کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4940121 | 1436372 | 2016 | 8 صفحه PDF | دانلود رایگان |
- Children practiced a grapho-motor task, and tested at initial and end-of training.
- Additional testing took place at 24Â h and 2Â weeks post-training.
- Handwriting was assessed the same year, and again the following year with reading.
- 24Â h post-training speed best predicted handwriting- and reading-speed measures.
- Reading mediated the association between the grapho-motor task and handwriting.
The current study, conducted over two years, hypothesizes a direct link between procedural learning of motor-tasks and language-related skills, such as handwriting and reading. Fifty-six children, aged 5- to 8-years, who practiced a simple grapho-motor task, improved their performance during training. Additional, consolidation ('offline'), gains were shown 24Â h post-practice and retained two-weeks later. Accuracy was maintained, as previously reported (Julius & Adi-Japha, 2015). In Phase I of the study reported here, handwriting (speed and legibility) was assessed contemporaneously with the motor-task. In Phase II, conducted the following year, handwriting and reading-speed were assessed. Averaged performance-accuracy of the motor task was associated with contemporaneous handwriting-legibility, beyond age and socioeconomic status. Performance-speed assessed 24Â h post-practice was associated with contemporaneous handwriting-speed, and with following-year handwriting- and reading-speed, beyond age, socioeconomic status, and initial performance-speed, underscoring learning. The association between task-performance-speed and following-year handwriting-speed was mediated by following-year reading-speed, emphasizing individual differences in procedural learning across different domains.
Journal: Learning and Individual Differences - Volume 51, October 2016, Pages 265-272