Fractionated Reflex and Reaction Times in Children with Developmental Coordination Disorder

Motor Control ◽  
1998 ◽  
Vol 2 (2) ◽  
pp. 114-124 ◽  
Author(s):  
Annette J. Raynor
Keyword(s):  
Developmental Coordination Disorder ◽  
Age Groups ◽  
Reaction Times ◽  
Motor Time ◽  
Premotor Time ◽  
Tendon Reflex ◽  
Visual Reaction ◽  
Coordination Disorder ◽  
Main Effects ◽  
Two Age Groups

The patellar tendon reflex (PTR) and simple visual reaction time (VRT) were fractionated and compared in 40 subjects with developmental coordination disorder (DCD) and normal coordination (NC) in two age groups. Four equal groups of subjects, 6 years DCD (6DCD), 6 years NC (6NC), 9 years DCD (9DCD), and 9 years NC (9NC) were compared using ANOVA for the main effects of coordination and age. PTR and its components of reflex latency and motor time were not significantly affected by the level of coordination; however, a significant coordination by age interaction (p< .05) revealed an increased motor time in the 6DCD group. VRT, premotor time, and motor time were all significantly (p< .05) increased in children with DCD; the increased VRT and premotor time support earlier findings, whereas the increased motor time has not previously been found. These findings suggest that the processing of reflexive and volitional responses by children with DCD differs from that of their NC peers.

scholarly journals Postural Control in Children With Developmental Coordination Disorder

2005 ◽  
Vol 12 (2-3) ◽  
pp. 183-196 ◽  
Author(s):  
Reint H. Geuze
Keyword(s):  
Motor Development ◽  
Developmental Coordination Disorder ◽  
Postural Sway ◽  
Balance Control ◽  
Age Groups ◽  
Force Plate ◽  
Static Balance ◽  
Motor Tests ◽  
Coordination Disorder ◽  
Balance Problems

The development of static balance is a basic characteristic of normal motor development. Most developmental motor tests include a measure of static balance. Children with Developmental Coordination Disorder (DCD) often fail this item. This study reviews the balance problems of children with DCD. The general conclusion is drawn that under normal conditions static balance control is not a problem for children with DCD. Only in difficult, unattended, or novel situations such children seem to suffer from increased postural sway. These findings raise the question of what happens when balance is lost. The present study addresses the strength of correlation between the electromyography (EMG) and force plate signals in one-leg stance over epochs of stable and unstable balance. Four groups of children were involved in the study: two age groups and a group of children with DCD and balance problems and their controls. The results show a clear involvement of tibialis anterior and peroneus muscles in the control of lateral balance in all conditions and groups. The group of children with DCD and balance problems,however, showed a weaker coupling between EMG and corrective force compared with control children, indicating non-optimal balance control. An evaluation of the existing data in terms of evidence of specific structural deficits associated with DCD provided converging evidence that suggests cerebellar involvement.

LD and Nonhandicapped Boys' Comprehension of Cartoon Humor

1987 ◽  
Vol 10 (1) ◽  
pp. 45-51 ◽  
Author(s):  
EvaJean Pickering ◽  
AvaJane Pickering ◽  
Mary L. Buchanan
Keyword(s):  
Social Perception ◽  
Age Groups ◽  
Cognitive Structure ◽  
Learning Disabled ◽  
Sense Of Humor ◽  
Main Effects ◽  
The Relationship ◽  
Two Age Groups

One aspect of social perception often noted as deficient in learning disabled individuals is an appropriate sense of humor. The purpose of this study was to examine the cartoon humor comprehension of learning disabled and non-handicapped boys in two age groups, 8- and 12-year-olds. The cognitive structure rather than the content of humor was the focus. In addition to examining comprehension of cartoon humor between groups and across age levels, the relationship between comprehension and appreciation measures was studied. Significant main effects were found indicating a developmental lag for the learning disabled subjects. Moderate correlations were established between comprehension and appreciation measures.

scholarly journals Psychometric Validation and Reference Norms for the European Spanish Developmental Coordination Disorder Questionnaire: DCDQ-ES

2020 ◽  
Vol 17 (7) ◽  
pp. 2425 ◽  
Author(s):  
Rebeca Montes-Montes ◽  
Laura Delgado-Lobete ◽  
Javier Pereira ◽  
Sergio Santos-del-Riego ◽  
Thais Pousada
Keyword(s):  
Discriminant Validity ◽  
Motor Coordination ◽  
Developmental Coordination Disorder ◽  
Reference Sample ◽  
Age Groups ◽  
Psychometric Validation ◽  
Cultural Adaptations ◽  
Culturally Adapted ◽  
Context Specific ◽  
Coordination Disorder

