Sex-Related Differences on Fine-Motor Tasks at Grade One

Judd, Debra M.; Siders, James A.; Siders, Jane Z.; Dnp, Kathleen R Atkins

doi:10.2466/pms.1986.62.1.307

Cited by 6 publications

(5 citation statements)

References 5 publications

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“…The higher socioeconomic status group, therefore, appears to be developmentally more advanced than the lower socioeconomic status group in its visuomotor integration. The difference found between the two groups agrees with the findings of Judd et al (1986), who reported social class differences in writing tasks of first graders, with the subjects from the higher socioeconomic status group writing faster and more accurately. The findings of the present study also agree with those of Wallach and Martin (1970), who found significant differences in the drawing tendencies of children from varying social classes, with the higher socioeconomic status group tending to draw less expansively.…”

Section: Discussionsupporting

confidence: 89%

“…Children from the lowest of the four classes were also behind in language production, that is, at age 1 year they spoke fewer words. Judd, Siders, Siders, and Atkins (1986) studied the rate and accuracy of fine motor tasks in first graders and reported a stronger correlation with socioeconomic status than with sex. Their study did not begin as an investigation of the effects of socioeconomic status effects, however, so the divisions between social classes were not clearly defined.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Effects of Socioeconomic Status on Hand Size and Strength, Vestibular Function, Visuomotor Integration, and Praxis in Preschool Children

Bowman

Wallace

1990

The American Journal of Occupational Therapy

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Differences in hand size and strength, vestibular function, visuomotor integration, and praxis in preschool children as a function of socioeconomic status were investigated. Twenty-two children of lower socioeconomic status, aged 3 to 5 years, were each matched with a child of higher socioeconomic status on the basis of race, sex, hand dominance, age, height, and weight. Measures used were the Developmental Test of Visual-Motor Integration (Beery, 1982), hand size and strength, the Standing Balance subtests of the Southern California Sensory Integration Tests (Ayres, 1972), the Bowman Unilateral Hopping Test (Flannigan, 1987), the Southern California Postrotary Nystagmus Test (Ayres, 1975), the praxis tests of the Sensory Integration and Praxis Tests (SIPT) (Ayres, 1984), and the Bowman Quality of Prone Extension Scale (Etheredge, 1987). Analyses with two separate Hotelling's T2 for correlated samples (Huck, Cormier, & Bounds, 1974) revealed significant differences in hand size and strength as well as praxis, and subsequent post hoc analyses revealed better scores for the higher socioeconomic status group on right hand strength and on the Praxis on Verbal Command subtest of the SIPT. A paired t test also revealed that the higher socioeconomic status group scored better on visuomotor integration. Analysis with Hotelling's T2 revealed no significant differences between the two groups on the vestibular measures. The results of this study suggest that on certain tests used by occupational therapists, children from a higher socioeconomic status group may function at a higher developmental level than those from a lower socioeconomic status group. When interpreting clients' test results, therefore, therapists should consider the possible influence of socioeconomic status.

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Section: Discussionsupporting

confidence: 89%

Section: Literature Reviewmentioning

confidence: 99%

The Effects of Socioeconomic Status on Hand Size and Strength, Vestibular Function, Visuomotor Integration, and Praxis in Preschool Children

Bowman

Wallace

1990

The American Journal of Occupational Therapy

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“…The higher and lower risk co-twins did not differ significantly on the PDI, F (1, 27) = 0.19, ns. Because of potential differences between males and females in motor development (Judd, Siders, Siders, & Atkins, 1986), we repeated the analyses of PDI data for same-sex twin pairs. The analyses for the 44 members of same-sex twin pairs revealed a significant effect only for twin set membership, F (21, 21) = 3.61, p < .01, but not for risk level, F (1, 21) = 0.24, ns.…”

Section: Resultsmentioning

confidence: 99%

Differential effects of perinatal hypoxic risk on early developmental outcome: A twin study.

1996

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The goal of this twin study was to explore the effects of perinatal neurobiological risk on 2 dimensions of early developmental outcome: mental and motor. The hypothesis was that the performance of the twin considered to be at higher risk for hypoxic insult would fall short of that exhibited by the lower risk co-twin. Twin discordance was established on 2 indirect indices of perinatal hypoxic risk: the Apgar score and the degree of need for neonatal respiratory oxygen support. The early outcome measures, the Bayley Scales of Infant Development (BSID), mental (MDI) and psychomotar (PDT) components, were obtained for 76 infants. Fifty-six infants were from 28 pairs of twins who were determined to be discordant, and 20 infants from 10 additional pairs who were found to be nondiscordant, on the risk indices. Although the average differences between the discordant co-twins in Apgar scores and in need for oxygen supplementation were small, the twins who were at higher risk for hypoxic insult had a significantly lower MDI compared to their lower risk co-twins. This within-pair effect was somewhat greater for premature, same-sex twins. No intrapair differences associated with risk level were found on the PDI. We conclude that early development of mental skills appears more sensitive to perinatal hypoxic risk than gross motor development when both outcome domains are denned according to the BSID.Complications associated with pregnancy and delivery, most notably prematurity, have been linked to increased risk for subsequent neurocognitive and neurobehavioral aberrations.These include not only developmental disorders such as autism

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“…In addition to differences in handwriting quality, girls tend to write faster than boys (Berninger and Fuller, 1992;Biemiller et al, 1993;Judd, Siders, Siders, and Atkins, 1986;Ziviani, 1984). In the only study that failed to find a significant relationship between gender and fluency (HamstraBletz and Blote, 1990), the mean writing speed of girls was higher than that of boys at each grade level.…”

Section: Correlates Of Skill Development In Handwritingmentioning

confidence: 86%