Literatura científica selecionada sobre o tema "Graphomotor learning"
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Artigos de revistas sobre o assunto "Graphomotor learning"
Kožík Lehotayová, Blanka. "Aspekty alternatívnej pedagogiky v podpore grafomotoriky". Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 21, n.º 4 (2022): 76–81. http://dx.doi.org/10.54937/ssf.2022.21.4.76-81.
Texto completo da fonteSwett, Bruce A., Jose L. Contreras-Vidal, Rasmus Birn e Allen Braun. "Neural Substrates of Graphomotor Sequence Learning: A Combined fMRI and Kinematic Study". Journal of Neurophysiology 103, n.º 6 (junho de 2010): 3366–77. http://dx.doi.org/10.1152/jn.00449.2009.
Texto completo da fonteDomagała, Aneta, e Urszula Mirecka. "Trudności grafomotoryczne ucznia wyzwaniem dla nauczycieli języka obcego". Neofilolog, n.º 36 (15 de junho de 2011): 229–41. http://dx.doi.org/10.14746/n.2011.36.16.
Texto completo da fonteDanna, Jérémy, Marieke Longcamp, Ladislas Nalborczyk, Jean-Luc Velay, Claire Commengé e Marianne Jover. "Interaction between orthographic and graphomotor constraints in learning to write". Learning and Instruction 80 (agosto de 2022): 101622. http://dx.doi.org/10.1016/j.learninstruc.2022.101622.
Texto completo da fonteDuda, Thomas A., Joseph E. Casey, Amanda M. O'Brien, Natalie Frost e Amanda M. Phillips. "Reduced graphomotor procedural learning in children and adolescents with ADHD". Human Movement Science 65 (junho de 2019): 60–70. http://dx.doi.org/10.1016/j.humov.2018.06.018.
Texto completo da fonteWójcik, Magdalena. "Graphomotor Skills of Students with Mild Intellectual Disability". Lubelski Rocznik Pedagogiczny 40, n.º 3 (23 de novembro de 2021): 157–77. http://dx.doi.org/10.17951/lrp.2021.40.3.157-177.
Texto completo da fonteKuzeva, O. V. "Features of Graphomotor Skills Development in Primary School Children". Psychological-Educational Studies 9, n.º 2 (2017): 57–69. http://dx.doi.org/10.17759/psyedu.2017090206.
Texto completo da fonteDevillaine, Louis, Raphaël Lambert, Jérôme Boutet, Saifeddine Aloui, Vincent Brault, Caroline Jolly e Etienne Labyt. "Analysis of Graphomotor Tests with Machine Learning Algorithms for an Early and Universal Pre-Diagnosis of Dysgraphia". Sensors 21, n.º 21 (23 de outubro de 2021): 7026. http://dx.doi.org/10.3390/s21217026.
Texto completo da fonteGaranty-Bogacka, B., W. Wieczorek e M. Syrenicz. "Neurodevelopmental Dysfunction and Specific Learning Disabilities in School-Aged Twins". Acta geneticae medicae et gemellologiae: twin research 47, n.º 3-4 (outubro de 1998): 205–13. http://dx.doi.org/10.1017/s000156600000012x.
Texto completo da fonteDuda, Thomas A., Joseph E. Casey e Nancy McNevin. "Development of graphomotor fluency in adults with ADHD: Evidence of attenuated procedural learning". Human Movement Science 44 (dezembro de 2015): 1–10. http://dx.doi.org/10.1016/j.humov.2015.08.006.
Texto completo da fonteTeses / dissertações sobre o assunto "Graphomotor learning"
Swett, Bruce A. "The neural substrates of graphomotor sequence learning". College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6687.
Texto completo da fonteThesis research directed by: Neuroscience and Cognitive Science. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
De, Rivière Najat. "Apprentissage graphomoteur du système graphique arabe chez les adultes français : étude comparative des données EEG brutes et de l'effet de types de modèles de présentation sur les paramètres de l'écriture". Electronic Thesis or Diss., CY Cergy Paris Université, 2024. http://www.theses.fr/2024CYUN1269.
