Center for Cognition, Learning, and Memory, University of Bern, Switzerland.
Center for Cognition, Learning, and Memory, University of Bern, Switzerland.
Hum Mov Sci. 2014 Feb;33:284-97. doi: 10.1016/j.humov.2013.08.011. Epub 2013 Nov 28.
Both theoretically and empirically there is a continuous interest in understanding the specific relation between cognitive and motor development in childhood. In the present longitudinal study including three measurement points, this relation was targeted. At the beginning of the study, the participating children were 5-6-year-olds. By assessing participants' fine motor skills, their executive functioning, and their non-verbal intelligence, their cross-sectional and cross-lagged interrelations were examined. Additionally, performance in these three areas was used to predict early school achievement (in terms of mathematics, reading, and spelling) at the end of participants' first grade. Correlational analyses and structural equation modeling revealed that fine motor skills, non-verbal intelligence and executive functioning were significantly interrelated. Both fine motor skills and intelligence had significant links to later school achievement. However, when executive functioning was additionally included into the prediction of early academic achievement, fine motor skills and non-verbal intelligence were no longer significantly associated with later school performance suggesting that executive functioning plays an important role for the motor-cognitive performance link.
从理论和实证两个方面，人们一直都有兴趣理解儿童认知和运动发展之间的特定关系。在本项包含三个测量点的纵向研究中，研究人员就关注到了这一关系。在研究开始时，参与者是 5-6 岁的儿童。通过评估参与者的精细运动技能、执行功能和非言语智力，研究人员检验了他们的交叉和滞后关系。此外，还使用这三个领域的表现来预测参与者一年级结束时的早期学业成绩（包括数学、阅读和拼写）。相关分析和结构方程模型表明，精细运动技能、非言语智力和执行功能之间存在显著的相互关系。精细运动技能和智力都与后期的学业成绩显著相关。然而，当将执行功能纳入对早期学业成就的预测时，精细运动技能和非言语智力与后期的学业表现不再显著相关，这表明执行功能在运动-认知表现的联系中起着重要作用。
