Department of Psychological & Brain Sciences, Indiana University, Bloomington, Indiana, United States of America.
Institute of Psychological Sciences, University of Leeds, Leeds, United Kingdom; School of Mechanical Engineering, University of Leeds, Leeds, United Kingdom.
PLoS One. 2014 Mar 20;9(3):e92464. doi: 10.1371/journal.pone.0092464. eCollection 2014.
Many children have difficulty producing movements well enough to improve in sensori-motor learning. Previously, we developed a training method that supports active movement generation to allow improvement at a 3D tracing task requiring good compliance control. Here, we tested 7-8 year old children from several 2nd grade classrooms to determine whether 3D tracing performance could be predicted using the Beery VMI. We also examined whether 3D tracing training lead to improvements in drawing. Baseline testing included Beery, a drawing task on a tablet computer, and 3D tracing. We found that baseline performance in 3D tracing and drawing co-varied with the visual perception (VP) component of the Beery. Differences in 3D tracing between children scoring low versus high on the Beery VP replicated differences previously found between children with and without motor impairments, as did post-training performance that eliminated these differences. Drawing improved as a result of training in the 3D tracing task. The training method improved drawing and reduced differences predicted by Beery scores.
许多儿童在产生运动方面存在困难，难以在感觉运动学习中取得进步。此前，我们开发了一种训练方法，支持主动运动生成，以允许在需要良好合规控制的 3D 跟踪任务中取得进步。在这里，我们测试了来自几个二年级教室的 7-8 岁儿童，以确定是否可以使用 Beery VMI 预测 3D 跟踪性能。我们还研究了 3D 跟踪训练是否会导致绘图能力的提高。基线测试包括 Beery 测试（在平板电脑上进行的绘图任务）和 3D 跟踪测试。我们发现，3D 跟踪和绘图的基线表现与 Beery 的视觉感知（VP）成分相关。在 Beery VP 得分较低与较高的儿童之间的 3D 跟踪差异与之前在有和无运动障碍的儿童之间发现的差异相同，而训练后的表现则消除了这些差异。绘图因 3D 跟踪任务的训练而得到提高。该训练方法提高了绘图能力，并减少了 Beery 分数预测的差异。
