Birth Order and Perceptual Motor Performance

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1076-1078 ◽  
Author(s):  
John E. Bassett ◽  
Edward B. Blanchard ◽  
William F. Gayton ◽  
Kenneth L. Ozmon
Keyword(s):  
Birth Order ◽  
Motor Coordination ◽  
First Graders ◽  
Perceptual Performance ◽  
Developmental Test ◽  
Perceptual Motor Performance ◽  
Visual Motor ◽  
The Relationship ◽  
Secondary Finding ◽  
Better Than

To examine the relationship between performance on the Frostig Developmental Test of Visual Perception and birth order, 578 first-graders were tested. Later-born children performed significantly better than did firstborns on specific subtests of the Frostig (Visual-motor Coordination and Figure-ground Perception). There was a significant interaction on Perceptual Constancy which indicated that later-born males performed significantly better than did firstborn males. A secondary finding was a r of .547, a stronger relationship between intelligence level and global perceptual performance than previously reported.

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.

The J-K Screening Readiness Test as a Measure of First Grade Learning Difficulties: A Cross-Validation Study

1976 ◽  
Vol 42 (3) ◽  
pp. 803-809
Author(s):  
Frank C. Seitz ◽  
M. Paul Willis ◽  
Rosalie C. Johnson
Keyword(s):  
Motor Coordination ◽  
Rating Scale ◽  
First Graders ◽  
Learning Difficulties ◽  
Spatial Relations ◽  
First Grade ◽  
Auditory Comprehension ◽  
Color Recognition ◽  
Five Factors ◽  
Visual Motor

The Johnson-Kenney (J-K) Screening Readiness Test was cross-validated on a sample of 52 beginning first grade students. The 10 J-K subtests accounted for 31% of the variance in teachers' year-end ratings of these students on the Myklebust Pupil Rating Scale. Alternatively, five composite J-K factor predictors, based on factor score coefficients from the data of the original sample, accounted for 63% of the variance in this present study's teacher ratings, with all five factors (Spatial Relations, Counting/Auditory Comprehension, Visual-Motor Coordination, Perceiving Relationships, and Color Recognition) contributing significantly to the prediction. This factor analysis also provided evidence for the validity of a multidimensional construct, “first grade readiness.” The present instrument might be improved quantitatively by eliminating some subtests and increasing the number of items in the remaining subtests. However, caution should be exercised in eliminating valuable qualitative behavioral data contained in the quantitatively less predictive subtests. The J-K test does appear to be of practical value in forecasting certain learning difficulties in first graders.

Birth Order and Relative Effectiveness of Social and Nonsocial Reinforcers

1973 ◽  
Vol 36 (1) ◽  
pp. 35-38 ◽  
Author(s):  
George H. Hines
Keyword(s):  
Birth Order ◽  
Probability Learning ◽  
Relative Effectiveness ◽  
Learning Task ◽  
Social Reinforcement ◽  
Probability Learning Task ◽  
Social Reinforcers ◽  
Social Dependence ◽  
The Relationship ◽  
Better Than

Undergraduates were administered a probability learning task to determine the relationship between birth order and the relative effectiveness of social and nonsocial reinforcers. Firstborn individuals performed better than later-born Ss under social reinforcement conditions. Over-all, social reinforcers enhanced performance more than nonsocial reinforcers. Findings were interpreted as supporting greater social dependence of firstborns.

Cognitive, Perceptual, and Personal-Social Development of Prematurely Born Preschoolers

1984 ◽  
Vol 58 (2) ◽  
pp. 551-562 ◽  
Author(s):  
Susan Jacob ◽  
Helen E. Benedict ◽  
Jeff Roach ◽  
G. Louise Blackledge
Keyword(s):  
Social Development ◽  
Neonatal Intensive Care ◽  
Motor Coordination ◽  
Learning Problems ◽  
Socioeconomic Background ◽  
Performance Tasks ◽  
Perceptual Performance ◽  
Visual Motor ◽  
Parental Reports ◽  
Pair Level

This study was designed to determine possible differences in the cognitive, perceptual, and personal-social development of prematurely and maturely born 3-yr.-olds which might foreshadow later learning problems. The subjects were 40 prematurely born graduates of a neonatal intensive care unit (birth weight < 2,500 gm, < 37 wk. gestation) matched on the pair-level with full-term controls on sex, race, post-conceptual age, and socioeconomic background. All subjects were singletons and parity was matched at the group level. No differences were found between the groups on tests of higher mental processes including the General Cognitive, Verbal, Quantitative, and Memory Scales of the McCarthy Scales of Children's Abilities, and researcher-devised measures of problem-solving competence. No differences in parental reports of personal-social development were noted. Prematures did not perform as well as controls on perceptual performance tasks, and this difference was interpreted as reflecting relatively impaired visual-motor coordination.

