Training compliance control yields improved drawing in 5-11year old children with motor difficulties.
Training compliance control yields improved drawing in 5-11year old children with motor difficulties.
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DOI：
10.1016/j.humov.2016.05.006
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发表时间：
2016-08
影响因子：
2.1
通讯作者：
Bingham GP
中科院分区：
文献类型：
--
作者：
Snapp-Childs W;Shire K;Hill L;Mon-Williams M;Bingham GP
有大量的儿童有运动困难，包括那些在没有干预的情况下难以产生足够好的运动来改善感知运动学习的儿童。我们开发了一种培训方法，支持主动运动生成，以允许改进需要良好合规控制的3D跟踪任务。之前，我们测试了有限年龄范围的儿童，发现训练提高了3D跟踪任务的性能，并且训练转移到2D绘图测试。在本研究中，对5-11岁运动困难的学龄儿童进行3D描摹任务训练，并测试其向2D绘图任务的转移。我们采用了交叉设计，其中一半的孩子在第一个训练期间接受了3D追踪任务的训练，另一半的孩子在第二个训练期间接受了训练。根据之前的研究结果，我们预测，年龄较小的孩子最初的表现会比年龄较大的孩子差，而所有年龄段的孩子的表现都会随着训练而提高。我们还预测训练将转移到2D绘图任务。然而，年龄较小和较大的孩子在训练前的表现都一样差。然而，训练后在3D任务上的表现在两个年龄组和训练转移到2D绘画任务上都有显著提高。总的来说，这项工作为越来越多的文献做出了贡献，这些文献证明了运动困难儿童的运动学习相对保存下来，并进一步证明了游戏在治疗干预中的重要性。
There are a large number of children with motor difficulties including those that have difficulty producing movements qualitatively well enough to improve in perceptuo-motor learning without intervention. We have developed a training method that supports active movement generation to allow improvement in a 3D tracing task requiring good compliance control. Previously, we tested a limited age range of children and found that training improved performance on the 3D tracing task and that the training transferred to a 2D drawing test. In the present study, school children (5–11 years old) with motor difficulties were trained in the 3D tracing task and transfer to a 2D drawing task was tested. We used a cross-over design where half of the children received training on the 3D tracing task during the first training period and the other half of the children received training during the second training period. Given previous results, we predicted that younger children would initially show reduced performance relative to the older children, and that performance at all ages would improve with training. We also predicted that training would transfer to the 2D drawing task. However, the pre-training performance of both younger and older children was equally poor. Nevertheless, post-training performance on the 3D task was dramatically improved for both age groups and the training transferred to the 2D drawing task. Overall, this work contributes to a growing body of literature that demonstrates relatively preserved motor learning in children with motor difficulties and further demonstrates the importance of games in therapeutic interventions.