The use of a spoon for eating is one of the first tool-using skills acquired by most infants. The article provides a description and analysis of how the skill is built during the second year of life. A number of behavior categories were identified and measures were developed from a pilot study on a group of infants aged 10-58 months. Two groups of infants, aged 11 and 17 months, respectively, when the study began, were observed at monthly intervals over a 6-month period. Videotapes of mealtimes were subjected to detailed analysis that included extracting data on the following: hand use, grip pattern, visual monitoring, movements involved in the action, activities of the contralateral hand, spoon trajectory, temporal structure of the action, and so on. The emergence of competence was examined through comparisons within and between the groups. The acquisition of a tool-using skill is discussed in terms of the emergence of strategies to solve particular problems and the increasing consistency and reliability with which these are deployed.

Information processing, fine motor skills, and visual problem solving are improved by iodine repletion in moderately iodine-deficient schoolchildren.

The nature of manual manipulation of objects is discussed. It is argued that a functional distinction should be made between palmar grips which immobilise an object in the hand, and digital patterns which permit manipulation. Such a distinction is separate from any anatomically defined power and precision configurations. Manipulative hand movements may be grouped into three classes, based on differences between sequenced patterns of movement and synergies, the latter being further subdivided into simple and reciprocal patterns. Within each of the three classes, a number of individual movement patterns are described. These differ mainly in the number of digits involved and the way in which the thumb is employed. The classification is concerned with movements of the digits directed at manipulating an object within the hand. It is not concerned with movements of the hand as a whole, using the wrist or more proximal joints, while holding an immobilised object.

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SUMMARY Four tests of associated movement—modified version of Zazzo's finger‐lifting test, the Fogs' clip‐pinching test, the feet‐to‐hands test and a new finger‐spreading test—were given to 658 normal children whose age ranged from 4 years 9 months to 15 years 8 months. The incidence of associated movements shows marked changes with age. The various tests are maximally sensitive at different stages in development as follows: clip‐pinching 5–13 years, feet‐to‐hands 8–13 years, finger‐spreading 10 years to beyond the age range studied, finger‐lifting from 5 onwards depending on the finger examined. The correlations between the tests were all positive and largely significant, indicating some common factor underlying the different kinds of performance which were examined. RÉSUMÉ On a essayé sur 658 enfants normaux dont les âges variaient de 4 ans 9 mois à 15 ans 8 mois. les quatre tests de mouvement associé suivants: une version modifiée du test d'élévation des doigts de Zazzo, le pieds à mains, et un nouveau test d'écartement des doigts. L'incidence des mouvements associés change de façon évidente avec l'âge. Les différents tests atteignent leur maximum de sensibilitéà des stades différents du développement de la manière suivante: test de Fogs 5–13 ans; pieds à mains 8–13 ans; écartement des doigts de 10 ans jusqu'après l'âge étudié; élévation des doigts, à partir de 5 ans et variable doigt examiné. Les corrélations entre les tests étaient toutes positives et très significatives, selon le indiquant l'existence d'un facteur commun à la base des différentes sortes de examinées. RESUMEN Se administraron cuatro tests de movimientos asociados a 658 niños sanos de 4 años y 9 meses hasta 15 años y 8 meses. Estos tests comprendían: una versión modificada del test de Zazzo de levantar un dedo, el test de Fogs de apretar una pinza, tests ‘pies a manos’, y un nuevo test de extender y separar los dedos. La frecuencia de movimientos asociados cambia mucho a medida que el niño agrandece. Cada test tiene una sensitividad máxima durante una fase distinta del desarrollo, a saber: el de apretar una pinza de 5 a 13 años, ‘pies a manos’ de 8 a 13 años, separación de los dedos de 10 años hasta una edad mayor que las que se estudiaban, y levantar un dedo de 5 años en adelante, según el dedo de que se trata. Las correlaciones entre los tests eran todas positivas y casi todas significantas, 10 que indica un factor común que explique los tipos distintos de funcionamiento que se estudiaban.