Development of Early Handwriting: Visual-Motor Control during Letter Copying

Autor/inn/en	Maldarelli, Jennifer E.; Kahrs, Björn A.; Hunt, Sarah C.; Lockman, Jeffrey J.
Titel	Development of Early Handwriting: Visual-Motor Control during Letter Copying
Quelle	In: Developmental Psychology, 51 (2015) 7, S.879-888 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0039424
Schlagwörter	Handwriting; Young Children; Visual Perception; Psychomotor Skills; Eye Movements; Kindergarten; Phonemes; Adults; Cognitive Processes; Difficulty Level; Age Differences; Duplication; Writing Skills; Visual Stimuli + Suchen Sie Ihr Suchwort? Handschrift; Frühe Kindheit; Visuelle Wahrnehmung; Psychomotorische Aktivität; Augenbewegung; Fonem; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Age; Difference; Age difference; Altersunterschied; Writing skill; Schreibfertigkeit
Abstract	Despite the importance of handwriting for school readiness and early academic progress, prior research on the development of handwriting has focused primarily on the product rather than the process by which young children write letters. In contrast, in the present work, early handwriting is viewed as involving a suite of perceptual, motor, and cognitive abilities, which must work in unison if children are to write letters efficiently. To study such coordination, head-mounted eye-tracking technology was used to investigate the process of visual-motor coordination while kindergarten children (N = 23) and adults (N = 11) copied individual letters and strings of letters that differed in terms of their phonemic properties. Results indicated that kindergarten children were able to copy single letters efficiently, as did adults. When the cognitive demands of the task increased and children were presented with strings of letters, however, their ability to copy letters efficiently was compromised: Children frequently interrupted their writing midletter, whereas they did not do so on single letter trials. Yet, with increasing age, children became more efficient in copying letter strings, in part by using vision more prospectively when writing. Taken together, the results illustrate how the coordination of perceptual, motor, and cognitive processes contributes to advances in the development of letter writing skill. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01