The relation between cognitive and motor performance and their relevance for children’s transition to school: A latent variable approach

Roebers, Claudia M.; Röthlisberger, Martina; Neuenschwander, Regula; Cimeli, Patrizia; Michel, Eva; Jäger, Katja

doi:10.1016/j.humov.2013.08.011

Cited by 172 publications

(193 citation statements)

References 26 publications

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“…This is confirmed by the amount of variance of educational difficulties explained by the therapist's observation of attention, which was no more than 12%. For example, intelligence and fine motor skills and underlying difficulties with executive functioning have been reported to be associated with educational difficulties (Roebers et al, 2014). Our results suggest that at early ages, the standard motor and cognitive assessments in follow-up programs of children with VLBW may also need some measurement of attention skills and other executive functions.…”

Section: Discussionmentioning

confidence: 70%

Attention in 3-Year-Old Children with VLBW and Relationships with Early School Outcomes

Verkerk

Jeukens-Visser

Houtzager

et al. 2015

Physical & Occupational Therapy In Pediatrics

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Section: Discussionmentioning

confidence: 70%

Attention in 3-Year-Old Children with VLBW and Relationships with Early School Outcomes

Verkerk

Jeukens-Visser

Houtzager

et al. 2015

Physical & Occupational Therapy In Pediatrics

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“…Además se ha demostrado que los niños que desarrollan buenas habilidades de movimiento tienden a tener más confianza, a ser más independientes y tienen más probabilidades de tener éxito académico (Utley, Nasr y Astill, 2010). Cuando los elementos del desarrollo motor se fortalecen en edades tempranas, se asocian con un aumento de la densidad en relación a la materia gris, en la corteza premotora cuando ha llegado a su etapa de adulto (Roebers et al, 2014). Lo anterior tiene congruencia con los resultados obtenidos de esta investigación ya que los niños y niñas mejoraron en el desarrollo motriz, en los procesos cognitivos y en las funciones ejecutivas.…”

Section: Discussionunclassified

“…En estudios de neuroimagen como el de Moriguchi, y Hiraki, (2013), se asegura que dentro de la edad de 4 a 8 años se empieza a incrementar la actividad del lóbulo frontal, así mismo el desarrollo cognitivo y motor siguen un calendario de maduración similar, con un desarrollo acelerado entre los 5 y 10 años (Ahnert, Schneider, y Bos, 2009;Roebers, et al, 2014; Westendorp, Hartman Houwen, Smith y Visscher, 2011). Es considerado por Portellano, Mateos y Martínez (2009) que la educación infantil es un periodo importante en el desarrollo del cerebro, siendo la etapa más significativa, ya que se establecen conexiones neuronales muy importantes que van a constituir en la base del aprendizaje y la conducta.…”

Section: Introductionunclassified

Impacto de un programa de actividad motriz con funciones ejecutivas fortaleciendo el desarrollo integral del niño

et al. 2018

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Artículo Original. Impacto de un programa de actividad motriz con funciones ejecutivas para el fortalecimiento del desarrollo integral del niño. Vol. IV, nº. 1; p. 37-58, enero 2018. A Coruña. España ISSN 2386 Para citar este artículo utilice la siguiente referencia: García, D.A.; Chávez, Mª. E.; Cruz, Concepción; Guedea, Julio César; Velázquez, G.; Zubiaur, M.. Impacto de un programa de actividad motriz con funciones ejecutivas para el fortalecimiento del desarrollo integral del niño Sportis Sci J,4 (1), 37-58. ResumenLa presente investigación, consistió en analizar el impacto de la aplicación de un programa de actividad motriz vinculado con funciones ejecutivas, con la finalidad de contribuir al desarrollo de la cognición, funciones ejecutivas, motricidad, lectura, escritura y matemáticas. La muestra se conformó por 66 niños (35 grupo experimental y 31 grupo control) con un desarrollo normal y edades comprendidas entre 5.2 a 6.9 años, la media fue 6.2 ± 054, que cursaban tercero de educación infantil y primero de primaria de una escuela pública de la ciudad de León, España. Para desarrollar el programa, los niños elaboraron sus materiales y sus padres los apoyaron en el diseño de los materiales complejos. El programa se implementó en 45 sesiones 2 por semana, con una duración de 60 minutos cada una, durante 6 meses, siendo trascendental que una semana al mes los padres de familia participaban en la clase. Los instrumentos utilizados fueron: Escala de Desarrollo Merril Palmer Revisada, Test NEPSY II, Cuestionario de Madurez Neuropsicológica Infantil, Batería de evaluación del movimiento para niños-2 y la prueba de Competencia Matemática Básica. Los resultados más relevantes indican, que en el grupo experimental pre-test y pos-test existen diferencias significativas en: cognición motricidad, funciones ejecutivas, escritura y lectura con una p<0.05. Entre los grupos control y experimental pos-test se encontraron diferencias significativas p<0.05 en: cognición Artículo Original. Impacto de un programa de actividad motriz con funciones ejecutivas para el fortalecimiento del desarrollo integral del niño. Vol. IV, nº. motricidad, funciones ejecutivas, escritura y lectura. En conclusión: enfatizando la importancia de crear programas motrices vinculados con las funciones ejecutivas con la finalidad de fortalecer la formación integral del niño. Palabras ClaveFunciones ejecutivas; cognición; lectura; matemáticas y educación infantil. AbstractThe present investigation consisted in analyzing the impact of the application of a program of motor activity linked to executive functions, in order to contribute to the development of cognition, executive functions, motor skills, reading, writing and mathematics. The sample consisted of 66 children (35 experimental group and 31 control group) with normal development and ages ranging from 5.2 to 6.9 years, the average was 6.2 ± 054, who attended third kindergarten and first grade of a public school of the city of León, Spain. To carry out the program, the children made their materi...

