Investigating how children produce rotation and pointing movements when they learn to write letters

Thibon, Laurence Séraphin; Barbier, Guillaume; Vilain, Coriandre; Sawallis, Thomas R.; Gerber, Silvain; Kandel, Sonia

doi:10.1016/j.humov.2018.04.008

Cited by 10 publications

(11 citation statements)

References 48 publications

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“…They have different levels of motor complexity: wave (<m>, <v>, <n>), loops (<l>, <b>), extenders (<d>, <t>, <p>), inversions (<v>), rotation (<a>, <d>) (Meulenbroek & van Galen, 1990), pointing movements (<t>, <i>) (Séraphin Thibon et al, 2019) and different numbers of strokes (<l>, <m>) (Séraphin Thibon et al, 2018). The model of the letter was in cursive handwriting (which is the usual type of script taught in French schools).…”

Section: Methodsmentioning

confidence: 99%

“…pointing and rotating movements, inversions of direction, sequence of numerous strokes). The presence of pointing movements modifies the kinematic of handwriting: the duration of the movement on the writing surface is reduced to compensate for the additional time induced by the in-air period (Séraphin Thibon et al, 2019). These pointing movements, which strongly characterize manuscript (Graham et al 1998) are also found in cursive writing (letters <i> and <t> for instance).…”

Section: Letter Complexity and Learningmentioning

confidence: 99%

“…probably because a long trajectory induces a faster movement. Writing movements to produce curved lines are less fluent than writing movements for straight lines (Séraphin Thibon et al, 2019). Letter complexity might also be the consequence of the number of strokes.…”

Section: Letter Complexity and Learningmentioning

confidence: 99%

See 2 more Smart Citations

Handwriting isolated cursive letters in young children: Effect of the visual trace deletion

Bara

Bonneton-Botté

2021

Learning and Instruction

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Section: Methodsmentioning

confidence: 99%

Section: Letter Complexity and Learningmentioning

confidence: 99%

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Handwriting isolated cursive letters in young children: Effect of the visual trace deletion

Bara

Bonneton-Botté

2021

Learning and Instruction

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“…Cursive writing is a complex and central cultural skill ( Kersey and James, 2013 ; Kiefer et al, 2015 ), involving many brain systems and the integration of both motor and perceptual skills ( Vinci-Booher et al, 2016 ; Thibon et al, 2018 ). The skill of cursive writing is often used as a tool for learning ( Arnold et al, 2017 ), considering the depths of processing that note-taking by hand provides, even in the absence of a review of the notes ( Kiewra, 1985 ).…”

Section: Introductionmentioning

confidence: 99%

The Importance of Cursive Handwriting Over Typewriting for Learning in the Classroom: A High-Density EEG Study of 12-Year-Old Children and Young Adults

2020

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To write by hand, to type, or to draw – which of these strategies is the most efficient for optimal learning in the classroom? As digital devices are increasingly replacing traditional writing by hand, it is crucial to examine the long-term implications of this practice. High-density electroencephalogram (HD EEG) was used in 12 young adults and 12, 12-year-old children to study brain electrical activity as they were writing in cursive by hand, typewriting, or drawing visually presented words that were varying in difficulty. Analyses of temporal spectral evolution (TSE, i.e., time-dependent amplitude changes) were performed on EEG data recorded with a 256-channel sensor array. For young adults, we found that when writing by hand using a digital pen on a touchscreen, brain areas in the parietal and central regions showed event-related synchronized activity in the theta range. Existing literature suggests that such oscillatory neuronal activity in these particular brain areas is important for memory and for the encoding of new information and, therefore, provides the brain with optimal conditions for learning. When drawing, we found similar activation patterns in the parietal areas, in addition to event-related desynchronization in the alpha/beta range, suggesting both similarities but also slight differences in activation patterns when drawing and writing by hand. When typewriting on a keyboard, we found event-related desynchronized activity in the theta range and, to a lesser extent, in the alpha range in parietal and central brain regions. However, as this activity was desynchronized and differed from when writing by hand and drawing, its relation to learning remains unclear. For 12-year-old children, the same activation patterns were found, but to a lesser extent. We suggest that children, from an early age, must be exposed to handwriting and drawing activities in school to establish the neuronal oscillation patterns that are beneficial for learning. We conclude that because of the benefits of sensory-motor integration due to the larger involvement of the senses as well as fine and precisely controlled hand movements when writing by hand and when drawing, it is vital to maintain both activities in a learning environment to facilitate and optimize learning.

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“…Therefore, the cognitive processes involved in word recognition induced by curved and straight-line handwriting might manifest differently in Chinese than in English. Meanwhile, cursive handwriting is a complex cultural skill (Kersey and James, 2013;Kiefer et al, 2015) that involves many brain systems and the integration of both motor and perceptual skills (Vinci-Booher et al, 2016;Thibon et al, 2019). Writing in a cursive manner is commonly used as a tool for acquiring handwriting skills (Arnold et al, 2017;Ose Askvik et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Curved vs. Straight-Line Handwriting Effects on Word Recognition in Typical and Dyslexic Readers Across Chinese and English

Guan

Wang

et al. 2021

Front. Psychol.

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Handwriting serves to link auditory and motor routines with visual word processing, which is a hallmark of successful reading. The current study aims to explore the effect of multisensory integration as a pathway to neural specialization for print among typical and dyslexic readers across writing systems. We identified 9–10-year-old dyslexic Chinese children (n = 24) and their typically developing counterparts (n = 24) on whom we conducted both behavioral and electroencephalogram (EEG) experiments. We designed four learning conditions: Handwriting Chinese (HC), Viewing Chinese (VC), Drawing followed by Character Recognition in Chinese (D-C), and Drawing followed by Word Recognition in English (D-E). In both handwriting and drawing conditions, we also designed curved vs. straight-line stimuli. Both behavioral and EEG results showed that handwriting straight line strokes facilitated visual word recognition in Chinese compared to handwriting curved lines. Handwriting conditions resulted in a lateralization of the N170 in typical readers, but not the dyslexic readers. Interestingly, drawing curved lines facilitate word recognition in English among dyslexic readers. Taken together, the results of the study suggest benefits of handwriting on the neural processing and behavioral performance in response to Chinese character recognition and curved-line drawing effects on English word recognition among dyslexic readers. But the lack of handwriting effects in dyslexic readers suggest that students who have deficits in reading may also be missing the link between multisensory integration and word recognition in the visual word form areas. The current study results have implications for maintaining handwriting practices to promote perception and motor integration for visual word form area development for normal readers and suggest that drawing practices might benefit Chinese dyslexic readers in reading English.

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Investigating how children produce rotation and pointing movements when they learn to write letters

Cited by 10 publications

References 48 publications

Handwriting isolated cursive letters in young children: Effect of the visual trace deletion

Handwriting isolated cursive letters in young children: Effect of the visual trace deletion

The Importance of Cursive Handwriting Over Typewriting for Learning in the Classroom: A High-Density EEG Study of 12-Year-Old Children and Young Adults

Curved vs. Straight-Line Handwriting Effects on Word Recognition in Typical and Dyslexic Readers Across Chinese and English

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