Differences in Perceptual-Motor Measures in Children with Good and Poor Handwriting

1994 ◽  
Vol 14 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Mei Hui Tseng ◽  
Elizabeth A. Murray
Keyword(s):  
Regression Analysis ◽  
Motor Planning ◽  
Perceptual Skills ◽  
Motor Abilities ◽  
Visual Motor Integration ◽  
Accuracy Test ◽  
Motor Tests ◽  
Visual Motor ◽  
Relationship Of ◽  
Motor Accuracy

The concept that handwriting is primarily a perceptual-motor act is held by various authors (Chapman & Wedell, 1972; Furner, 1969; Sovick, 1975; Ziviani, Hayes, & Chant, 1990). However, the assumption that poor handwriters would perform less well than good handwriters on perceptual-motor tests has not yet been well researched. The purpose of this study was to examine this assumption as well as the relationship of perceptual-motor abilities to the legibility of handwriting. One hundred forty-three Chinese children in grades 3 through 5 served as subjects. Perceptual-motor tests that measured the abilities proposed to be subskills of handwriting were administered along with a handwriting test. Results showed that poor handwriters scored more poorly than good handwriters on most of the perceptual-motor tests. Regression analysis revealed that among the perceptual-motor measures visual-motor integration, as measured by the Developmental Test of Visual-Motor Integration, and eye-hand coordination, as measured by the Motor Accuracy Test, contributed most to the legibility of handwriting for the total group of handwriters. However, for poor handwriters, results of a stepwise regression analysis revealed that motor planning, as measured by the Finger Position Imitation Test, contributed the most to the legibility of handwriting. In contrast, for good handwriters, visual perception, as measured by the Test of Visual Perceptual Skills, contributed most to the legibility of handwriting.

Are Visual-Perceptual and Visual-Motor Skills Separate Abilities?

1988 ◽  
Vol 67 (2) ◽  
pp. 423-426 ◽  
Author(s):  
Penelope Leonard ◽  
Cheryl Foxcroft ◽  
Tertia Kroukamp
Keyword(s):  
Visual Perception ◽  
Motor Skills ◽  
Motor Ability ◽  
Motor Abilities ◽  
Visual Motor Integration ◽  
Visual Motor ◽  
Ability Measure ◽  
Visual Motor Abilities

This study explored the independence of visual-perceptual and visual-motor abilities. Scores on the Motor-free Visual Perception Test were correlated by Pearson's method with scores on tests that weight the visual-perceptual, motor, and visual-motor components differently. Small but significant correlations were found between the Motor-free Visual Perception Test and tests of visual-motor integration, but there was no relationship between the motor-free test and tests of motor ability. These findings support the premise that tests of visual perception, visual-motor integration, and motor ability measure different skills.

Structured vs Unstructured Visual-Motor Tests for Educable Retarded Children

1972 ◽  
Vol 34 (3) ◽  
pp. 691-694 ◽  
Author(s):  
Virginia R. Krauft ◽  
Conrad C. Krauft
Keyword(s):  
Motor Skills ◽  
Test Scores ◽  
Visual Motor Integration ◽  
Developmental Age ◽  
Motor Testing ◽  
Developmental Test ◽  
Motor Tests ◽  
Visual Motor ◽  
Structured Test

To determine correlations among test scores on Berry Developmental Test of Visual-motor Integration (Berry), a structured test, and the Bender-Gestalt (Bender), an unstructured one, half of 24 children (IQs ranging from 50 to 80) were given each test first. Developmental age scores and/or equivalents were obtained. Both Koppitz and Bender methods were used to score the Bender protocols. Intercorrelations between the Bender (Koppitz and Bender scoring) and Berry were statistically significant ( p < .01). For this sample a structured booklet for visual-motor testing (Berry) measures visual-motor skills in a manner comparable to the unstructured Bender.

Predicting Potential School Problems

1973 ◽  
Vol 37 (2) ◽  
pp. 453-454 ◽  
Author(s):  
Gerald Fuller ◽  
Douglas Friedrich
Keyword(s):  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Rural School ◽  
Psychological Services ◽  
School Problems ◽  
Reading Abilities ◽  
Motor Tests ◽  
Visual Motor

Normal students in Grade 6 and students referred for psychological services in a rural school were administered intelligence, reading, personality, achievement, and visual-motor tests. With 22 variables, a step-wise multiple regression analysis for predicting potential school problems yielded vocabulary, average reading abilities, intelligence, and visual-motor as significant differential factors. A cut-off point was established to obtain the best prediction.

