scholarly journals Mapping the structure of perceptual and visual–motor abilities in healthy young adults

2015 ◽  
Vol 157 ◽  
pp. 74-84 ◽  
Author(s):  
Lingling Wang ◽  
Kristina Krasich ◽  
Tarik Bel-Bahar ◽  
Lauren Hughes ◽  
Stephen R. Mitroff ◽  
...  
Keyword(s):  
Young Adults ◽  
Motor Abilities ◽  
Visual Motor ◽  
Visual Motor Abilities

Are Visual-Perceptual and Visual-Motor Skills Separate Abilities?

1988 ◽  
Vol 67 (2) ◽  
pp. 423-426 ◽  
Author(s):  
Penelope Leonard ◽  
Cheryl Foxcroft ◽  
Tertia Kroukamp
Keyword(s):  
Visual Perception ◽  
Motor Skills ◽  
Motor Ability ◽  
Motor Abilities ◽  
Visual Motor Integration ◽  
Visual Motor ◽  
Ability Measure ◽  
Visual Motor Abilities

This study explored the independence of visual-perceptual and visual-motor abilities. Scores on the Motor-free Visual Perception Test were correlated by Pearson's method with scores on tests that weight the visual-perceptual, motor, and visual-motor components differently. Small but significant correlations were found between the Motor-free Visual Perception Test and tests of visual-motor integration, but there was no relationship between the motor-free test and tests of motor ability. These findings support the premise that tests of visual perception, visual-motor integration, and motor ability measure different skills.

Wide Range Assessment of Visual-Motor Abilities

2013 ◽  
pp. 3377-3377
Author(s):  
James Luiselli ◽  
Francesca Happé ◽  
Hillary Hurst ◽  
Stephanny Freeman ◽  
Gerald Goldstein ◽  
...  
Keyword(s):  
Motor Abilities ◽  
Wide Range ◽  
Visual Motor ◽  
Wide Range Assessment ◽  
Visual Motor Abilities

Wide Range Assessment of Visual Motor Abilities

2014 ◽  
Author(s):  
Ron Dumont ◽  
John O. Willis ◽  
Kathleen Veizel ◽  
Jamie Zibulsky
Keyword(s):  
Motor Abilities ◽  
Wide Range ◽  
Visual Motor ◽  
Wide Range Assessment ◽  
Visual Motor Abilities

A Neo-Piagetian Analysis of Infants' Visual-Motor Abilities

1989 ◽  
Vol 9 (5) ◽  
pp. 287-304 ◽  
Author(s):  
Denise Reid
Keyword(s):  
Intellectual Development ◽  
Structural Changes ◽  
Future Research ◽  
Developmental Approach ◽  
General Hypothesis ◽  
Conceptual Base ◽  
Motor Abilities ◽  
Visual Motor ◽  
The Individual ◽  
Visual Motor Abilities

Visual-motor abilities in infants were investigated within a neo-Piagetian framework of development. Case's (1985) theory of intellectual development provided the conceptual base for this study. The study's objective was to establish whether development in the motor domain proceeds in a stagelike fashion. This aim was addressed by (a) the development of a model that suggested how the structural changes, as specified by Case's theory, might manifest themselves in the subdomain of the use of an object to execute a simple motor response and (b) the measurement of infants' performances on a set of newly constructed tasks designed to assess the sequence of changes in cognitive operations. Forty children, aged 4 to 18 months, were tested. Subjects were classified by age into one of four groups corresponding to the substages of the sensorimotor stage postulated by the theory. The general hypothesis that children's visual-motor abilities would proceed through four substages was supported. The individual pattern of performance across substages yielded a perfect Guttman scale (Guttman, 1950). Analysis of variance indicated no significant deviation from linearity for any group, no sex effects, and no Sex × Age interactions, as predicted. This study suggests that a cognitive developmental approach can provide a more complete understanding of visual-motor abilities in children, because it can explain recurrent cycles in development and, given an appropriate task analysis, predict the skill level of a child at a given age. The implications for future research are also discussed.

Bender Visual-Motor Abilities of Slow Learners

1979 ◽  
Vol 49 (1) ◽  
pp. 31-34 ◽  
Author(s):  
Ethel W. Hetrick
Keyword(s):  
Slow Learners ◽  
Motor Abilities ◽  
Rural And Urban ◽  
Visual Motor ◽  
Visual Motor Abilities

The Bender-Gestalt protocols of 134 rural and 140 urban slow learners (IQ 70 to 84) are compared. Rural slow learners performed significantly below their mental ages more frequently than urban slow learners. Rural and urban slow learners performed developmentally below chronological ages, but as expected for mental ages until CA 10 (MA 8). At this point urban slow learners appeared to perform as expected from MAs, but a significant number of rural slow learners performed below expectations. After CA 14 (MA 11-0) the differences between the urban and rural groups, however, were not significant.

scholarly journals Lead exposure and visual-motor abilities in children from Chennai, India

2011 ◽  
Vol 32 (4) ◽  
pp. 465-470 ◽  
Author(s):  
Kavitha Palaniappan ◽  
Ananya Roy ◽  
Kalpana Balakrishnan ◽  
Lakshmi Gopalakrishnan ◽  
Bhramar Mukherjee ◽  
...  
Keyword(s):  
Lead Exposure ◽  
Motor Abilities ◽  
Visual Motor ◽  
Visual Motor Abilities
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