Добірка наукової літератури з теми "Graphomotor learning"

Children suffering with graphomotor skills which may be related to specific learning disabilities are identified in the first year of primary school. Learning disabilities are linked to developmental changes, but also to changes induced by targeted support and intervention. For this reason, it is required of the teacher to provide adequate support to eliminate problems in graphomotor skills in case of identifying the child's difficulties. The application of support activities can be included in both pre-school and primary education levels. Various development and stimulational programs might be an inspiration, as well as support techniques including montessori and waldorf pedagogy. The contribution is a partial output of the Kega project no. 0026UK-4/2021 Preventive Strategies of Specific Learning Disabilities in Terms of Graphomotor Skills in Preschool Age.

The goal of this study was to characterize the dynamics and functional connectivity of brain networks associated with fast (short-term) learning of handwriting using functional magnetic resonance imaging. Participants ( n = 12) performed a graphomotor sequence learning task (naïve subjects learning to draw simple, 3-stroke Chinese word characters), which focused the learning process on the kinematic aspects of sequence learning instead of on the production of the line segments. Learning of the graphomotor sequence was demonstrated by a progressive improvement in movement smoothness as assessed by normalized jerk scores. Examination of the patterns of regional neural activity and functional connectivity during sequence learning demonstrated that cortical regions, which may support visuomotor mapping components of the task, were active prior to subcortical areas that may play a role in encoding and refining the novel sequences. Importantly, differences in the time course of recruitment of basal ganglia and cerebellar networks suggest distinct but integrated roles in the encoding and refining of the handwritten sequences. This implies multiple kinematic representations of graphomotor trajectories may be encoded at various spatiotemporal scales.

The paper presents the results of studies on graphomotor skills and indi-cates the phenomena that may adversely affect the acquisition of know-ledge and school skills, including learning a foreign language. In the con-text of teaching foreign languages, graphomotor difficulties were related to the skill of writing and in particular to the graphic level of handwriting. Emphasis was also laid on graphic problems discovered in the course of qualitative analysis, which can be found also at the level of spelling, since their occurrence may especially hinder learning a new language.

The development of graphomotor skills in children in primary school age is a difficult and long process, and its disturbance leads to serious problems not only with the process of writing but also disrupts the purely academical learning. For students with mild intellectual disability, writing is a more difficult challenge due to cognitive and perceptual- -motor limitations.

The results of the study of serial graphic skills and writing formation in elementary school children are represented in the article. Special characteristics of the development of these skills in 7 and 9 years old children in norm and with learning disabilities (LD) were found using computerized experimental methods and general neuropsychological diagnostics. Third-formers in norm achieve significant results in the development of graphomotor skills and writing while children with LD have difficulties in its automating. 1st grade students with LD show complex cognitive difficulties that influence the formation of graphomotor skills and handwriting, in the 3d grade tempo characteristics and quality of writing primarily suffer. The main reason of such dysfunction is the decrease of serial organization of movements, planning and control functions, as well as the deficit of neurodynamic components of activity.

Five to ten percent of school-aged children display dysgraphia, a neuro-motor disorder that causes difficulties in handwriting, which becomes a handicap in the daily life of these children. Yet, the diagnosis of dysgraphia remains tedious, subjective and dependent to the language besides stepping in late in the schooling. We propose a pre-diagnosis tool for dysgraphia using drawings called graphomotor tests. These tests are recorded using graphical tablets. We evaluate several machine-learning models and compare them to build this tool. A database comprising 305 children from the region of Grenoble, including 43 children with dysgraphia, has been established and diagnosed by specialists using the BHK test, which is the gold standard for the diagnosis of dysgraphia in France. We performed tests of classification by extracting, correcting and selecting features from the raw data collected with the tablets and achieved a maximum accuracy of 73% with cross-validation for three models. These promising results highlight the relevance of graphomotor tests to diagnose dysgraphia earlier and more broadly.

AbstractThe frequency of the developmental dysfunction and specific learning disabilities were assessed in the retrospective study in the group of 56 school-aged twins. The relationships between genetic, perinatal and social factors and learning disability were also determined. It was found that 12.5% of twins had learning disabilities. The most common neurodevelopmental dysfunction were language disorders, poor graphomotor fluency and poor fine motor dexterity. It was also found that educational difficulty were associated with prematurity, low Apgar scores, neonatal complications and familial predisposition.

Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis 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.