The Developmental Coordination Disorder Questionnaire (DCDQ) is a widely used and well-validated tool that contributes to the diagnosis of Developmental Coordination Disorder (DCD). The aim of this study was to further analyze the psychometric properties of the European Spanish cross-culturally adapted version of the Developmental Coordination Disorder Questionnaire (DCDQ-ES) in a sample of Spanish children aged 6–11 years and to establish reference norms with respect to age groups. Parents of 540 typically developing children completed the DCDQ-ES. A second sample of 30 children with probable DCD (pDCD) was used to test its discriminant validity. Confirmatory factor analysis supported the original three-factor structure and the internal consistency was excellent (Cronbach’s α = 0.907). Significant differences between age groups were found. The pDCD group scored significantly lower than the reference sample in the three subscales and DCDQ-ES total score (p < 0.001; AUC = 0.872). The DCDQ-ES is a reliable and valid tool for screening motor coordination difficulties in Spanish children and for identifying children with probable DCD. The findings of this research suggest that context-specific cut-off scores should be systematically utilized when using cross-cultural adaptations of the DCDQ. Age-specific cut-off scores for Spanish children are provided.

Conditioned Patellar Tendon Reflex Function in Children with and Without Developmental Coordination Disorders

1995 ◽  
Vol 12 (3) ◽  
pp. 250-261 ◽  
Author(s):  
Harriet G. Williams ◽  
Jeanmarie R. Burke
Keyword(s):  
Patellar Tendon ◽  
Developmental Coordination Disorder ◽  
Reflex Response ◽  
Motoneuron Pool ◽  
Coordination Disorders ◽  
Tendon Reflex ◽  
Patellar Tendon Reflex ◽  
Coordination Disorder ◽  
Developmental Coordination Disorders

A conditioned patellar tendon reflex paradigm was used to study the contributions of crossed spinal and supraspinal inputs to the output of the alpha motoneuron pool in children with and without developmental coordination disorders. The basic patellar tendon reflex response was exaggerated in children with developmental coordination disorders. Crossed spinal and supraspinal influences on the excitability of the alpha motoneuron pool were similar in both groups of children. However, there was evidence of exaggerated crossed spinal and supraspinal inputs onto the alpha motoneuron pool in individual children with developmental coordination disorder.

scholarly journals Identifying Children with Developmental Coordination Disorder via Parental Questionnaires. Spanish Reference Norms for the DCDDaily-Q-ES and Correlation with the DCDQ-ES

2020 ◽  
Vol 17 (2) ◽  
pp. 555 ◽  
Author(s):  
Rebeca Montes-Montes ◽  
Laura Delgado-Lobete ◽  
Javier Pereira ◽  
Marina M. Schoemaker ◽  
Sergio Santos-del-Riego ◽  
...  
Keyword(s):  
Correlation Coefficient ◽  
Developmental Coordination Disorder ◽  
Intraclass Correlation ◽  
Age Groups ◽  
Relevant Information ◽  
School Aged Children ◽  
Effective Interventions ◽  
Cutoff Scores ◽  
And Performance ◽  
Coordination Disorder

Developmental Coordination Disorder (DCD) is one of the most prevalent neurodevelopmental disorders in school-aged children, with major consequences in psychosocial and physical health. Adequate identification of this disorder is necessary to prompt effective interventions. The aims of this study were to develop the Spanish adjusted reference norms for the DCDDaily-Q and to test the correlation and agreement between the Spanish versions of the DCDDaily-Q (DCDDaily-Q-ES) and the Developmental Coordination Disorder Questionnaire (DCDQ-ES), two reliable instruments to assess motor performance and DCD. Clinically relevant percentiles were calculated for the DCDDaily-Q-ES using a representative sample of Spanish children aged 5 to 10 years (n = 356; M = 7.3 years, SD = 1.8; boys = 50%). Pearson’s correlation coefficient and intraclass correlation coefficient (ICC) were used to determine correlation and agreement between questionnaires, respectively. A moderate and significant correlation and agreement between DCDDaily-Q-ES and DCDQ-ES was found (r = 0.406; ICC = 0.381; p < 0.001). Differences in daily participation and performance were found between age groups, but not between boys and girls. Spanish age-adjusted percentiles and cutoff scores for DCDDaily-Q-ES are provided. This study offers further validation and relevant information regarding assessment of DCD and has practical implications for clinical practice and research.

