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首页> 美国卫生研究院文献>Frontiers in Public Health >The Dancers’ Visuospatial Body Map Explains Their Enhanced Divergence in the Production of Motor Forms: Evidence in the Early Development
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The Dancers’ Visuospatial Body Map Explains Their Enhanced Divergence in the Production of Motor Forms: Evidence in the Early Development

机译：舞者的视觉空间人体分布图说明了他们在运动形式产生中的增强差异：早期发展的证据

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Dance represents an opportunity to promote not only motor skills but also other cognitive functions and general well-being. In this study, 58 children aged 6–10 years were enrolled in order to test the issue if dance improves divergent thinking in motor and visual domains (domain-general and domain-specificity hypotheses), and whether the topological map of the body mediates their performance at the motor task (mediation hypothesis). Therefore, 33 children practicing dance were compared with a control group (25 children). Children were administered the visual divergent thinking task of the Torrance Test of Creative Thinking, consisting in making drawings starting from given shapes, and the motor-form divergent thinking task, opportunely developed consisting in producing acted motor forms in the extrapersonal space. Both tasks were presented for 10 min and were scored in terms of fluency, flexibility, and originality. The ability to form the topological map of the body was measured by the frontal body-evocation test. Results revealed that children practicing dance outperformed the control group only in terms of the ability to perform motor forms. In addition, dancers showed a better topological map of the body, and, most importantly, besides the direct effect of group on the ability to produce acted motor forms, a significant indirect effect of the group, mediated by performances on frontal body-evocation task, was found. These results have important implications for cognition, showing that dance can improve the topological map of the body that in turn enhances creativity in motor domain since the early developmental age.
机译：舞蹈不仅是促进运动技能的机会，而且还可以促进其他认知功能和总体福祉。在这项研究中，我们招募了58位6至10岁的儿童，以测试舞蹈是否可以改善运动和视觉领域（领域通用和领域特定性假设）中的分歧思维，以及身体的拓扑图是否介导了他们的问题运动任务的表现（调解假设）。因此，将33个练习舞蹈的孩子与一个对照组（25个孩子）进行了比较。对孩子们进行了创造性思维托兰斯测验的视觉发散思维任务，包括从给定形状开始绘制图纸，以及适当发展的运动形式发散思维任务，包括在人外空间中产生动作的运动形式。两项任务都进行了10分钟，并在流畅性，灵活性和独创性方面进行了评分。形成身体拓扑图的能力是通过额叶体动测试来测量的。结果表明，练习舞蹈的孩子仅在执行运动形式方面就优于对照组。此外，舞者表现出更好的身体拓扑图，最重要的是，除了群体对产生动作运动形式能力的直接影响外，群体的显着间接影响由表演对额叶体动任务的介导， 被找到。这些结果对认知具有重要意义，表明舞蹈可以改善人体的拓扑图，从而从早期的发育年龄开始反过来增强运动领域的创造力。

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