Development of Bimanual Coordination of Early Childhood

幼儿双手协调能力的发展

• 批准号: 7759626
• 负责人: KAREN E BRAKKE
• 金额: $ 6.48万
• 依托单位: SPELMAN COLLEGE
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-02-01 至 2013-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7759626
• 关键词: Adopted; Age; Auditory; Basic Science; Behavior; Bilateral; Child; Cognitive; Competence; Data; Development; Diagnosis; Diagnostic; Feedback; Foundations; Goals; Human; Individual; Intervention; Lead; Life; Link; Literature; Longitudinal Studies; Maps; Methodology; Methods; Modeling; Motor; One-Step dentin bonding system; Pathway interactions; Pattern; Published Comment; Reporting; Research; Research Personnel; Research Training; Risk; Schools; Students; Study Section; System; Systems Analysis; Underrepresented Minority; Upper Extremity; Woman; clinical Diagnosis; contextual factors; developmental disease; early childhood; experience; innovation; kinematics; programs; rapid growth; skills; tool

DESCRIPTION (provided by applicant): Bimanual coordination is important to adaptive human functioning; yet our understanding of its development and relation to developmental disorders is incomplete. This project will adopt a dynamic systems approach to examining bimanual competence in children between the ages of 15 and 27 months, a target group whose activity has previously been under-represented in the literature. The project's methodology will include a longitudinal study of an easily elicited rhythmic percussive behavior, drumming. Individual developmental trajectories will be mapped according to the principles and methods of developmental systems analysis. Additionally, introduction of auditory or human models will allow the investigator to determine whether reducing the self-regulatory requirements placed on the child increases the stability of bilateral rhythmic behavior at different points in the development of this skill. It is hypothesized that such reduction of the self-regulatory requirements will indeed increase stability of the drumming behavior at transitional points at which the behavior shifts from one point to another. Kinematic analysis will allow microgenetic as well as ontogenetic data to be reported at both the individual and aggregate level, in keeping with dynamic systems approaches to analysis. It is believed that this project will inaugurate a productive program of study that will allow in-depth examination of the motoric, cognitive, and contextual factors that contribute to bimanual competence in young children, as well as lead to potential early diagnostic and intervention applications for atypical developmental conditions. Additionally, it will provide research-training opportunities for several students who are under-represented minority women. It is important to understand the developmental pathways typically experienced by children with respect to bimanual skills, particularly during the first years of life. Children in this age range are undergoing rapid growth in skill development, and early childhood represents a critical point for diagnosis of developmental disorders prior to entry into school. Because bimanual competence is so integral to our daily activity as humans, and because investigators have discovered links between atypical bimanual coordination patterns and developmental disorders, it is believed that this project may ultimately lead to useful nonlinguistic early diagnostic and intervention tools for children at risk for developmental disorders.

描述（由申请人提供）：双手协调对于适应性人类功能很重要；然而，我们对其发展及其与发育障碍的关系的理解并不完整。该项目将采用动态系统方法来检查 15 至 27 个月大儿童的双手能力，这一目标群体的活动此前在文献中并未得到充分体现。该项目的方法将包括对一种容易引起的有节奏的打击乐行为——击鼓——的纵向研究。根据发展系统分析的原理和方法绘制个体发展轨迹。此外，引入听觉或人体模型将使研究人员能够确定减少对儿童的自我调节要求是否会增加该技能发展过程中不同点的双侧节律行为的稳定性。据推测，自我调节要求的这种减少确实会增加击鼓行为在行为从一个点转移到另一点的过渡点上的稳定性。运动学分析将允许在个体和总体水平上报告微观遗传和个体发育数据，与动态系统分析方法保持一致。据信，该项目将启动一项富有成效的研究计划，深入研究有助于幼儿双手能力的运动、认知和情境因素，并为非典型发育状况提供潜在的早期诊断和干预应用。此外，它还将为少数族裔女性学生提供研究培训机会。了解儿童在双手技能方面通常经历的发展途径非常重要，特别是在生命的最初几年。这个年龄段的儿童正在经历技能发展的快速增长，幼儿期是入学前诊断发育障碍的关键点。由于双手能力对于我们作为人类的日常活动至关重要，而且研究人员发现了非典型双手协调模式与发育障碍之间的联系，因此相信该项目最终可能会为有发育障碍风险的儿童带来有用的非语言早期诊断和干预工具。