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“…In his moderator conception, Perleth (Heller et al, 2005) takes this into account by regressing learning processes after the initial steps in a domain (i.e., from primary school on) on acquired domain-specific precursor abilities and knowledge for the next developmental steps, instead Running Head: MODELS OF GIFTEDNESS PUT TO THE TEST of always regressing on general precursors such as intelligence. It is possible that, in very early learning processes, intelligence plays the suggested role but even for kindergarten children intelligence as a predictor of math and language performance is superseded by other predictors, especially by measures of executive functioning (Roebers, Röthlisberger, Cimeli, Michel, & Neuenschwander, 2011;Roebers et al, 2014). In the same vein, Eckstein (2000) showed that the influence of intelligence diminishes dramatically to a non-significant level as soon as an ability is trained, which actually happens very early in childhood.…”

Section: Validity Of the Moderator Approachmentioning

confidence: 99%

Conceptions of giftedness and expertise put to the empirical test

Harder

Vialle

Ziegler

2014

High Ability Studies

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Recent handbooks of giftedness or expertise propose a plethora of conceptions on the development of excellent performance but, to our knowledge, there are no comparative studies that provide empirical evidence of their validity to guide researchers and practitioners in their adoption of a particular conception. This study sought to close that gap by conducting an empirical comparison of the major approaches to giftedness and expertise currently in use: the IQ model, the performance model, the moderator model, and the systemic model. The four models were tested in a longitudinal study with a sample of N=350 German students attending university preparatory schools; 25% of the sample had been assigned to special classes for the gifted. The construct and predictive validity of the four models were tested by means of structural equation modeling. Theoretical considerations along with our results indicated a differentiation among the models whereby some could only predict while others could also explain the emergence of excellent performance and thereby yield valuable information for the design of interventions. The empirical comparison of the approaches showed that they were unequally suited for the two challenges. For prediction purposes, the performance approach proved best while, for explanations, the moderator and systemic approaches were the most promising candidates. Even so, the latter did demonstrate conceptual and/or methodological problems. The IQ approach was superseded by the other approaches on both prediction and explanation. Implications and limitations of the findings are discussed. Creating a Reasoned Basis for Theory ChoiceThe field of giftedness research currently faces some theoretical and methodological challenges (for a detailed overview, see Harder, 2012c). One of the major problems is that extant theories of giftedness and expertise research differ greatly in their explanations of outstanding performance while we lack a reasoned basis for deciding which theory to apply to our research or practical questions (cf. Ziegler, 2005). This paper is a first step towards building an empirical foundation for rational decisions for or against a theory, by providing an empirical comparison of current theories explaining outstanding performance.Recent handbooks of giftedness present several conceptions of giftedness but no comparative empirical studies (Heller, Mönks, Sternberg, & Subotnik, 2002;Sternberg & Davidson, 2005). While there is some theoretical underpinning and empirical evidence for all of these conceptions -as the authors proposing the conception usually outline -the quality of the validating studies varies greatly and is often flawed (cf. Harder, 2012c;Ziegler & Heller, 2002). Amidst such competing conceptions, we need to know which theory is best suited to guide our research and practice instead of basing our decisions on personal taste and selective corroborative evidence. Demands on Theories of Giftedness and ExpertiseA good theory needs to fulfil the demands of researchers and pr...

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The relation between cognitive and motor performance and their relevance for children’s transition to school: A latent variable approach

Cited by 172 publications

References 26 publications

Attention in 3-Year-Old Children with VLBW and Relationships with Early School Outcomes

Attention in 3-Year-Old Children with VLBW and Relationships with Early School Outcomes

Impacto de un programa de actividad motriz con funciones ejecutivas fortaleciendo el desarrollo integral del niño

Conceptions of giftedness and expertise put to the empirical test

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