Training compliance control yields improved drawing in 5-11year old children with motor difficulties.
Identifieur interne : 000014 ( PubMed/Corpus ); précédent : 000013; suivant : 000015Training compliance control yields improved drawing in 5-11year old children with motor difficulties.
Auteurs : Winona Snapp-Childs ; Katy Shire ; Liam Hill ; Mark Mon-Williams ; Geoffrey P. BinghamSource :
- Human movement science [ 1872-7646 ] ; 2016.
Abstract
There are a large number of children with motor difficulties including those that have difficulty producing movements qualitatively well enough to improve in perceptuo-motor learning without intervention. We have developed a training method that supports active movement generation to allow improvement in a 3D tracing task requiring good compliance control. Previously, we tested a limited age range of children and found that training improved performance on the 3D tracing task and that the training transferred to a 2D drawing test. In the present study, school children (5-11years old) with motor difficulties were trained in the 3D tracing task and transfer to a 2D drawing task was tested. We used a cross-over design where half of the children received training on the 3D tracing task during the first training period and the other half of the children received training during the second training period. Given previous results, we predicted that younger children would initially show reduced performance relative to the older children, and that performance at all ages would improve with training. We also predicted that training would transfer to the 2D drawing task. However, the pre-training performance of both younger and older children was equally poor. Nevertheless, post-training performance on the 3D task was dramatically improved for both age groups and the training transferred to the 2D drawing task. Overall, this work contributes to a growing body of literature that demonstrates relatively preserved motor learning in children with motor difficulties and further demonstrates the importance of games in therapeutic interventions.
DOI: 10.1016/j.humov.2016.05.006
PubMed: 27219739
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Electronic address: wsnappch@indiana.edu.</nlm:affiliation></affiliation></author><author><name sortKey="Shire, Katy" sort="Shire, Katy" uniqKey="Shire K" first="Katy" last="Shire">Katy Shire</name><affiliation><nlm:affiliation>School of Psychology, University of Leeds, UK.</nlm:affiliation></affiliation></author><author><name sortKey="Hill, Liam" sort="Hill, Liam" uniqKey="Hill L" first="Liam" last="Hill">Liam Hill</name><affiliation><nlm:affiliation>School of Psychology, University of Leeds, UK.</nlm:affiliation></affiliation></author><author><name sortKey="Mon Williams, Mark" sort="Mon Williams, Mark" uniqKey="Mon Williams M" first="Mark" last="Mon-Williams">Mark Mon-Williams</name><affiliation><nlm:affiliation>School of Psychology, University of Leeds, UK.</nlm:affiliation></affiliation></author><author><name sortKey="Bingham, Geoffrey P" sort="Bingham, Geoffrey P" uniqKey="Bingham G" first="Geoffrey P" last="Bingham">Geoffrey P. Bingham</name><affiliation><nlm:affiliation>Department of Psychological & Brain Sciences, Indiana University, United States.</nlm:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="2016">2016</date><idno type="RBID">pubmed:27219739</idno><idno type="pmid">27219739</idno><idno type="doi">10.1016/j.humov.2016.05.006</idno><idno type="wicri:Area/PubMed/Corpus">000014</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en">Training compliance control yields improved drawing in 5-11year old children with motor difficulties.</title><author><name sortKey="Snapp Childs, Winona" sort="Snapp Childs, Winona" uniqKey="Snapp Childs W" first="Winona" last="Snapp-Childs">Winona Snapp-Childs</name><affiliation><nlm:affiliation>Department of Psychological & Brain Sciences, Indiana University, United States. Electronic address: wsnappch@indiana.edu.</nlm:affiliation></affiliation></author><author><name sortKey="Shire, Katy" sort="Shire, Katy" uniqKey="Shire K" first="Katy" last="Shire">Katy Shire</name><affiliation><nlm:affiliation>School of Psychology, University of Leeds, UK.</nlm:affiliation></affiliation></author><author><name sortKey="Hill, Liam" sort="Hill, Liam" uniqKey="Hill L" first="Liam" last="Hill">Liam Hill</name><affiliation><nlm:affiliation>School of Psychology, University of Leeds, UK.</nlm:affiliation></affiliation></author><author><name sortKey="Mon Williams, Mark" sort="Mon Williams, Mark" uniqKey="Mon Williams M" first="Mark" last="Mon-Williams">Mark Mon-Williams</name><affiliation><nlm:affiliation>School of Psychology, University of Leeds, UK.</nlm:affiliation></affiliation></author><author><name sortKey="Bingham, Geoffrey P" sort="Bingham, Geoffrey P" uniqKey="Bingham G" first="Geoffrey P" last="Bingham">Geoffrey P. Bingham</name><affiliation><nlm:affiliation>Department of Psychological & Brain Sciences, Indiana University, United States.</nlm:affiliation></affiliation></author></analytic><series><title level="j">Human movement science</title><idno type="eISSN">1872-7646</idno><imprint><date when="2016" type="published">2016</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">There are a large number of children with motor difficulties including those that have difficulty producing movements qualitatively well enough to improve in perceptuo-motor learning without intervention. We have developed a training method that supports active movement generation to allow improvement in a 3D tracing task requiring good compliance control. Previously, we tested a limited age range of children and found that training improved performance on the 3D tracing task and that the training transferred to a 2D drawing test. In the present study, school children (5-11years old) with motor difficulties were trained in the 3D tracing task and transfer to a 2D drawing task was tested. We used a cross-over design where half of the children received training on the 3D tracing task during the first training period and the other half of the children received training during the second training period. Given previous results, we predicted that younger children would initially show reduced performance relative to the older children, and that performance at all ages would improve with training. We also predicted that training would transfer to the 2D drawing task. However, the pre-training performance of both younger and older children was equally poor. Nevertheless, post-training performance on the 3D task was dramatically improved for both age groups and the training transferred to the 2D drawing task. Overall, this work contributes to a growing body of literature that demonstrates relatively preserved motor learning in children with motor difficulties and further demonstrates the importance of games in therapeutic interventions.