorder (DCD)—during a ball-throwing task. Children with DCD did not verbalize fewer or different metacognitive concepts than either the average or high skill children; however, relative to their counterparts, a significant median proportion of the concepts verbalized by children with DCD were found to be inappropriate or inaccurate. These findings reflect ineffective metacognitive processing by children with DCD during a psychomotor task.

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