Media form an integral part of children's environments and represent, amongst other domains, altered sensorimotor experiences. Fine motor skills (FMS) represent a fundamental prerequisite for learning cognition initial work has begun to show links with screen media usage – although is scarce the directionality uncertain. Therefore, using cross-lagged-panel design 2 waves 1 year apart, we examin...

abstract background and purpose: aging is associated with brain changes and reduction in motor skill acquisi­tion that can limit its functional capacity. one of the effective interventions is using transcranial direct current stimulation (tdcs). the aim of this systematic review was to assess the effect of tdcs on learning and motor skill in healthy older adults. materials and methods: a litera...

background: to determine whether using mechanical ventilation in neonatal intensive care unit (nicu) influences motor development of low birth weight (lbw) infants and to compare their motor development with normal birth weight (nbw) infants at the age of 8 to 12 months using peabody developmental motor scale 2 (pdms-2). methods: this cross sectional study was conducted on 70 lbw infants in two...

Fine motor skills are learned through repetitive practice and once learned, last for a long time. Skilled reaching is linked to structural and functional changes in multiple brain regions including, in particular, the primary motor cortex. Previous studies demonstrated that fine motor skill learning is associated with cortical synaptogenesis and motor map reorganization. At present, studies hav...

Title: Fine Motor Skill Interventions for Teaching Handwriting Abstract: This poster will present the results of an action research study that will be conducted this spring in my Kindergarten classroom. Students who demonstrate poor handwriting skills will participate in daily physical therapy exercises, squeezing a squishy-ball, to determine if this intervention helps improve their writing abi...

Improvements in motor sequence learning come about via goal-based learning of the sequence of visual stimuli and muscle-based learning of the sequence of movement responses. In young adults, consolidation of goal-based learning is observed after intervals of sleep but not following wake, whereas consolidation of muscle-based learning is greater following intervals with wake compared to sleep. W...

The purpose of this study was to examine the gross motor and fine motor abilities of children with mental retardation using the Bruininks Oseretsky Test of Motor Proficiency. We compared the motor skills of 24 mentally retarded children, 12 with Down syndrome and 12 without Down syndrome. The children ranged in chronological age from 7.6 years to 11 years and were of comparable mental age. With...