Drawing and Handedness of Preschoolers: A Repeated-Measurement Approach to Hand Preference

Bruckner, Johanna; Kastner-Koller, Ursula; Deimann, Pia; Voracek, Martin

doi:10.2466/04.10.pms.112.1.258-266

Cited by 9 publications

(7 citation statements)

References 29 publications

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“…Interestingly, the handedness, often discussed in the context with development of speech, was not associated with the results of TPF in the between‐group comparison. This underlines result from others, who did not find a higher number of left‐handed in a group of children with SSD.…”

Section: Resultssupporting

confidence: 63%

Quantitative examination of isometric tongue protrusion forces in children with oro‐facial dysfunctions or myofunctional disorders

Rohrbach

Buettner

Pollex

et al. 2018

J of Oral Rehabilitation

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Oro-facial dysfunctions (OFD) or oro-facial myofunctional disorders in children lead to severe problems in teeth and jaw position, articulation, chewing and swallowing. The forces of the tongue, the central muscle for articulation, chewing and swallowing are focused on in several studies. In this examination, isometric tongue protrusion forces (TPF) of children with OFD and controls were compared. Thirty participants with OFD and 30 controls were presented a target force level as a straight line on a monitor that they were supposed to match by generating an isometric tongue force for different target levels (0.25 N and 0.5 N). Correlations of the severity of OFD (symptom score) with the capacities of the TPF 0.25 N and 0.5 N were calculated. Statistical differences were obvious in TPF variability and the accuracy, depending on the weight. Tongue contact time, expressed as per cent (TCT, total contact: 100%), was significantly lower in children with OFD (P = .005). Mean and median TPF was not different between groups. The predictive value of TPF for OFD revealed a level of 58.6% for TPF 0.25 N and 74.5% for TPF 0.5 N. Correlations of the severity of OFD were seen for some parameters. Subjects with OFD show significantly lower competencies in accuracy and endurance of tongue protrusion forces. This may have a high impact on phenotyping children with OFD and influence therapeutical approaches.

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Section: Resultssupporting

confidence: 63%

Quantitative examination of isometric tongue protrusion forces in children with oro‐facial dysfunctions or myofunctional disorders

Rohrbach

Buettner

Pollex

et al. 2018

J of Oral Rehabilitation

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“…A preference for ipsilateral reaching could influence the results on adding, subtracting and counting tasks. This might especially be the case in preschool aged children, because hand preference is still variable at this age (Bruckner, Kastner‐Koller, Deimann, & Voracek, ; Sacrey, Arnold, Whishaw, & Gonzalez, ), especially on unimanual tasks (Fagard & Marks, ). Moreover, ipsilateral reaching is stronger in young children and children with no fixed hand preference (Carlier, Doyen, & Lamard, ; Leconte & Fagard, ).…”

mentioning

confidence: 99%

An Embodiment Perspective on Number–Space Mapping in 3.5‐Year‐Old Dutch Children

Noordende

Volman

Leseman

et al. 2016

Infant and Child Development

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Previous research suggests that block adding, subtracting and counting direction are early forms of number–space mapping. In this study, an embodiment perspective on these skills was taken. Embodiment theory assumes that cognition emerges through sensory–motor interaction with the environment. In line with this assumption, it was investigated if counting and adding/subtracting direction in young children is related to the hand they use during task performance. Forty‐eight 3.5‐year‐old children completed a block adding, subtracting and counting task. They had to add and remove a block from a row of three blocks and count a row of five blocks. Adding, subtracting and counting direction were related to the hand the children used for task performance. Most children who used their right hand added, removed and started counting the blocks at the right side of the row. Most children who used their left hand added, removed and started counting the blocks at the left side of the row. It can be concluded that number–space mapping, as measured by direction of adding, subtracting and counting blocks, in young children is embodied: It is not fixed, but is related to the situation. © 2016 The Authors Infant and Child Development Published by John Wiley & Sons, Ltd.

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“…

in a recent study, Bruckner, kastner-koller, Deimann, and Voracek (2011) investigated the relationship between hand preference and drawing during preschool years. the present study offers interpretations in a larger framework which could contribute to the better understanding of that relationship, and provides future directions in this area.

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mentioning

confidence: 99%

“…recently, Bruckner, kastner-koller, Deimann, and Voracek (2011) investigated the relationship between handedness and drawings done by preschoolers. they compared drawing scores derived from copying tasks between children with consistent and inconsistent hand preference.…”

mentioning

confidence: 99%

“…they compared drawing scores derived from copying tasks between children with consistent and inconsistent hand preference. Bruckner, et al (2011) found that children with consistent hand preference (that is, children who always use a particular hand for a task) performed better in drawing than their counterparts. However, these differences held only for girls, who in turn performed better than boys.…”

mentioning

confidence: 99%

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Handedness and Drawing: Attempting to Complete the Picture: A Comment on Bruckner, Et Al. (2011)

Vlachos

Bonoti

2011

Percept Mot Skills

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Drawing and Handedness of Preschoolers: A Repeated-Measurement Approach to Hand Preference

Cited by 9 publications

References 29 publications

Quantitative examination of isometric tongue protrusion forces in children with oro‐facial dysfunctions or myofunctional disorders

Quantitative examination of isometric tongue protrusion forces in children with oro‐facial dysfunctions or myofunctional disorders

An Embodiment Perspective on Number–Space Mapping in 3.5‐Year‐Old Dutch Children

Handedness and Drawing: Attempting to Complete the Picture: A Comment on Bruckner, Et Al. (2011)

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