The Development of Temporal Coordination in Children

Autor/in	Shin, Jacqueline C.
Titel	The Development of Temporal Coordination in Children
Quelle	In: Brain and Cognition, 76 (2011) 1, S.106-114 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-2626
DOI	10.1016/j.bandc.2011.02.011
Schlagwörter	Reaction Time; Elementary School Students; Young Adults; Task Analysis; Sensory Integration; Age Differences; Cognitive Processes; Measures (Individuals); Prediction; Performance; Preadolescents; Role; Sequential Learning; Psychomotor Skills; Wisconsin Card Sorting Test + Suchen Sie Ihr Suchwort? Reaktionsvermögen; Young adult; Junger Erwachsener; Aufgabenanalyse; Sensorische Integration; Age; Difference; Age difference; Altersunterschied; Cognitive process; Kognitiver Prozess; Messdaten; Vorhersage; Achievement; Leistung; Pre-adolescence; Präadoleszenz; Rollen; Didaktische Sequenzierung; Lernsequenz; Psychomotorische Aktivität
Abstract	The ability to learn temporal patterns in sequenced actions was investigated in elementary-school age children. Temporal learning depends upon a process of integrating timing patterns with action sequences. Children ages 6-13 and young adults performed a serial response time task in which a response and a timing sequence were presented repeatedly in a phase-matched manner, allowing for integrative learning. The degree of integrative learning was measured as the slowing in performance that resulted when phase-shifting the sequences. Learning was similar for the children and adults on average but increased with age for the children. Executive function measured by Wisconsin Card Sorting Test (WCST) performance as well as a measure of response speed also improved with age. Finally, WCST performance and response speed predicted temporal learning. Taken together, the results indicate that temporal learning continues to develop in pre-adolescents and that maturing executive function or processing speed may play an important role in acquiring temporal patterns in sequenced actions and the development of this ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10