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Ying Y, Huixin Z, Yunxia W, Wenhui L. The role of handwriting in English word acquisition among elementary students. Acta Psychol (Amst) 2024; 246:104284. [PMID: 38703657 DOI: 10.1016/j.actpsy.2024.104284] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Revised: 02/19/2024] [Accepted: 04/17/2024] [Indexed: 05/06/2024] Open
Abstract
In order to investigate whether handwriting has an advantage in learning word form, sound, and meaning, this study randomly selected 40 elementary school student participants (20 males, 20 females, aged 11.4 ± 1.34 years). Using an experimental approach, we compared the learning outcomes of word sound matching, word meaning matching, and word form judgment tasks under two conditions: handwriting and visual learning. After three consecutive days of learning and testing, we found that handwriting generally outperformed visual learning in terms of accuracy and response time in word form, sound, and meaning learning. Additionally, we observed differences in the timing of significant discrepancies in learning outcomes between the two methods across the three tasks. Specifically, in terms of accuracy, discrepancies first appeared in the word sound matching task on the first day, followed by the word form judgment task, and lastly the word meaning matching task. Regarding response time, significant differences between learning methods first emerged in the word form judgment task, followed by the word sound and word meaning tasks. Thus, combining accuracy and response time data, we conclude that handwriting is more advantageous than visual learning for word acquisition, with a differential impact on word form, sound, and meaning, where word form and sound are prioritized over meaning.
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Affiliation(s)
- Yang Ying
- College of Preschool and Primary Education, Shenyang Normal University, Shenyang, China
| | - Zhang Huixin
- College of Preschool and Primary Education, Shenyang Normal University, Shenyang, China
| | - Wu Yunxia
- College of Preschool and Primary Education, Shenyang Normal University, Shenyang, China
| | - Li Wenhui
- College of Preschool and Primary Education, Shenyang Normal University, Shenyang, China.
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Oshchepkova ES, Shatskaya AN, Kovyazina MS. The longitudinal influence of the level of executive function development on children's transcriptional skills: a modern view of A. Luria's ideas. Front Psychol 2023; 14:1199683. [PMID: 37351432 PMCID: PMC10284304 DOI: 10.3389/fpsyg.2023.1199683] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Accepted: 05/15/2023] [Indexed: 06/24/2023] Open
Abstract
In the realm of Cultural-Historical Theory, A. Luria suggested writing as a model of a complex system of higher mental function, since that function is based on various psycho-physiological mechanisms, including processing of audial and visual information; and as a complex system of the frontal lobe functions of overcoming perseveration, and creation and control of the writing program. Subsequent research on these topics has shown a close association between the level of development of executive functions (EF) and writing skills. Nevertheless, the question of which parts of EF influence which aspects of writing, remains unresolved. In addition, there are few longitudinal studies of EF's influence on writing. In this article, we focus on the results of a longitudinal study of the influence of EF in children 6.3 years old on their mastery of basic writing skills at the age of 7.5. The results of regression model construction showed that all the aspects of executive functions strongly influenced the children's transcription skills, while the greatest impact on the development of the graphomotor component and spelling skills was exerted by working memory and inhibition control. These results are consistent with studies that have shown a correlation between the development of writing skills and EF. These results also confirm A. Luria's views on the importance of functions responsible for processing audial and visual information in the process of writing, and the importance of suppressing irrelevant stimuli and perseverations. Our research shows the importance of the development of EF in preschool childhood.
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Affiliation(s)
- Ekaterina S. Oshchepkova
- Department of Educational Psychology and Pedagogy, Lomonosov Moscow State University, Moscow, Russia
- Psychological Institute of the Russian Academy of Education, Moscow, Russia
| | - Arina N. Shatskaya
- Psychological Institute of the Russian Academy of Education, Moscow, Russia
| | - Maria S. Kovyazina
- Department of Educational Psychology and Pedagogy, Lomonosov Moscow State University, Moscow, Russia
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Arabiat D, Al Jabery M, Robinson S, Whitehead L, Mörelius E. Interactive technology use and child development: A systematic review. Child Care Health Dev 2022. [PMID: 36399381 DOI: 10.1111/cch.13082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Revised: 11/07/2022] [Accepted: 11/12/2022] [Indexed: 11/19/2022]
Abstract
BACKGROUND There is mixed evidence regarding the impact of interactive digital devices on child development. Tentatively some studies suggested that the use of digital devices may correlate negatively with language, executive function, and motor skills. However, attempts to amalgamate this evidence has been limited related to the available number of experimental and cohort studies that have evaluated the impact of digital technology use on child development. We conducted this review to determine the impact of interactive digital devices on child development among children aged 7 years or younger. Interactive technology has been defined as methods, tools, or devices that users interact with in order to achieve specific tasks. DATA SOURCE To carry out this systematic review, databases CINAHL, MEDLINE, Embase, PsychINFO, Scopus and Google Scholar were searched for relevant studies. STUDY SELECTION We used the Joanna Briggs Institute methodology for systematic reviews. DATA EXTRACTION Data extraction and synthesis was carried out by two reviewers and checked by a third reviewer. Studies were stratified into tiers depending on the level of evidence provided and the domain of development assessed. RESULTS Fifty-three studies were eligible for inclusion in the review, 39 Tier 1 (randomized controlled trials and quasi-experimental studies) and 16 Tier 2 (descriptive studies). Children's use of interactive digital technology was positively associated with receptive language and executive function and negatively associated or unrelated to motor proficiency. Other critical aspects informing the evidence, such as dose of exposure, intensity, or duration, were inconsistently reported, making estimates of exposure tentative and imprecise. CONCLUSION The studies included in this review were predominantly correlational or comparative in nature and focuses on cognitive domains of learning rather than a specific developmental outcome. It is difficult to generalize our findings beyond the digital devices or applications that have been evaluated by earlier studies. The contextual factors that may moderate the relationship require elaboration in future studies.
