Final ch. 12

Question 1

fine motor movements

Answer 1

movements that are predominantly produced by the small muscles or muscle groups in the body

Question 2

Manipulation

Answer 2

the use of the hands

-involves intrinsic and extrinsic movments

Question 3

intrinsic movements (Manipulation)

Answer 3

coordinated movements of the individual digits used to manage an object in the hand

Question 4

extrinsic movements (manipulation)

Answer 4

displace the hand and the in-hand object via upper limb movement

Question 5

simple synergies (categories of manipulation)

Answer 5

involves all hand movements in which the action of all the digits is similar

• squeezing a rubber ball
• pinching
• dynamic tripod (ex. pencil holding)

Question 6

Reciprocal synergies (categories of manipulation)

Answer 6

combinations of movements involving the thumb and other involved digits reciprocally and simultaneously interacting to produce relatively dissimilar movements

• “twiddling of the thumbs”
• rolling a pencil between thumb and forefinger
• flexion of the fingers as the thumb extends

Question 7

Sequential synergies (categories of manipulation)

Answer 7

involves a specific (systematic) sequence of hand movements toward a specific goal

• tying a knot
• squeezing a tube of toothpaste
• these patterns are not simultaneous

Question 8

Prehension

Answer 8

applies specifically to the act of grasping (including approach, releasing)

Question 9

process of prehension

Answer 9

the object is visually located -> object is “approached”-> object is “grasped” -> child disposes of the object by “releasing” it

Question 10

3 basic methods of reaching

Answer 10

• sweeping the hand and arm in a backhand manner toward the object
• indirect or circuitous method which involves approaches form various angles
• direct reach, evident in motorically mature children

Question 11

proximodistal

Answer 11

movement ability progressed in a direction “away from the body”
-Halverson noted a “proximodistal” pattern of development

Question 12

Newell, Scully, Tenenaum and Hardiman’s alternate view of the Development of Prehension

Answer 12

10 cube sizes were used (preschool children and adults)
-adults used one hand 60% of the time while children used one hand 38%
Object-to-Hand size ration was signigicant factor related to subjects use of one/two hands.
-1000 combinations of finger-thumb grips( adults used 14 combinations; children used 22)
-“object size” plays a role in grip patterns
-developmental progression maybe more “flexible than those more previously noted
-grip formation is not mature by 6-7 years
-children rely more on vision in reaching

Question 13

Haptic perception

Answer 13

the ability to glean information from objects by manipulation

• temp -weight
• size -shape
• texture

Question 14

exploratory procedures

Answer 14

• lateral, alternate rubbing motions to determine texture
• unsupported holding to determine weight
• “visual” control or manipulation

Question 15

writing

Answer 15

• develop between 2 to 6 years
• when writing ability develops, hands move closer to tip
• eventually the fingers and thumb gain control (dynamic tripod)
• mature writing is observed by age
• children had more mature manner of holding writing object if it was shorter
• found more mature pattern of writing in children if they were writing on a vertical surface (easel)

Question 16

Holding of writing Implement: Supinate Grasp

Answer 16

• 1st stage of holding writing object

- involves all 4 fingers and thumb wrapped around pencil in a fist (Thumb up, palm up)

Question 17

Holding of writing Implement: Pronate Grasp

Answer 17

2nd stage of holding writing object

-palm down hand positing (thumb down)

Question 18

Holding of writing Implement: Dynamic Tripod

Answer 18

3rd and final stage of holding writing object

• using 2 fingers and thumb near tip of pencil.
• presented by age 7

Question 19

As children advance in handwriting there is an increase in …

Answer 19

• upright posture
• trunk and hand stability
• hand is better positioned in line w the forearm
• forward lean of trunk

Question 20

Cross Cultural Comparison

Answer 20

• Japanese children attain dynamic tripod by 35 months, probably because they use chopsticks in early life
• British children attain dynamic tripod at 48 months

Question 21

Developmental stages in Japanese children

Answer 21

• stage 1: palmar grasp; movement from elbow and shoulder
• stage 2: Incomplete tripod
• stage 3: Tripod position w/ extensive wrist movement; no finger coordination
• stage 4: Dynamic tripod; finger coordination

Question 22

what is the age of changing from the immature to mature characteristics of both the finger flexion and the forearm positioning?

Answer 22

10 years; in general the dynamic tripod continues to be refined between the ages of 6-14 years

Question 23

Drawing and writing

Answer 23

• children learn to draw before writing letters
• children w brain injury (lower mental age) will have difficulty drawing compared to peers; display immature drawings because the brain sends conflicting stimuli to the hand

Question 24

4 major stages of drawing

Answer 24

• scribble
• combine
• aggregate
• pictorial

Question 25

Stage of drawing: Scribble

Answer 25

1st stage: may occur by accident

Question 26

Stage of drawing: Combine

Answer 26

2nd stage: construction of diagrams, geometric figures, and combinations of shapes
-eventually shapes form some familiar objects (house)

Question 27

Stage of drawing: Aggregate

Answer 27

3rd Stage: child combines diagrams and figures in combinations of three or more
-more complex drawings can be created

Question 28

Stage of drawing: Picrorial

Answer 28

4th Stage: pictures are drawn w more precision and complexity
-8-9 year olds

Question 29

what is on e of the most important factors affecting the level of drawing development

Answer 29

Home

• child observes others drawing
• availability of writing implements

Question 30

Handwriting: The Product

Answer 30

• handwriting preceded by the initial attempt at drawing
• at age 4 letters drawn are often uppercase, large, and unorganized
• at age 5-6 child has mastered name printing
• at age 7 children are able to write smaller letters and can effectively print in lowercase letters
• in the 2nd grade children can master uppercase letters and printing their name
• at age 9 spacing between letters is mastered

Question 31

at what age does a child master name printing?

Answer 31

age 5-6

Question 32

Finger Tapping

Answer 32

tasks categorized into repetitive and successive movements

• repetitive; repetitions of the same movement (thumb and finger tapping together) as rapidly possible
• successive; series of similar movements performed rapidly (thumb “then” finger tapping”
• an important “indicator of fine motor coordination”
• used to “diagnose neurological difficulty”

Question 33

k-2nd grade ___ outperforms ___ in finger tapping (male/female)

Answer 33

girls. ..boys

- speed and coordination of performance occur over the first years of life; plateaus at 8-10 yrs. old

Question 34

Fine Motor in late adulthood

Answer 34

• speed and coordination of fine motor movements plateau in early life and no major changes until late adulthood
• degeneration of neurons
• arthritis
• osteoporosis
• reversal of the proximodistal progression

Question 35

Exceptions of fine motor in late adulthood

Answer 35

• physically fit/healthy adults maintain their speed and movement
• practice inhibits the slowing process
• movement involved in the creation of vocal responses shows fewer signs of slowing

Question 36

signs of motor slowing in late adulthood

Answer 36

• fine motor changes are noted in the later stages of life
• there is a reversal of the proximodistal trend in development
• neural degeneration may contribute to slowing and decreased coordination
• physical fitness and practice can attenuate or eliminate the slowing process