La recherche des dernières décennies en neurosciences, nous a fourni une compréhension plus détaillée sur le cerveau, grâce aux techniques de neuro-imagerie, qui permettent l'étude de l'activité cérébrale en temps réel. Les neuroscientifique considèrent le cerveau comme l'organe responsable de l'apprentissage (Vinter & Chartrel, 2009 ; Belghit, 2021; Campbell & Pagé, 2012). Ce dernier peut avoir lieu grâce aux réactions cerveau/stimulus (Gaussel & Reverdy, 2013), au cours desquelles, le cerveau perçoit, traite et intègre l'information portée par le stimulus (Gaussel et Reverdy, 2013). Cependant, est ce que l'apprentissage se résume seulement dans cette réaction cerveau/stimulus ? Quand on étudie l'apprentissage, faut-il donc se contenter d'identifier les communications qui s'établissent entre les neurones, et qui aboutissent à ce qu'on appelle la plasticité cérébrale ? Ou bien faut-il prendre en considération les différenciations intra et interindividuelles dans des situations semblables à ce qu'on trouve dans les écoles, et non pas dans les laboratoires, où on élimine toutes les stimulations à part celle qui fait l'objet de l'étude ? Ces questions sont au cœur de désaccord entre deux domaines distincts, les neurosciences cognitives et les sciences de l'éducation. Les premiers, dans leurs laboratoires, se focalisent sur l'étude du cerveau du sujet qui apprend, alors que les deuxièmes s'intéressent au processus enseignement/apprentissage dans un environnement écologique qui est la salle de classe. Les différences des méthodologies des neurosciences cognitives et des sciences de l'éducation ont fait que chaque domaine opère une réduction dans leur étude sur l'apprentissage (Arboix-Calas, 2018).Cette thèse propose premièrement un paradigme expérimental, dans lequel nous avons tenté de combiner les apports de ces deux domaines, pour étudier le thème de l'apprentissage. En effet, nous avons étudié l'activité du cerveau dans un contexte d'apprentissage, en dehors des laboratoires, tout en prenant en considération les variables inter et intra individuelles.Le contexte de l'apprentissage que nous avons choisi est l'apprentissage graphomoteur du système graphique arabe chez les adultes français. L'apprentissage de l'écriture commence par la copie des signes graphiques à partir d'un modèle (Jolly & Gentaz, 2013). Dans ce sens, des recherches ont montré l'effet positif de la présentation des modèles dynamiques sur l'apprentissage de l'écriture que les modèles statiques (Vinter & Chartrel, 2009; Wright & Wright, 1980). D'un autre côté, les recherches en neurosciences ont montré l'existence d'un système appelé les neurones miroir (Rizzolatti et al., 2001; Rizzolatti & Sinigaglia, 2008). Ces neurones s'activent chez un individu lors de l'observation d'une action exécutée par un agent (Rizzolatti et al., 2001; Rizzolatti & Sinigaglia, 2008), et fournissent ainsi une copie interne de l'action observée. A partir de ce constat, nous avons tenté de comparer l'apprentissage graphomoteur via deux types de modèles dynamiques différents. Un modèle dynamique présentant un expert qui écrit, et un autre modèle dynamique présentant juste la dynamique du tracé.Les résultats de notre étude EEG ont été plus ou moins en conformité avec les études antérieures en neurosciences cognitives, malgré les limites de notre recherche. Il s'est avéré que le potentiel électrique en posttest a diminué par rapport au prétest. En outre, les résultats ont mis en exergue une différenciation des potentiels électriques en fonction du type de modèle de présentation, et du profil des participants. En ce qui concerne les résultats portant sur l'apprentissage graphomoteur, il se trouve que le modèle dynamique avec main favorise plus la rétention des lettres, voire leur lisibilité que le modèle dynamique sans main
In 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