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Affiliation(s)
- Diana Arabiat
- School of Nursing and Midwifery, Edith Cowan University, Joondalup, WA, Australia.,The University of Jordan, Amman, Jordan.,Australian Research Council Centre of Excellence for the Digital Child, Brisbane, QD, Australia
| | | | - Sue Robinson
- School of Nursing and Midwifery, Edith Cowan University, Joondalup, WA, Australia.,Australian Research Council Centre of Excellence for the Digital Child, Brisbane, QD, Australia
| | - Lisa Whitehead
- School of Nursing and Midwifery, Edith Cowan University, Joondalup, WA, Australia.,Australian Research Council Centre of Excellence for the Digital Child, Brisbane, QD, Australia
| | - Evalotte Mörelius
- School of Nursing and Midwifery, Edith Cowan University, Joondalup, WA, Australia.,Department of Health, Medicine and Caring Sciences, Linkoping University, Linkoping, Sweden
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Kearns C, Murton S, Oldfield K, Anderson A, Eathorne A, Beasley R, Nacey J, Jaye C. Estimating the prevalence of drawing in clinical practice among kiwi doctors. J Vis Commun Med 2022; 45:234-241. [PMID: 35942869 DOI: 10.1080/17453054.2022.2106197] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
Abstract
Drawing has played a key role in the development and dissemination of Medicine and Surgery, such as to share anatomy, pathology, and techniques for clinical interventions. While many of the visuals used in medicine today are created by medical illustration professionals, and by imaging techniques such as photography and radiography; many doctors continue to draw routinely in their clinical practice. This is known to be valued by patients, for example when making informed decisions about care. We surveyed doctors in New Zealand online regarding their use of drawing to explore the prevalence of this practice. 472 complete responses were obtained over 3 months. There were very high rates of drawing among responding doctors practicing in both medical and surgical specialties. Reasons for drawing are explored and included professional, collegial, and patient communication, supporting informed consent, clinical documentation, and for planning procedures. Widespread use of drawing in clinical practice, almost non-existent training or support for this in digital workflows, and high interest in resources to develop clinical drawing skills, suggest unmet training needs for this practical clinical communication tool.
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Affiliation(s)
- Ciléin Kearns
- Medical Research Institute of New Zealand, Wellington, New Zealand.,Artibiotics, Wellington, New Zealand.,Capital and Coast District Health Board, Wellington, New Zealand
| | - Samantha Murton
- Department of Primary Health Care and General Practice, University of Otago Wellington, Wellington, New Zealand.,Royal New Zealand College of General Practitioners (RNZCGP), Wellington, New Zealand.,Capital Care Health Centre, Wellington, New Zealand
| | - Karen Oldfield
- Medical Research Institute of New Zealand, Wellington, New Zealand.,Capital and Coast District Health Board, Wellington, New Zealand
| | | | - Allie Eathorne
- Medical Research Institute of New Zealand, Wellington, New Zealand
| | - Richard Beasley
- Medical Research Institute of New Zealand, Wellington, New Zealand.,Capital and Coast District Health Board, Wellington, New Zealand
| | - John Nacey
- Department of Primary Health Care and General Practice, University of Otago Wellington, Wellington, New Zealand
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From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-021-09651-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Fernandes T, Araújo S. From Hand to Eye With the Devil In-Between: Which Cognitive Mechanisms Underpin the Benefit From Handwriting Training When Learning Visual Graphs? Front Psychol 2021; 12:736507. [PMID: 34777123 PMCID: PMC8578702 DOI: 10.3389/fpsyg.2021.736507] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2021] [Accepted: 10/06/2021] [Indexed: 11/28/2022] Open
Abstract
Cognitive science has recently shown a renewed interest on the benefit from training in handwriting (HW) when learning visual graphs, given that this learning experience improves more subsequent visual graph recognition than other forms of training. However, the underlying cognitive mechanism of this HW benefit has been elusive. Building on the 50 years of research on this topic, the present work outlines a theoretical approach to study this mechanism, specifying testable hypotheses that will allow distinguishing between confronting perspectives, i.e., symbolic accounts that hold that perceptual learning and visual analysis underpin the benefit from HW training vs. embodied sensorimotor accounts that argue for motoric representations as inner part of orthographic representations acquired via HW training. From the evidence critically revisited, we concluded that symbolic accounts are parsimonious and could better explain the benefit from HW training when learning visual graphs. The future challenge will be to put at test the detailed predictions presented here, so that the devil has no longer room in this equation.
