Snow J H, Blondis T A, Accardo P J, Cunningham K J
Capital Rehabilitation Hospital, Tallahasse, Florida 32308, USA.
Arch Clin Neuropsychol. 1993 Jan;8(1):55-68.
Motor and tactile integration skills were sequentially assessed with academically average (N = 28) and academically disabled children (N = 17) over a 3-year period. The initial results demonstrated considerable differences between the groups. Analysis of variance and visual inspection of trends in the longitudinal data for the academically disabled group revealed a mixed pattern with catch-up in the motor areas and persistent delays in sensory areas. The results suggest different developmental patterns depending on the skill and group assessed. Right hand advantages were found across groups with motor speed whereas a left hand advantage was demonstrated on a stereognosis task. These right-left differences suggest an important developmental role for corpus callosum myelinization. The interpretation of soft neurological signs needs to be refined to allow for these sensory-motor, right-left parameters.
在3年时间里，对学业成绩中等的儿童（N = 28）和学习障碍儿童（N = 17）依次进行了运动和触觉整合技能评估。初步结果显示两组之间存在显著差异。对学习障碍组纵向数据的方差分析和趋势直观检查发现，存在一种混合模式，即运动领域有追赶现象，而感觉领域持续存在延迟。结果表明，根据所评估的技能和组别不同，发育模式也不同。在运动速度方面，各组均发现右手优势，而在实体觉任务中则表现出左手优势。这些左右差异表明胼胝体髓鞘形成具有重要的发育作用。需要完善软神经体征的解释，以考虑这些感觉运动、左右参数。