Fractionated Premotor, Motor, and Ankle Dorsiflexion Reaction Times in Hemiplegia

1998 ◽  
Vol 86 (3) ◽  
pp. 955-964 ◽  
Author(s):  
Leon E. Smith ◽  
Walter G. Besio ◽  
Peter P. Tarjan ◽  
Shihab S. Asfour
Keyword(s):  
Reaction Time ◽  
Simple Reaction Time ◽  
Plantar Flexion ◽  
Reaction Times ◽  
Ankle Dorsiflexion ◽  
Lower Limbs ◽  
Peripheral Stimulus ◽  
Simple Reaction ◽  
Motor Time ◽  
Premotor Time

Ten hemiplegic subjects completed 20 rapid dorsiflexions of their afflicted and nonafflicted limbs. Electrodes were attached to the tibialis anterior and the gastrocnemius muscles and electromyograms were recorded for their premotor time, motor time, and simple reaction time during ankle dorsiflexion and plantar flexion of their lower limbs. The fractionated components of reaction time, namely, premotor time and motor time, of both legs were statistically compared. It was found that the premotor time of the subject's stroke-affected limb was significantly slower than the premotor time of the nonaffected limb (control), with no differences between their associated mean motor times. These results supported the hypothesis that a stroke has a deleterious affect upon the central, premotor time processing centers and has no disruptive influence upon the peripheral motor time. Comparing the fractionated components of reaction time (premotor time and motor time), with simple reaction time, the former provided a more sensitive and valid method to detect possible injurious side effects of a stroke upon the brain's neuromotor transmission centers and subcenters, and their peripheral, stimulus, response network.

scholarly journals Specific Cues Can Improve Procedural Learning and Retention in Developmental Coordination Disorder and/or Developmental Dyslexia

2021 ◽  
Vol 15 ◽  
Author(s):  
M. Blais ◽  
M. Jucla ◽  
S. Maziero ◽  
J. -M. Albaret ◽  
Y. Chaix ◽  
...  
Keyword(s):  
Developmental Dyslexia ◽  
Neurodevelopmental Disorders ◽  
Developmental Coordination Disorder ◽  
Reaction Times ◽  
Reaction Time Task ◽  
Procedural Learning ◽  
Global Learning ◽  
Neuropsychological Functions ◽  
Coordination Disorder ◽  
Three Phases

The present study investigates procedural learning of motor sequences in children with developmental coordination disorder (DCD) and/or developmental dyslexia (DD), typically-developing children (TD) and healthy adults with a special emphasis on (1) the role of the nature of stimuli and (2) the neuropsychological functions associated to final performance of the sequence. Seventy children and ten adults participated in this study and were separated in five experimental groups: TD, DCD, DD, and DCD + DD children and adults. Procedural learning was assessed with a serial reaction time task (SRTT) that required to tap on a specific key as accurately and quickly as possible when stimuli appeared on the screen. Three types of stimuli were proposed as cues: the classical version of the SRTT with 4 squares aligned horizontally on the screen, giving visuospatial cues (VS cues), and two modified versions, with 4 letters aligned horizontally on the screen (VS + L cues) and letters at the center of the screen (L cues). Reaction times (RT) during the repeated and random blocks allowed assessing three phases of learning: global learning, specific learning and retention of the sequence. Learning was considered as completed when RT evolved significantly in the three phases. Neuropsychological assessment involved, among other functions, memory and attentional functions. Our main result was that learning and retention were not influenced by the available cues in adults whereas learning improved with specific cues in children with or without neurodevelopmental disorders. More precisely, learning was not completed with L cues in children with neurodevelopmental disorders. For children with DD, learning was completed with the VS and VS + L cues whereas for children with DCD (with or without DD), learning was completed with combined VS + L cues. Comorbidity between DD and DCD had no more impact on procedural learning than DCD alone. These results suggest that learning depends on the nature of cues available during practice and that cues allowing learning and retention depend on the type of disorder. Moreover, selective attention was correlated with RT during retention, suggesting that this neuropsychological function is important for procedural learning whatever the available cues.

Some Sources of Behavioral Variance as Measured by an S-R Inventory of Machiavellianism

1981 ◽  
Vol 48 (2) ◽  
pp. 359-368 ◽  
Author(s):  
R. G. Vleeming
Keyword(s):  
Sex Differences ◽  
Age Groups ◽  
Total Variance ◽  
Full Time ◽  
Stimulus Response ◽  
Part Time Students ◽  
Part Time ◽  
The Individual ◽  
Main Effects ◽  
Two Age Groups

