“…In contrast, precision-and power-grip strengths increase in a step-like fashion, sometimes synchronously (i.e., power and precision change similarly) and sometimes asynchronously (i.e., power may change but precision may not). This discontinuity in development reflects the dynamic interplay of maturation and experience affecting biological development (Sosnoff, Deutsch, & Newell, 2007), as well as cognitive-strategic development (i.e., using feedforward strategies for improved coordination; Lazarus et al, 1995;Potter et al, 2006). There is a large range in the maximum tongue strength of TD preschool children, with some of the children in the 3,0 age group performing at or above the mean of the children in the 4,6-5,0 age group and some of the children in the 4,6-5,0 age group performing at or below the mean of the children in the 3,0 age group.…”