</div></front></TEI><pubmed><MedlineCitation Owner="NLM" Status="In-Data-Review"><PMID Version="1">27219739</PMID><DateCreated><Year>2016</Year><Month>06</Month><Day>01</Day></DateCreated><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1872-7646</ISSN><JournalIssue CitedMedium="Internet"><Volume>48</Volume><PubDate><Year>2016</Year><Month>Aug</Month></PubDate></JournalIssue><Title>Human movement science</Title><ISOAbbreviation>Hum Mov Sci</ISOAbbreviation></Journal><ArticleTitle>Training compliance control yields improved drawing in 5-11year old children with motor difficulties.</ArticleTitle><Pagination><MedlinePgn>171-83</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1016/j.humov.2016.05.006</ELocationID><ELocationID EIdType="pii" ValidYN="Y">S0167-9457(16)30065-3</ELocationID><Abstract><AbstractText>There are a large number of children with motor difficulties including those that have difficulty producing movements qualitatively well enough to improve in perceptuo-motor learning without intervention. We have developed a training method that supports active movement generation to allow improvement in a 3D tracing task requiring good compliance control. Previously, we tested a limited age range of children and found that training improved performance on the 3D tracing task and that the training transferred to a 2D drawing test. In the present study, school children (5-11years old) with motor difficulties were trained in the 3D tracing task and transfer to a 2D drawing task was tested. We used a cross-over design where half of the children received training on the 3D tracing task during the first training period and the other half of the children received training during the second training period. Given previous results, we predicted that younger children would initially show reduced performance relative to the older children, and that performance at all ages would improve with training. We also predicted that training would transfer to the 2D drawing task. However, the pre-training performance of both younger and older children was equally poor. Nevertheless, post-training performance on the 3D task was dramatically improved for both age groups and the training transferred to the 2D drawing task. Overall, this work contributes to a growing body of literature that demonstrates relatively preserved motor learning in children with motor difficulties and further demonstrates the importance of games in therapeutic interventions.</AbstractText><CopyrightInformation>Copyright © 2016 Elsevier B.V. All rights reserved.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Snapp-Childs</LastName><ForeName>Winona</ForeName><Initials>W</Initials><AffiliationInfo><Affiliation>Department of Psychological & Brain Sciences, Indiana University, United States. Electronic address: wsnappch@indiana.edu.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Shire</LastName><ForeName>Katy</ForeName><Initials>K</Initials><AffiliationInfo><Affiliation>School of Psychology, University of Leeds, UK.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Hill</LastName><ForeName>Liam</ForeName><Initials>L</Initials><AffiliationInfo><Affiliation>School of Psychology, University of Leeds, UK.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Mon-Williams</LastName><ForeName>Mark</ForeName><Initials>M</Initials><AffiliationInfo><Affiliation>School of Psychology, University of Leeds, UK.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Bingham</LastName><ForeName>Geoffrey P</ForeName><Initials>GP</Initials><AffiliationInfo><Affiliation>Department of Psychological & Brain Sciences, Indiana University, United States.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2016</Year><Month>05</Month><Day>21</Day></ArticleDate></Article><MedlineJournalInfo><Country>Netherlands</Country><MedlineTA>Hum Mov Sci</MedlineTA><NlmUniqueID>8300127</NlmUniqueID><ISSNLinking>0167-9457</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">Children</Keyword><Keyword MajorTopicYN="N">Cross-over design</Keyword><Keyword MajorTopicYN="N">Figure copying</Keyword><Keyword MajorTopicYN="N">Haptic guidance</Keyword><Keyword MajorTopicYN="N">Haptic training</Keyword><Keyword MajorTopicYN="N">Motor learning</Keyword><Keyword MajorTopicYN="N">Transfer of learning</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2015</Year><Month>10</Month><Day>5</Day></PubMedPubDate><PubMedPubDate PubStatus="revised"><Year>2016</Year><Month>5</Month><Day>16</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2016</Year><Month>5</Month><Day>18</Day></PubMedPubDate><PubMedPubDate PubStatus="aheadofprint"><Year>2016</Year><Month>5</Month><Day>21</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2016</Year><Month>5</Month><Day>25</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2016</Year><Month>5</Month><Day>25</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2016</Year><Month>5</Month><Day>25</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>ppublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">27219739</ArticleId><ArticleId IdType="pii">S0167-9457(16)30065-3</ArticleId><ArticleId IdType="doi">10.1016/j.humov.2016.05.006</ArticleId></ArticleIdList></PubmedData></pubmed></record>Pour manipuler ce document sous Unix (Dilib)
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