Grafomotorické dovednosti (GA) představují skupinu psychomotorických procesů, které se zapojují během kreslení a psaní. GA jsou nutnou prerekvizitou pro zvládání základních školních schopností, konkrétně psaní. Děti v první a druhé třídě mohou mít potíže s prováděním jednoduchých grafomotorických úkolů (GD) a později ve třetí a čtvrté třídě také se samotným psaním (HD). Narušení procesů spojených se psaním je obecně nazýváno jako vývojová dysgrafie (DD). Prevalence DD v České republice se pohybuje kolem 3–5 %. V současné době je DD hodnocena subjektivně týmem psychologů a speciálních pedagogů. V praxi stále chybí objektivní měřicí nástroj, který by umožňoval hodnocení GD a HD. Z tohoto důvodu se tato disertační práce zabývá identifikováním symptomů spojených s grafomotorickou neobratností u dětí školního věku a vývojem nových parametrů, které je budou kvantifikovat. Byl vytvořen komplexní GA protokol (36 úloh), který představuje prostředí, ve kterém se mohou projevit různé symptomy spojené s GD a HD. K těmto symptomům bylo přiřazeno 76 kvantifikujících parametrů. Dále byla navrhnuta nová škála grafomotorických obtíží (GDRS) založena na automatizovaném zpracování online píma. Nakonec byla prezentována a otestována nová sada parametrizačních technik založených na Tunable Q Factor Wavelet Transform (TQWT). Parametry TQWT dokážou kvantifikovat grafomotorickou obratnost nebo nedostatečný projev v jemné motorice. GDRS přestavuje nový, moderní a objektivní měřící nástroj, který doposud chyběl jak v České republice, tak v zahraničí. Použití škály by pomohlo modernizovat jak diagnostiku DD, tak reedukační/remediační proces. Další výzkum by tento nástroj mohl adaptovat i do jiných jazyků. Navíc, tato metodologie může být použita a optimalizována pro diagnostiku dalších nemocí a poruch, které ovlivňují grafomotorické dovednosti, například pro autismus, poruchu pozornosti s hyperaktivitou (ADHD) nebo dyspraxii (DCD).

Writing is a complex activity that requires the automation of graphomotor skills. Unfortunately, 10 to 30% of primary school students have difficulty at this level, which impairs the development of writing skills. It therefore seems judicious to intervene in kindergarten to support motor precision as well as visuomotor capacities, considered as prerequisites for writing by many researchers. The purpose of this study was to investigate the effect of motor training on visuomotor integration, motor precision and handwriting performance (speed and readability) in 5-year-old children. According to a quasi-experimental design (pretest, post-test with control group), 34 children participated in an intervention in subgroups, twice a week for 6 weeks. The mean and standard deviation were calculated for each of the tasks performed. Statistical tests (t test) were then carried out. The results show that the children in the experimental group improved their motor precision as well as their graphomotor skills compared to those in the control group. This project provides new insights into the benefits of working on basic skills in preparation for learning to write and will equip teachers on how to guide and support graphomotor skills before entering first grade.

The article presents the results of the application of special techniques for the formation of graphomotor skills in two students with mental retardation (intellectual disabilities) in home-based learning. Multiple graphical errors, difficulties of writing were the consequences of the slowness of the processing of sensory information, imperfections of interanalytical integration, imperfections of visual and motor control of movements leads to numerous graphical errors and difficulties of writing. The results of the study of the state of graphomotor skills in students showed the following: one student has a low level of formation of graphomotor skills, the second has an average.

The act of writing is a complex cognitive process, relying on perceptual sensorimotor combinations (Mangen et. all, 2015). Writing is the process of externalizing the content of our thinking, what we know, what we think, what we feel … Writing always involves the skilful handling of mechanical/technical devices, and necessarily results in a visuographic representation: some kind of readable text in a form of letters or symbols (Mangen, Velay, 2010). The neuroscientific research points out writing is a process that requires the integration of visual, proprioceptive (haptics/kinaesthetic) and tactile information in order to be accomplished (Fogassi, Gallese, 2004). The acquisition of writing skills of previous generations involved a perceptual component, learning the shape of the letter, and a graphomotor component, learning the trajectory producing the letters shape (van Gallen, 1991) – the process, that is probably going to change with the Generation Z.

The lack of data to perform various models that feed an artificial intelligence with which you can get or discover various patterns of behavior in a set of data. Therefore, due to this lack of data, the systems are not well nourished with data large enough to fulfill its learning function, presenting a synthetic database which is parameterized with restrictions on the characteristics of graphomotor and language elements, which develops a set of combinations that will be the model for the AI. As effect to all this gave a commensurable amount of 777,600 combinations at the moment of applying the first filter with the respective restrictions, when taking the valid combinations that are 77304 a second filter is applied with the remaining restrictions that gave 57,672 valid combinations for the generation of the synthetic database that will feed the AI. It is concluded that the generation of synthetic data helps to create, according to its importance, more or less similar to real data and in this way ensures a quantity and no dependence on real or original data.