Laterality Patterns and Visual-Motor Coordination of Children

1996 ◽  
Vol 83 (1) ◽  
pp. 31-34 ◽  
Author(s):  
Misaki Iteya ◽  
Carl Gabbard
Keyword(s):  
Motor Performance ◽  
Motor Coordination ◽  
Hand Preference ◽  
Visual Motor Coordination ◽  
Visual Motor ◽  
Better Than ◽  
Coordination Skill

This study examined the association between laterality patterns of eye-hand and eye-foot described as congruent or cross-lateral, and visual-motor coordination skill (target throwing and kicking) by 606 4- to 6-yr.-olds. Speculation derived from contemporary reports of hand preference and motor coordination provided the hypothesis that persons exhibiting congruent patterns of eye and limb laterality such as right-eye and hand or right-eye and foot pattern would perform better than peers who exhibited other laterality patterns. To the contrary, this study yielded no significant differences in motor performance between groups with different patterns of preference. In view of past studies and present results, additional inquiry seems warranted before any consensus regarding the association between laterality and motor coordination can be established.

Correlations for the Developmental Visual-Motor Integration Test and the Wechsler Intelligence Scale for Children-III

1997 ◽  
Vol 84 (2) ◽  
pp. 699-702 ◽  
Author(s):  
Mercedes Graf ◽  
Richard N. Hinton
Keyword(s):  
School Psychologists ◽  
Chicago School ◽  
Intelligence Scale ◽  
Visual Motor Integration ◽  
Integration Test ◽  
Developmental Test ◽  
Two Measures ◽  
Visual Motor ◽  
The Relationship ◽  
Pearson Correlations

Previous studies have indicated that scores on the Developmental Test of Visual Motor Integration correlate higher with Performance than Verbal and Full Scale IQs of the Wechsler Intelligence Scale for Children-Revised. WISC–III and Visual Motor Integration—3R scores from 99 boys and 46 girls ranging in age from 6 to 16 years were obtained by certified school psychologists to study the relationship between the two measures. Participants were drawn from six suburban Chicago school districts, two being very affluent. These Pearson correlations for standard scores ranging from .34 to .57 and following previous research, were ranked from highest to lowest and then transformed into an approximately normal Z statistic using Fisher Z. The highest correlation was compared to the next highest and so on, which yielded significant differences. Only four comparisons had to be made.

Relationship between body functions and Arabic handwriting performance at different acquisition stages

2018 ◽  
Vol 85 (5) ◽  
pp. 418-427 ◽  
Author(s):  
Abeer Salameh-Matar ◽  
Naser Basal ◽  
Naomi Weintraub
Keyword(s):  
Motor Coordination ◽  
Fourth Grade ◽  
Arabic Language ◽  
The Body ◽  
Second Grade ◽  
Cross Sectional ◽  
Visual Motor Integration ◽  
Visual Motor ◽  
The Relationship ◽  
Handwriting Speed

Background. The written languages and handwriting acquisition stages place different demands on the writer. Therefore, the relationship between body functions and handwriting performance may vary in different languages and acquisition stages; yet these demands have not been studied in the Arabic language. Purpose. We examined the relationship between linguistic, visual-motor integration (VMI), and motor coordination (MC) functions and Arabic handwriting at two handwriting acquisition stages. Method. This study used a cross-sectional and correlative design. Second- ( n = 54) and fourth-grade ( n = 59) students performed tasks examining reading, handwriting automaticity, VMI, MC, and copying a text. Findings. Handwriting automaticity significantly explained the variance in handwriting speed in both grades, in addition to the VMI in second grade and the MC in fourth grade. Enhanced performance in the VMI increased the likelihood of having good legibility in second but not in fourth grade. Implications. Similar to other languages, the body functions related to Arabic handwriting vary at the different acquisition stages. Handwriting evaluation should be adjusted to students’ acquisition stage.

The Developmental Test of Visual-Motor Integration—3R and Teachers' Ratings of Written Language

1994 ◽  
Vol 79 (1) ◽  
pp. 371-374 ◽  
Author(s):  
Winston J. Hagborg ◽  
Mary Aiello-Coultier
Keyword(s):  
Socioeconomic Status ◽  
Writing Skills ◽  
Learning Disabled ◽  
Diagnostic Information ◽  
Written Language ◽  
Disabled Children ◽  
Visual Motor Integration ◽  
Developmental Test ◽  
Visual Motor ◽  
The Relationship

For a sample of 73 learning-disabled children, the relationship between scores on the Developmental Test of Visual-motor Integration—3rd Revision and teachers' ratings of writing skills was investigated. After statistically removing the contribution of socioeconomic status, achievement, and intelligence, only handwriting was significantly related to scores on Beery's test. Given the limited diagnostic information provided by the test, psychologists are urged to select other measures in assessing students' writing skills.

Visual-Motor Coordination and Intelligence as Predictors of Reading, Mathematics, and Written Language Ability

1994 ◽  
Vol 78 (3) ◽  
pp. 819-823 ◽  
Author(s):  
Donald J. Goldstein ◽  
Thomas W., Britt
Keyword(s):  
Test Score ◽  
Motor Coordination ◽  
Learning Difficulties ◽  
Written Language ◽  
Language Ability ◽  
Regression Analyses ◽  
Visual Motor Coordination ◽  
Visual Motor ◽  
Achievement Test Score ◽  
The Relationship

Previous research on the relationship between visual-motor coordination and academic achievement has been equivocal and has frequently not included controls for the effect of intelligence on achievement. In the present study, scores on three tests of children's visual-motor coordination correlated moderately to highly with scores on a test of reading, mathematics, and written language for a sample of 44 elementary school children referred for learning difficulties. Multiple regression analyses indicated that visual-motor coordination scores accounted for little unique achievement test score variance when IQs were included in the equations.

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