Right-left orientation includes discrimination and recognition as well as identification, the former two differentiating between symmetrical cues and the latter using the words right and left. In the present experiment involving 406 children, the evolution of the knowledge and use of the concepts of right and left were assessed. Discrimination and recognition on all tasks used in this study are mastered much earlier than verbal identification, and, at even 11 years of age, half of the subjects of the present study still did not apply the words right and left properly onto other persons in the milieu. Children use the words right and left correctly first on their own bodies as early as seven years of age, then on people facing away, and finally on people facing them around eight to nine years of age. This transition most probably reflects the slow evolution of cognitive processes which determine the way the child will use internal or external frameworks as well as the passage from egocentrism to "alteregocentrism" with ability to consider other viewpoints than one's own.
Right-left orientation, mental rotation, and perspective-taking were examined in a group of 406 subjects ranging from 5 to 11 yr. of age with equal numbers of children in each age group. Immediate recognition was not a difficult task as even young children succeeded adequately on the three tasks involving different images. Right-left identification, where right and left terms are used, was harder even for the oldest subjects when associated with mental rotation. When children had to identify which image a person would see from another viewpoint, they succeeded when the person was looking away in the same direction as they were looking. When the person was facing the children (in the opposite direction of "forward"), three different behaviors emerged which indicated absence or presence of mental rotation in perspective-taking. Young subjects chose images as if the figures in the image were seeing from the subject's viewpoint; this percentage diminished slowly across increased ages. As subjects' ages increased, more chose the correct image. Even at 11 years of age, however, only half of the subjects chose correctly. Finally, an equal percentage of subjects among the different age groups understood that the person was seeing a different orientation of the persons but did not associate this with the correct right-left position of the persons on the image. This transition most probably reflects the slow evolution of cognitive processes which determine the way the child will use references to internal or external frameworks. It illustrates as well the passage from egocentrism to geocentrism with the ability to consider viewpoints other than one's own.
Two ways of measuring handedness, questionnaires and hand-efficiency tests, are compared. A method for combining performance scores of 128 children from different hand-efficiency tests to obtain a single handedness score based on efficiency is presented. Handedness classifications according to different thresholds of preference as well as of performance are shown. To select pure right- or left-handers, it is argued that handedness should be established simultaneously through preference questionnaires and performance tests and that only subjects falling simultaneously into the same category on both measures be kept. Advantages and disadvantages of each classification are discussed as well as the relations between efficiency and motor control of upper limb and hand.
Two ways of measuring handedness, questionnaires and hand-efficiency tests, are compared. A method for combining performance scores of 128 children from different hand-efficiency tests to obtain a single handedness score based on efficiency is presented. Handedness classifications according to different thresholds of preference as well as of performance are shown. To select pure right- or left-handers, it is argued that handedness should be established simultaneously through preference questionnaires and performance tests and that only subjects falling simultaneously into the same category on both measures be kept. Advantages and disadvantages of each classification are discussed as well as the relations between efficiency and motor control of upper limb and hand.
Le présent article compare les effets de stratégies pédagogiques d’imagerie mentale combinée à la pratique physique, de pratique physique spécifique et de pratique physique variable sur l’apprentissage d’une tâche motrice discrète chez des enfants de huit à dix ans. La tâche expérimentale consistait à imprimer à une voiture miniature une poussée de la main non dominante pour qu’elle atteigne, après un temps de mouvement bien déterminé, une distance cible. Les résultats ont démontré que les performances obtenues par les participants des différentes stratégies pédagogiques varient en fonction de plusieurs facteurs tels que la variable dépendante mesurée ; le paramètre du mouvement ; le sexe des participants ; etc. Ces résultats furent discutés à la lumière de la théorie piagétienne.This article presents a comparison of the effects of pedagogical strategies using mental imagery combined with physical practice, specific physical practice, and variable physical practice on learning a discrete motor task by children aged 8 to 10. The experimental task consisted of using the non-dominant hand to push a miniature car a specified distance in a specified time. The results show that performances of participants in the different pedagogical strategies varied in relation to several factors including the dependant variable, the movement parameter, the participants’ sex, etc. These results are discussed in light of Piaget’s theories.El presente artículo compara los efectos de estrategias pedagógicas de imaginería mental combinada con la práctica física, la práctica física específica y la práctica física variable en el aprendizaje de una tarea motora discreta en niños de ocho a diez años. La tarea experimental consiste en comunicar a un coche miniatura un empujo de la mano no dominante para que alcance, después de un tiempo de movimiento determinado, una distancia meta. Los resultados han demostrado que los resultados conseguidos por los participantes de las distintas estrategias pedagógicas varían en función de diversos factores tales como la variable dependiente medida; el parámetro del movimiento; el género de los participantes ; etc. Estos resultados fueron discutidos a la luz de la teoría piagetiana
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