title: Training compliance control yields improvements in drawing as a function of Beery scores.
abstract: Many children have difficulty producing movements well enough to improve in sensori-motor learning. Previously, we developed a training method that supports active movement generation to allow improvement at a 3D tracing task requiring good compliance control. Here, we tested 7-8 year old children from several 2nd grade classrooms to determine whether 3D tracing performance could be predicted using the Beery VMI. We also examined whether 3D tracing training lead to improvements in drawing. Baseline testing included Beery, a drawing task on a tablet computer, and 3D tracing. We found that baseline performance in 3D tracing and drawing co-varied with the visual perception (VP) component of the Beery. Differences in 3D tracing between children scoring low versus high on the Beery VP replicated differences previously found between children with and without motor impairments, as did post-training performance that eliminated these differences. Drawing improved as a result of training in the 3D tracing task. The training method improved drawing and reduced differences predicted by Beery scores.
authors.affiliation: Department of Psychological & Brain Sciences, Indiana University, Bloomington, Indiana, United States of America.
authors.forename: Winona
authors.initials: W
authors.lastname: Snapp-Childs
authors.affiliation: Institute of Psychological Sciences, University of Leeds, Leeds, United Kingdom; School of Mechanical Engineering, University of Leeds, Leeds, United Kingdom.
authors.forename: Ian
authors.initials: I
authors.lastname: Flatters
authors.affiliation: Department of Psychological & Brain Sciences, Indiana University, Bloomington, Indiana, United States of America.
authors.forename: Aaron
authors.initials: A
authors.lastname: Fath
authors.affiliation: Institute of Psychological Sciences, University of Leeds, Leeds, United Kingdom.
authors.forename: Mark
authors.initials: M
authors.lastname: Mon-Williams
authors.affiliation: Department of Psychological & Brain Sciences, Indiana University, Bloomington, Indiana, United States of America.
authors.forename: Geoffrey P
authors.initials: GP
authors.lastname: Bingham
mesh_terms: D002648:Child; D005260:Female; D006801:Humans; D008297:Male; D018794:Problem-Based Learning; D011597:Psychomotor Performance