Changing patterns of interlimb coordination from supported to independent walking

Vereijken, Beatrix; Waardenburg, M.S.M.

doi:10.1016/s0163-6383(96)90851-6

Cited by 8 publications

(8 citation statements)

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“…While cruising, infants have a higher vantage point and can easily scan the environment, but while crawling, infants face the floor and must fight gravity to raise their heads. Cruisers move sideways initially using separate, successive limb movements (Haehl et al ., 2000; Vereijken & Waardenburg, 1996), but crawlers face forward and coordinate their limbs in a diagonal gait pattern (Adolph et al ., 1998; Freedland & Bertenthal, 1994). Rotation around the elbows and shoulders may play a more important role in generating information for maintaining balance while cruising (Haehl et al ., 2000; Vereijken & Albers, 1998), whereas rotation around the wrists may be more important while crawling (Adolph, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…Since the work of the early pioneers in motor development, researchers have collected extensive normative and descriptive data on the development of crawling and walking (Ames, 1937; Gesell & Ames, 1940; McGraw, 1940, 1941; Shirley, 1931). However, researchers know relatively little about the developmental timing and formal structure of cruising (Haehl et al ., 2000; Vereijken & Albers, 1998; Vereijken & Waardenburg, 1996). The neglect of cruising in the developmental literature is the result of an historical accident.…”

Section: Study 1: Temporal Contiguity Between Crawling Cruising Andmentioning

confidence: 99%

“…Because of its transient nature, temporal contiguity with walking, and obvious formal similarities to walking, a reasonable assumption is that practice cruising helps teach infants to walk. Granted, practice cruising could strengthen infants’ legs, increase sensitivity to perceptual information for balance, facilitate interlimb coordination, motivate a higher vantage point, and so on (Barela, Jeka & Clark, 1999; Haehl et al ., 2000; Vereijken & Albers, 1998; Vereijken & Waardenburg, 1996). But the assumption of functional continuity only holds true to the extent that critical psychological components of cruising are shared by walking.…”

Section: Introductionmentioning

confidence: 99%

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Developmental continuity? Crawling, cruising, and walking

Adolph

Berger

Leo

2011

Developmental Science

108

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This research examined developmental continuity between "cruising" (moving sideways holding onto furniture for support) and walking. Because cruising and walking involve locomotion in an upright posture, researchers have assumed that cruising is functionally related to walking. Study 1 showed that most infants crawl and cruise concurrently prior to walking, amassing several weeks of experience with both skills. Study 2 showed that cruising infants perceive affordances for locomotion over an adjustable gap in a handrail used for manual support, but despite weeks of cruising experience, cruisers are largely oblivious to the dangers of gaps in the floor beneath their feet. Study 3 replicated the floor-gap findings for infants taking their first independent walking steps, and showed that new walkers also misperceive affordances for locomoting between gaps in a handrail. The findings suggest that weeks of cruising do not teach infants a basic fact about walking: the necessity of a floor to support their body. Moreover, this research demonstrated that developmental milestones that are temporally contiguous and structurally similar might have important functional discontinuities. Keywords crawling; cruising; walking; locomotion; developmental continuity Developmental ContinuityThe question of developmental continuity-"Where do new skills come from?"-is a central and long-standing issue in developmental psychology. Proponents of developmental continuity claim that new skills grow from the seeds of prior accomplishments. One line of evidence that old and new skills are related is adjacent temporal ordering, where a new skill appears in the footsteps of its predecessor or as one skill disappears another quickly appears on the scene. A second line of evidence is physical similarity, where old and new skills are similar in form or map onto each other structurally. The most important line of evidence is shared psychological function, where the earlier and later appearing skills rely on the same underlying psychological mechanisms to accomplish the same goals. In this case, experience

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Section: Discussionmentioning

confidence: 99%

Section: Study 1: Temporal Contiguity Between Crawling Cruising Andmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Developmental continuity? Crawling, cruising, and walking

Adolph

Berger

Leo

2011

Developmental Science

108

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“…64 When degrees of freedom are eliminated in order to minimize disruptive reactive forces, the variability of performance likewise is reduced. 65 Exploration of degrees of freedom leads to an increase in performance variability, 9 whereas successful exploitation of degrees of freedom leads to increased flexibility and reduced outcome variability. Variability thus can be both a curse and a blessing, depending on one's ability to control it.…”

Section: Controlling and Exploiting Variabilitymentioning

confidence: 99%

The Complexity of Childhood Development: Variability in Perspective

Vereijken

2010

Physical Therapy

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The complexity of childhood development is exemplified in the variability of development that is seen across tasks and individuals. Furthermore, variability in performance is omnipresent within individuals across repetitions of a task and across individuals performing the same task. Previously, this variability was thought to reflect error of measurement or error of execution. On this account, variability reflects noise that should be filtered or averaged out of the data in order to reveal the "true" underlying characteristics of the performance. Although errors of measurement and execution indeed contribute to variability in movements, research in the last 2 decades has revealed characteristics of variability that are far more interesting than just noise. These characteristics can be deeply informative about underlying control processes and point to directions for clinical practice. This perspective article reviews different ways of characterizing variability, illustrates changes in variability as a result of development and learning, and discusses different theoretical perspectives on the role of variability that give clues about how to understand changes in variability and how to deal with variability in clinical settings.

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“…When infants first learn to pull to a stand, with minimal strength and balance control for getting upright, stability takes the form of limiting the movement of some joints and muscles (''freezing'' the degrees of freedom) and shifting the center of mass upward until the initial sub-tasks of the skill are mastered (Bernstein, 1967;Vereijken, van Emmerik, Whiting, & Newell, 1992). Later, as strength and coordination increase, infants are free to introduce more complexity into the solution, such as shifting the center of mass laterally and upward (e.g., Harbourne & Stergiou, 2003;McMillan & Scholz, 2000;Vereijken & Waardenburg, 1996). Variability in pattern dominance over the course of skill acquisition resulted from fluctuating motor abilities as infants acquired expertise about keeping balance in their new upright posture (Piek, 2002).…”

Section: Discussionmentioning

confidence: 99%

Pulling to stand: Common trajectories and individual differences in development

Atun-Einy

Berger

Scher

2011

Developmental Psychobiology

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This longitudinal study of 27 infants examined the development of pulling-to-stand (PTS). In general, infants began PTS using a two-leg strategy and transitioned to a half-kneel strategy. As a group, infants showed no preference for either strategy at the onset of PTS, switching between strategies until half-kneeling became the dominant pattern about 1 month after the onset of PTS. Examination of individual developmental trajectories revealed variability in age at PTS onset, time between PTS onset and half-kneel strategy onset, duration of the two-leg strategy as the dominant pattern, time until the half-kneel strategy became the dominant pattern, shape of the transition between strategies (gradual vs. abrupt), and timing of PTS relative to onset of other motor milestones. We discuss variation in developmental trajectory in terms of adaptive behavior during the acquisition of new skills and as a process shaped by infants' unique experiences prior to and during the acquisition period.

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Changing patterns of interlimb coordination from supported to independent walking

Cited by 8 publications

References 0 publications

Developmental continuity? Crawling, cruising, and walking

Developmental continuity? Crawling, cruising, and walking

The Complexity of Childhood Development: Variability in Perspective

Pulling to stand: Common trajectories and individual differences in development

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