Comparison of Scores on Two Visual-Motor Tests for Children Referred for Learning or Adjustment Difficulties

1981 ◽  
Vol 53 (3) ◽  
pp. 863-867 ◽  
Author(s):  
Stephen T. De Mers ◽  
Dan Wright ◽  
Leon Dappen
Keyword(s):  
Normal Subjects ◽  
Classroom Teachers ◽  
Visual Motor Integration ◽  
Adjustment Difficulties ◽  
Developmental Test ◽  
Motor Tests ◽  
Visual Motor ◽  
Highly Correlated ◽  
Mean Differences ◽  
Bender Gestalt Test

93 students 6 to 11 yr. old and referred for evaluation because of learning or adjustment difficulties by their classroom teachers were administered Beery's Developmental Test of Visual-motor Integration and Koppitz's version of the Bender-Gestalt test. Previous research with retarded samples indicated the two tests were highly correlated while one study using normal subjects yielded significant differences between the tests. The present study indicated significant mean differences between the tests and significant but moderate correlations between the measures for each of three age ranges between 6 and 11 yr. In general, Beery's test gave higher standard scores for this sample of referred students; examiners are cautioned not to use the tests interchangeably with similar populations.

Relation of Visual Perception and Visual-Motor Integration for Clumsy Children

1998 ◽  
Vol 86 (1) ◽  
pp. 291-295 ◽  
Author(s):  
Shula Parush ◽  
Aviva Yochman ◽  
Dalit Cohen ◽  
Esther Gershon
Keyword(s):  
Visual Perception ◽  
Normal Control ◽  
Normal Children ◽  
Perceptual Skills ◽  
Visual Motor Integration ◽  
Developmental Test ◽  
Visual Motor ◽  
The Relationship

The purpose of this study was to examine the relationship between visual perception and visual-motor integration in 30 normal children compared to 30 clumsy children. Difficulty in visual perception, as assessed by the Test of Visual-Perceptual Skills, accounts for about half the variance in the clumsy children's performance in visual-motor integration, as assessed by the Developmental Test of Visual Motor Integration. In contrast, the correlation between scores on these tests for normal control children was low and not significant. These results suggest that visual perception and visual-motor integration may be separate functions in normally developing children. When considering clumsy children, however, these functions cannot be considered as two independent skills.

scholarly journals THE IMPACT OF CERTAIN ANTHROPOMETRIC DIMENSIONS ON THE REALIZATION OF MOTOR ABILITIES IN KARATE ATHLETES

2021 ◽  
Vol 18 (1) ◽  
pp. 25-31
Author(s):  
Shkelzen Shalja ◽  
Visar Ganiu ◽  
Zorica Stankovska ◽  
Žarko Kostovski
Keyword(s):  
Regression Analysis ◽  
Linear Regression Analysis ◽  
National Team ◽  
Motor Abilities ◽  
Criterion System ◽  
Explosive Force ◽  
Motor Tests ◽  
The Impact ◽  
Criterion Variables ◽  
Karate Athletes

The research was conducted on 37 senior karate athletes’ seniors, males, at the age of 18 to 30, competitors of international rank. They are potential members of the Kosovo national team. Two test batteries were used on the sample of the respondents: 5 anthropometric variables as a predictor system and 13 basic motor variables as a criterion system. From previous studies it can be concluded that the longitudinal dimensionality of the skeleton and motor abilities, in particular, speed, explosive force, as well as coordination of movement play an important role in karate sport, especially for the competitors who participate in the discipline kumite. The research was conducted in order to determine the impact of the predictor system of variables on the success of the realization of the criterion variables. By applying Linear Regression Analysis, the connection of the predictors with certain motor tests was determined, i.e. their prediction was determined. Key words: Karate, Anthropometric, Motor.

scholarly journals The Relationship of Motor Coordination, Visual Perception, and Executive Function to the Development of 4–6-Year-Old Chinese Preschoolers’ Visual Motor Integration Skills

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
Ying Fang ◽  
Jingmei Wang ◽  
Ying Zhang ◽  
Jinliang Qin
Keyword(s):  
Executive Function ◽  
Visual Perception ◽  
Motor Coordination ◽  
Childhood Development ◽  
Visual Motor Integration ◽  
Developmental Test ◽  
Visual Motor ◽  
Age Range ◽  
Relationship Of ◽  
The Relationship

Visual motor integration (VMI) is a vital ability in childhood development, which is associated with the performance of many functional skills. By using the Beery Developmental Test Package and Executive Function Tasks, the present study explored the VMI development and its factors (visual perception, motor coordination, and executive function) among 151 Chinese preschoolers from 4 to 6 years. Results indicated that the VMI skills of children increased quickly at 4 years and peaked at 5 years and decreased at around 5 to 6 years. Motor coordination and cognitive flexibility were related to the VMI development of children from 4 to 6 years. Visual perception was associated with the VMI development at early 4 years and inhibitory control was also associated with it among 4-year-old and the beginning of 5-year-old children. Working memory had no impact on the VMI. In conclusion, the development of VMI skills among children in preschool was not stable but changed dynamically in this study. Meanwhile the factors of the VMI worked in different age range for preschoolers. These findings may give some guidance to researchers or health professionals on improving children’s VMI skills in their early childhood.

Sign in / Sign up

Export Citation Format

Share Document