Learning of writing letter-like sequences in children with physical and multiple disabilities

Jongbloed-Pereboom, M.; Peeters, Angèle; Overvelde, Anneloes; Sanden, Maria W. G. Nijhuis-van der; Steenbergen, Bert

doi:10.1016/j.ridd.2014.10.005

Cited by 13 publications

(13 citation statements)

References 46 publications

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“…Our finding that explicit learning may be more effective in learning to write letter-like patterns is in line with studies on handwriting instructions and therapeutic interventions (Berninger et al, 1997;Naka, 1998;Smits-Engelsman et al, 2013;Vinter & Chartrel, 2010), and with previous experimental studies (Jongbloed-Pereboom et al, 2015;Overvelde & Hulstijn, 2011b). Although during training, participants had a higher velocity in the implicit condition and performed similar on accuracy, participants performed better in the test phase after the explicit condition: accuracy and velocity were higher than after the implicit condition.…”

Section: Discussionsupporting

confidence: 90%

“…The latter study indeed showed involvement of working memory during written language production (Kellog et al, 2007). Conversely, in our recent study (Jongbloed-Pereboom et al, 2015), using a previous version of the present task, we also failed to find an effect of visual working memory on explicit learning. Two plausible explanations may account for these findings.…”

Section: Discussioncontrasting

confidence: 48%

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Learning New Letter-like Writing Patterns Explicitly and Implicitly in Children and Adults

Jongbloed-Pereboom

Overvelde²,

Sanden³

et al. 2017

Journal of Motor Behavior

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A handwriting task was used to test the assumption that explicit learning is dependent on age and working memory, while implicit learning is not. The effect of age was examined by testing both, typically developing children (5-12 years old, n = 81) and adults (n = 27) in a counterbalanced within-subjects design. Participants were asked to repeatedly write letter-like patterns on a digitizer with a non-inking pen. Reproduction of the pattern was better after explicit learning compared to implicit learning. Age had positive effects on both explicit and implicit learning; working memory did not affect learning in either conditions. These results show that it may be more effective to learn writing new letter-like patterns explicitly and that an explicit teaching method is preferred in mainstream primary education.

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Section: Discussionsupporting

confidence: 90%

Section: Discussioncontrasting

confidence: 48%

Learning New Letter-like Writing Patterns Explicitly and Implicitly in Children and Adults

Jongbloed-Pereboom

Overvelde²,

Sanden³

et al. 2017

Journal of Motor Behavior

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“…Children with low working memory capacity did not show learning. In contrast, two other recent studies involving children, both typically developing children and children with severe motor difficulties, did not find support for the conjecture that working memory capacity is associated with learning (Brocken, Kal, & van der Kamp, 2016;Jongbloed-Pereboom, Peeters, Overvelde, Nijhuis-van der Sanden, & Steenbergen, 2015). The relationship between working memory capacity and performance during practice (or acquisition performance) was not assessed in these studies.…”

contrasting

confidence: 64%

“…This demonstrated that children with low motor abilities can indeed learn implicitly and do not necessarily need to learn explicitly via the provision of explicit instructions to stimulate the accumulation of declarative knowledge. Effective implicit motor learning has also been reported for children born preterm (Jongbloed-Pereboom et al, 2017), children with unilateral cerebral palsy (van der Kamp, Steenbergen, & Masters, 2017), children with multiple disabilities (Jongbloed-Pereboom et al, 2015), and children with intellectual disabilities (Capio, Poolton, Sit, Eguia, & Masters, 2013). There may be alternative reasons why children did not learn explicitly.…”

Section: The Roles Of Working Memory Capacity and Declarative Knowledmentioning

confidence: 98%

The Roles of Declarative Knowledge and Working Memory in Explicit Motor Learning and Practice Among Children With Low Motor Abilities

Abswoude¹,

Kamp

Steenbergen

2019

Motor Control

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Effective learning methods are essential for motor skill development and participation in children with low motor abilities. Current learning methods predominantly aim to increase declarative knowledge through explicit instructions that necessitate sufficient working memory capacity. This study investigated the roles of declarative knowledge and working memory capacity in explicit motor learning of children with low motor abilities. We studied both acquisition performance (i.e., performance during practice) and learning (i.e., the improvement in performance from pretest to posttest). After practice with explicit instructions, children with low motor abilities showed significant learning, albeit that improvement was relatively small. However, working memory capacity and declarative knowledge did not predict learning. By contrast, working memory capacity and declarative knowledge did predict performance during practice. These findings suggest that explicit instructions enhance motor performance during practice, but that motor learning per se is largely implicit in children with low motor abilities.

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“…One of the curious facts about the previous studies on the development of handwriting is that the tasks performed by participants were often not the actual task of writing meaningful letters, but that of drawing or tracing of nonsense graphic forms such as straight lines and ellipses (Danna, Enderli, Athènes, & Zanone, 2012;Greer & Lockman, 1998), continuous lines of loop patterns (Bosga-Stork, Bosga, & Meulenbroek, 2011), or other abstract letter-like patterns (Duval et al, 2015;Jongbloed-Pereboom, Peeters, Overvelde, Nijhuis-van der Sanden, & Steenbergen, 2015). In these studies, the task of handwriting was viewed as the task of forming and producing a desired spatial trajectory of the tip of a tool held in hand.…”

mentioning

confidence: 99%

Cultural entrainment of motor skill development: Learning to write hiragana in Japanese primary school

Nonaka

2017

Developmental Psychobiology

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The aim of the present study was to examine how the social norms shared in a classroom environment influence the development of movement dynamics of handwriting of children who participate in the environment. To look into this issue, the following aspects of the entire period of classroom learning of hiragana letters in Japanese 1st graders who had just entered primary school were studied: First, the structure of classroom events and the specific types of interaction and learning within such environment were described. Second, in the experiment involving 6‐year‐old children who participated in the class, writing movements of children and their changes over the period of hiragana education were analyzed for each stroke composing letters. It was found that writing movement of children became differentiated in a manner specific to the different types of stroke endings, to which children were systematically encouraged to attend in the classroom. The results provide a detailed description of the process of how dynamics of fine motor movement of children is modulated by the social norms of a populated, classroom environment in a non‐Latin alphabet writing system.

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Learning of writing letter-like sequences in children with physical and multiple disabilities

Cited by 13 publications

References 46 publications

Learning New Letter-like Writing Patterns Explicitly and Implicitly in Children and Adults

Learning New Letter-like Writing Patterns Explicitly and Implicitly in Children and Adults

The Roles of Declarative Knowledge and Working Memory in Explicit Motor Learning and Practice Among Children With Low Motor Abilities

Cultural entrainment of motor skill development: Learning to write hiragana in Japanese primary school

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