ABSTRACT
The purpose of this study was to examine the effect of massed and distributed practice upon the learning by 8 autistic children of rotary pursuit tracking at 20 rpm. The massed practice group of four completed 10 30-sec. trials with 5-sec. rests for 10 consecutive days on the Photoelectric Pursuit Rotor. The distributed practice group completed 10 30-sec. trials with 30-sec. rests for 10 consecutive days on the same device. The results of a 2 x 10 x 10 (group x practice days x trials) analysis of variance with repeated measures on the last two factors indicated that learning occurred for both groups but no differences between groups were significant. It is suggested that further investigations into the applicability of motor learning principles to special populations be conducted using larger groups.
Subject(s)
Autistic Disorder/psychology , Education, Special , Eye Movements , Practice, Psychological , Psychomotor Performance , Pursuit, Smooth , Adolescent , Autistic Disorder/therapy , Child , Female , Humans , Male , Retention, PsychologyABSTRACT
The purpose of the present study was to examine the potential of a multivariable approach in predicting dental motor skill performance. Variables measuring cognitive knowledge, motor abilities, educational background, and family demographics were examined. Data were obtained from 33 first-year dental students. Scaling and root planing tests were administered to each student at the beginning and end of a 14-week preclinical periodontal course. Correlations were low and no variable significantly predicted pre- or posttest scaling and root planing performance. Results are discussed in terms of the problems associated with predicting motor performance.
Subject(s)
Education, Dental , Motor Skills , Students, Dental/psychology , Aptitude Tests , Education, Dental/standards , Humans , School Admission Criteria , Task Performance and AnalysisSubject(s)
Learning , Motor Skills , Practice, Psychological , Adult , Female , Humans , Knowledge of Results, Psychological , MaleABSTRACT
This study investigated the correlation among measures of perceptual-motor abilities, self-concept, and reading achievement and determined whether perceptual-motor ability and self-concept can predict reading achievement in the early elementary grades. A total of 105 boys and 108 girls from the first, and second and third grades were tested on the stabilometer, a modified Minnesota Manual Dexterity Test, a tapping test, the Primary Self-concept Inventory, and the Science Research Associates Assessment Survey. Intercorrelations across grade levels tended to be low and nonsignificant. The multiple regression procedures yielded no strong predictions of reading achievement. These findings tended to confirm the specificity of perceptual-motor ability, self-concept, and reading achievement.