In this study a start is made with the construction of a Stimulus-Response Inventory of Machiavellianism (Mach S-R). The inventory was administered to students of a ‘Sociale Academie,’ who differed in age, sex, and degree of Machiavellianism. The Mach S-R used here consisted of nine descriptions of situations and six Machiavellian modes of response. The reliability-coefficients for the 9 descriptions ranged from ( a) 0.45 to 0.84, while the coefficients for the six modes of response ranged from ( a) 0.72 to 0.92. A three-way analysis of variance, i.e., persons by situations by modes of response, was computed, on which basis finally the proportion of the total variance accounted for by each component was calculated. Of the main effects the individual differences contributed over all data on the average about 17.7%, the situations about 2.3%, and the modes of response about 4.7% of the total variance. The interaction of persons by situations contributed on the average about 12.6%, whereas the interaction of persons by modes of response accounted for about 25.7% of the total variance, which is the highest percentage after the 36 9% for the ‘triple interaction’ and ‘error term.’ The interaction of situations by modes of response was so small it could be ignored altogether. Few differences existed between two age groups, i.e., between full-time students (average age 21 yr.) and part-time students (average age 33 yr.). Besides, these differences were probably associated with sex differences, which were rather more pronounced. The discrepancies between low and high Machs, furthermore, seemed to be about the same as those between the sexes. Continuation of the study of sex differences, of situations, and modes of response is encouraged.

An Investigation of the Effects of Reinforced Stimuli on Driver Brake Reaction

1974 ◽  
Vol 18 (2) ◽  
pp. 192-198
Author(s):  
Ralph W. Plummer ◽  
Wayne D. Armstrong ◽  
Ellis L. King
Keyword(s):  
Light Stimulus ◽  
Age Groups ◽  
Reaction Times ◽  
Sound Stimulus ◽  
Brake Pedal ◽  
Test Vehicle ◽  
Braking Performance ◽  
The Subject ◽  
The Difference ◽  
Two Age Groups

The purpose of this research was to investigate what effect added light and sound stimuli, placed inside an automobile, would have on a driver's braking performance. The research was designed to determine whether a driver's brake reaction time could be decreased by reinforced stimuli and, if so, which type of the stimuli tested would be most significant in improving a driver's reactions. The research was conducted on an open section of interstate highway under normal driving conditions. Two vehicles were used in the tests. The subjects' test vehicle was equipped with a light and sound stimulus attached to the dashboard. The subjects in this second vehicle were instructed to respond immediately to the activation of the lead vehicle's brake lights by depressing the brake pedal of their vehicle. In addition, the subjects were instructed to immediately respond to the activation of the light and/or sound stimulus by depressing the brake pedal. Each time the brake lights of the lead car were activated one of three conditions would occur: 1) neither the sound nor light stimulus in the subject's vehicle would activate, 2) either the light or sound stimulus would activate, or 3) both the light and sound stimulus would activate, in addition to the brake lights of the lead car. The reinforced stimuli inside the subject's vehicle could only be activated by the activation of the lead car's brake lights. The reaction times needed for the subject to respond to these stimuli were recorded. The test subjects were separated into two age groups: under thirtyfive years old and over thirty-five years old. An analysis of variance showed that the age of the subject, the difference between subjects, and the type of stimulus were significant in influencing the brake reaction times. The sound stimulus caused the most significant decrease in brake reaction times.

Cognitive Processing of Film Cuts Among 4- to 8-Year-Old Children

2012 ◽  
Vol 17 (4) ◽  
pp. 257-265 ◽  
Author(s):  
Carmen Munk ◽  
Günter Daniel Rey ◽  
Anna Katharina Diergarten ◽  
Gerhild Nieding ◽  
Wolfgang Schneider ◽  
...  
Keyword(s):  
Eye Movements ◽  
Cognitive Processing ◽  
Media Literacy ◽  
Age Groups ◽  
Reaction Times ◽  
Time Span ◽  
Short Film ◽  
Calculation Formula ◽  
Eye Tracker ◽  
Chronological Sequence

An eye tracker experiment investigated 4-, 6-, and 8-year old children’s cognitive processing of film cuts. Nine short film sequences with or without editing errors were presented to 79 children. Eye movements up to 400 ms after the targeted film cuts were measured and analyzed using a new calculation formula based on Manhattan Metrics. No age effects were found for jump cuts (i.e., small movement discontinuities in a film). However, disturbances resulting from reversed-angle shots (i.e., a switch of the left-right position of actors in successive shots) led to increased reaction times between 6- and 8-year old children, whereas children of all age groups had difficulties coping with narrative discontinuity (i.e., the canonical chronological sequence of film actions is disrupted). Furthermore, 4-year old children showed a greater number of overall eye movements than 6- and 8-year old children. This indicates that some viewing skills are developed between 4 and 6 years of age. The results of the study provide evidence of a crucial time span of knowledge acquisition for television-based media literacy between 4 and 8 years.

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