Variability in Skill Acquisition

Untrivial Pursuit: Measuring Motor Procedures Learning in Children with Autism

“…Consistent with our second hypothesis, “speed change” vs. “shape change” conditions lead to different interference effects, as children were more affected by a change in path shape. This result is in line with early PR studies, which reported that shapes with sharp changes of direction (i.e., square and triangular) were more complex than circular forms for TD children between 6 and 9 years of age [Eckert, ; Neiner, ]. Similarly to Gidley Larson and Mostofsky [], TD children's performance dropped by more than 15% upon encountering a change in track shape.…”

“…Traditional PR tasks require participants to manually track a moving target presented on a turntable using a handheld stylus, by keeping the tip of the stylus on a metal spot on the platter. Changes in task design (i.e., target speed or track shape) have been used to evaluate development of procedural learning in children [Eckert, ; Frith, ; Karlin, ; Mounoud, Viviani, Hauert, & Guyon, ; Whitehurst & Del Rey, ; Zanone, ].…”

Selection of Effective Tests of Motor Ability in Preschool Children Based on Pass-or-Fail Criteria: Examination of Reliability, Objectivity, and Rate of Passing

“…Many field tests of motor abhty for children have been devised. These tests can be divided into two categories, the measurement of motor performance quantitatively by speed, distance, and time (Eckert, 1974;Krombholz, 1997;Mdne, Seefeldt, & Reuschlein, 1976;Morris, Wdhams, Atwater, & W h o r e , 1982;Ponthieux & Barker, 1965;Takeuchi, Kawabata, & Matsuura, 1968) and the measurement by criteria for passing (Bayley, 1935;Frankenburg, Camp, VanNatta, & Demersseman, 1971;McCaskilI & Wellman, 1938;Werner & Bayley, 1966).…”

Ο Ρολος Των Ικανοτητων Στην Αναπτυξη Κινητικων Δεξιοτητων Στην Παιδικη Ηλικια

“…Η άποψη που αφορά την αβεβαιότητα στα αρχικά στάδια μάθησης υποστηρίχθηκε εν μέρει από τον Bilodeau (1957), ο οποίος παρατήρησε μεγαλύτερη διακύμανση στην απόδοση των αρχάριων συγκριτικά με τους υψηλού επιπέδου εξεταζόμενους. Ο Eckert (1957) παρατήρησε επίσης μεγαλύτερη μεταβλητότητα στην απόδοση κατά τα αρχικά στάδια μάθησης.…”