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Affiliation(s)
- Tânia Fernandes
- Faculdade de Psicologia, Universidade de Lisboa, Lisbon, Portugal
| | - Susana Araújo
- Faculdade de Psicologia, Universidade de Lisboa, Lisbon, Portugal
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Meinhardt A, Braeuning D, Hasselhorn M, Lonnemann J, Moeller K, Pazouki T, Schiltz C, Jung S. The development of early visual-spatial abilities – considering effects of test mode. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Ihara AS, Nakajima K, Kake A, Ishimaru K, Osugi K, Naruse Y. Advantage of Handwriting Over Typing on Learning Words: Evidence From an N400 Event-Related Potential Index. Front Hum Neurosci 2021; 15:679191. [PMID: 34177498 PMCID: PMC8222525 DOI: 10.3389/fnhum.2021.679191] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Accepted: 05/17/2021] [Indexed: 11/13/2022] Open
Abstract
The growing implementation of digital education comes with an increased need to understand the impact of digital tools on learning. Previous behavioral studies have shown that handwriting on paper is more effective for learning than typing on a keyboard. However, the impact of writing with a digital pen on a tablet remains to be clarified. In the present study, we compared learning by handwriting with an ink pen on paper, handwriting with a digital pen on a tablet, and typing on a keyboard. Behavioral and electroencephalographic indices were measured immediately after learning with each writing tool. The moods of the subjects during the training were also assessed. The participants were divided according to their use of digital pen in their everyday lives, allowing us to take into account the effect of the familiarity with the digital pen on the learning process (familiar group vs. unfamiliar group). We performed an EEG experiment applying a repetition priming paradigm. In each trial, a learned foreign language word (prime word) and a mother tongue word (target word) were consecutively presented. The target word was either semantically identical to the prime word (repetitive condition) or different (non-repetitive condition). We assumed that a larger priming effect on N400 reflects larger learning progress. The familiar group showed a greater N400 priming effect for words learned with the digital or ink pen than those learned with the keyboard. The unfamiliar group showed the greater N400 priming effect for words learned with the ink pen compared with words learned by typing. In addition, positive mood during learning was significantly higher during handwriting than during typing, regardless of the groups. On the other hand, the behavioral indices were not influenced by the writing tool. These results suggest that the movements involved in handwriting allow a greater memorization of new words. The advantage of handwriting over typing might also be caused by a more positive mood during learning. Finally, our results show that handwriting with a digital pen and tablet can increase the ability to learn compared with keyboard typing once the individuals are accustomed to it.
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Affiliation(s)
- Aya S Ihara
- National Institute of Information and Communications Technology, and Osaka University, Kobe, Japan
| | - Kae Nakajima
- National Institute of Information and Communications Technology, and Osaka University, Kobe, Japan
| | | | | | - Kiyoyuki Osugi
- National Institute of Information and Communications Technology, and Osaka University, Kobe, Japan.,Graduate School of Frontier Bioscience, Osaka University, Suita, Japan
| | - Yasushi Naruse
- National Institute of Information and Communications Technology, and Osaka University, Kobe, Japan
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Kuhrt D, St John NR, Bellmund JLS, Kaplan R, Doeller CF. An immersive first-person navigation task for abstract knowledge acquisition. Sci Rep 2021; 11:5612. [PMID: 33692382 PMCID: PMC7947005 DOI: 10.1038/s41598-021-84599-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2020] [Accepted: 12/22/2020] [Indexed: 11/09/2022] Open
Abstract
Advances in virtual reality (VR) technology have greatly benefited spatial navigation research. By presenting space in a controlled manner, changing aspects of the environment one at a time or manipulating the gain from different sensory inputs, the mechanisms underlying spatial behaviour can be investigated. In parallel, a growing body of evidence suggests that the processes involved in spatial navigation extend to non-spatial domains. Here, we leverage VR technology advances to test whether participants can navigate abstract knowledge. We designed a two-dimensional quantity space-presented using a head-mounted display-to test if participants can navigate abstract knowledge using a first-person perspective navigation paradigm. To investigate the effect of physical movement, we divided participants into two groups: one walking and rotating on a motion platform, the other group using a gamepad to move through the abstract space. We found that both groups learned to navigate using a first-person perspective and formed accurate representations of the abstract space. Interestingly, navigation in the quantity space resembled behavioural patterns observed in navigation studies using environments with natural visuospatial cues. Notably, both groups demonstrated similar patterns of learning. Taken together, these results imply that both self-movement and remote exploration can be used to learn the relational mapping between abstract stimuli.
