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首页> 外文期刊>Journal of Occupational Therapy, Schools, & Early Intervention >Contributions of Haptic and Kinesthetic Perceptions on Handwriting Speed and Legibility for First and Second Grade Children
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Contributions of Haptic and Kinesthetic Perceptions on Handwriting Speed and Legibility for First and Second Grade Children

机译：一年级和二年级儿童的触觉和动觉感知对笔迹速度和可读性的贡献

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摘要

The contributions of haptic and kinesthetic perceptions to handwriting legibility and speed were examined in 177 typically developing first and second grade children in Taiwan. Five standardized assessments were used to assess handwriting legibility and speed, haptic perception, kinesthetic perception, fine-motor coordination, and mental processing speed. Results demonstrate that haptic perception has a greater influence on handwriting speed than kinesthetic perception for children in both first and second grade. When examining handwriting legibility, kinesthetic perception accounted for a greater variance than haptic perception for children in the first grade but not in the second grade. Assessing first and second grade students' haptic and kinesthetic perception as part of a handwriting evaluation is supported by the correlation results of this study. Further, the results support that when therapists are working with younger children who are learning to write, they may need to develop the children's kinesthetic perception.View full textDownload full textKeywordsKinesthesis, child development, touch, writing, proprioception, psychomotor performance, stereognosisRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; var addthis_config = {"data_track_addressbar":true,"ui_click":true}; Add to shortlist Link Permalink http://dx.doi.org/10.1080/19411243.2012.673320
机译：在台湾的177名典型的一年级和二年级儿童中，研究了触觉和动觉感知对笔迹可读性和速度的贡献。五项标准化评估用于评估笔迹的易读性和速度，触觉，动觉，精细运动协调和心理处理速度。结果表明，对于一年级和二年级的孩子来说，触觉感知比动觉感知对手写速度的影响更大。在检查笔迹的可读性时，对于一年级的孩子来说，触觉的感觉比触觉的感觉有更大的变化，而对于小学二年级的孩子来说，则没有。这项研究的相关结果支持对一年级和二年级学生的触觉和运动觉知觉进行手写评估。此外，研究结果支持当治疗师与正在学习写作的年幼儿童一起工作时，他们可能需要发展儿童的运动觉。关键词全文运动学，儿童发育，触摸，写作，本体感觉，心理运动表现，立体诊断相关变量var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”}； var addthis_config = {“ data_track_addressbar”：true，“ ui_click”：true};添加到候选列表链接永久链接http://dx.doi.org/10.1080/19411243.2012.673320

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