Texto completo da fonteIn recent years, neuroscience research has advanced, providing a deeper understanding of the brain through real-time neuroimaging techniques that study brain activity. These techniques have allowed cognitive neuroscientists to explore learning as a subject of study, as they view the brain as the organ responsible for learning (Vinter & Chartrel, 2009 ; Belghit, 2021; Campbell & Pagé, 2012). The latter can take place thanks to the brain's stimulus reactions (Gaussel and Reverdy, 2013), during which the brain perceives, processes, and integrates the information carried by the stimulus (Gaussel and Reverdy, 2013). However, can learning be merely summarized as a brain/stimulus reaction? When we study learning, should we only focus on identifying the communications established between neurons, which lead to what is called brain plasticity? Or should we take into consideration intra and interindividual differences in situations similar to those found in schools, rather than laboratories, where all stimulation is eliminated except the one that is the subject of study? These questions are at the heart of the disagreement between two separate areas: cognitive neurosciences and education sciences. The former, in their laboratories, focus on studying the brain of the subject who learns, while the latter are interested in the teaching/learning process in an ecological environment, such as the classroom. The differences in methodologies of cognitive neuroscience and education sciences have led to a reduction in the study of learning in each field (Arbix-Calas, 2018).This thesis proposes an experimental paradigm in which we combine the contributions of these two areas to study handwriting learning. We studied brain activity in a learning context outside the laboratories, while considering inter and intra-individual variables.The context of the learning we have chosen is the graphomotor learning of the Arabic graphic system in French adults. Learning to write begins with copying graphic signs from a model (Jolly & Gentaz, 2013). In this sense, research has shown the positive effect of the presentation of dynamic models on learning to write than static models (Vinter & Chartrel, 2009; Wright & Wright, 1980). On the other hand, research in neuroscience has shown the existence of a system called mirror neurons (Rizzolatti et al., 2001; Rizzolatti & Sinigaglia, 2008). These neurons activate in an individual when observing an action executed by an agent (Rizzolatti et al., 2001; Rizzolatti & Sinigaglia, 2008), and thus provide an internal copy of the observed action. From this observation, we attempted to compare graphomotor learning via two different types of dynamic models. A model presenting an expert who writes, and another model presenting the dynamics of the pencil line that scrolls over time.The results of our EEG study were mostly in accordance with previous studies in cognitive neuroscience, despite the limits of our research. It was found that the post-test electric potential decreased compared to the pretest. Additionally, the results highlighted a differentiation of electrical potentials according to the type of presentation model and the participants' profiles. Regarding the results on graphomotor learning, it turns out that the dynamic model with a hand promotes the retention of letters, including their readability, more than the dynamic model without a hand
Zvončák, Vojtěch. "Výzkum pokročilých metod analýzy online písma se zaměřením na hodnocení grafomotorických obtíží u dětí školního věku". Doctoral thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2021. http://www.nusl.cz/ntk/nusl-438732.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Graphomotor learning"
Lavoie, Natalie, e Émile Lebel. "A MOTOR INTERVENTION TO PREPARE LEARNING TO WRITE". In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end145.
Texto completo da fonteMALEVA, Zinaida. "Training graphomotor skills in students with mental retardation (intellectual disabilities)". In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p223-227.
Texto completo da fonteHavigerová, Jana, e Jana Janků. "GRAPHOMOTOR SKILLS OF PRE-SCHOOL CHILDREN: PILOTAGE OF SCREENING SCALE". In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0764.
Texto completo da fonteDomagała, Aneta, e Urszula Mirecka. "HANDWRITING IN THE COMPUTER AGE. TECHNIQUE OF GRAPHOMOTOR ACTIVITIES IN PUPILS BEGINNING PRIMARY SCHOOL – EXPERIMENTAL STUDIES". In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2262.
Texto completo da fonteDomagała, Aneta, e Urszula Mirecka. "HANDWRITING IN THE COMPUTER AGE. THE PRODUCTS OF GRAPHOMOTOR ACTIVITIES OF CHILDREN IN LIGHT OF EXPERIMENTAL STUDIES". In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2261.
Texto completo da fonteKordigel Aberšek, Metka. "WRITING VERSUS TYPING IN THE BIOLOGY CLASSROOM: A CASE STUDY IN SLOVENIA". In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.65.
Texto completo da fonteViscaino - Quito, Andres, e Luis Serpa-Andrade. "Proposal for the Generation of Profiles using a Synthetic Database". In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001462.
Texto completo da fontePérez, Manuel, e Hélène Giraudo. "Effets d’encodages visuel (lecture) et visuo-graphomoteur (copie) sur les productions en dictée de pseudomots en 1re et 2e années élémentaires". In Perspectives actuelles sur l’apprentissage de la lecture et de l’écriture = Contributions about learning to read and write. Éditions de l'Université de Sherbrooke, 2016. http://dx.doi.org/10.17118/11143/10275.
Texto completo da fonte