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Affiliation(s)
- Doerte Kuhrt
- Kavli Institute for Systems Neurocience, Centre for Neural Computation, The Egil and Pauline Braathen and Fred Kavli Centre for Cortical Microcircuits, Norwegian University of Science and Technology, Trondheim, Norway.
| | - Natalie R St John
- Kavli Institute for Systems Neurocience, Centre for Neural Computation, The Egil and Pauline Braathen and Fred Kavli Centre for Cortical Microcircuits, Norwegian University of Science and Technology, Trondheim, Norway
| | - Jacob L S Bellmund
- Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
| | - Raphael Kaplan
- Kavli Institute for Systems Neurocience, Centre for Neural Computation, The Egil and Pauline Braathen and Fred Kavli Centre for Cortical Microcircuits, Norwegian University of Science and Technology, Trondheim, Norway
| | - Christian F Doeller
- Kavli Institute for Systems Neurocience, Centre for Neural Computation, The Egil and Pauline Braathen and Fred Kavli Centre for Cortical Microcircuits, Norwegian University of Science and Technology, Trondheim, Norway. .,Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.
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Asselborn T, Johal W, Tleubayev B, Zhexenova Z, Dillenbourg P, McBride C, Sandygulova A. The transferability of handwriting skills: from the Cyrillic to the Latin alphabet. NPJ SCIENCE OF LEARNING 2021; 6:6. [PMID: 33623040 PMCID: PMC7902616 DOI: 10.1038/s41539-021-00084-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/04/2020] [Accepted: 01/15/2021] [Indexed: 06/12/2023]
Abstract
Do handwriting skills transfer when a child writes in two different scripts, such as the Latin and Cyrillic alphabets? Are our measures of handwriting skills intrinsically bound to one alphabet or will a child who faces handwriting difficulties in one script experience similar difficulties in the other script? To answer these questions, 190 children from grades 1-4 were asked to copy a short text using both the Cyrillic and Latin alphabets on a digital tablet. A recent change of policy in Kazakhstan gave us an opportunity to measure transfer, as the Latin-based Kazakh alphabet has not yet been introduced. Therefore, pupils in grade 1 had a 6-months experience in Cyrillic, and pupils in grades 2, 3, and 4 had 1.5, 2.5, and 3.5 years of experience in Cyrillic, respectively. This unique situation created a quasi-experimental situation that allowed us to measure the influence of the number of years spent practicing Cyrillic on the quality of handwriting in the Latin alphabet. The results showed that some of the differences between the two scripts were constant across all grades. These differences thus reflect the intrinsic differences in the handwriting dynamics between the two alphabets. For instance, several features related to the pen pressure on the tablet are quite different. Other features, however, revealed decreasing differences between the two scripts across grades. While we found that the quality of Cyrillic writing increased from grades 1-4, due to increased practice, we also found that the quality of the Latin writing increased as well, despite the fact that all of the pupils had the same absence of experience in writing in Latin. We can therefore interpret this improvement in Latin script as an indicator of the transfer of fine motor control skills from Cyrillic to Latin. This result is especially surprising given that one could instead hypothesize a negative transfer, i.e., that the finger controls automated for one alphabet would interfere with those required by the other alphabet. One interesting side-effect of these findings is that the algorithms that we developed for the diagnosis of handwriting difficulties among French-speaking children could be relevant for other alphabets, paving the way for the creation of a cross-lingual model for the detection of handwriting difficulties.
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Affiliation(s)
| | - Wafa Johal
- CHILI Lab, EPFL, Route Cantonale, 1015, Lausanne, Switzerland
- Faculty of Engineering, UNSW, Sydney, NSW, Australia
| | - Bolat Tleubayev
- Department of Robotics and Mechatronics, School of Engineering and Digital Sciences, Nazarbayev University, Nur-Sultan, Kazakhstan
| | - Zhanel Zhexenova
- Department of Robotics and Mechatronics, School of Engineering and Digital Sciences, Nazarbayev University, Nur-Sultan, Kazakhstan
| | | | - Catherine McBride
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
| | - Anara Sandygulova
- Department of Robotics and Mechatronics, School of Engineering and Digital Sciences, Nazarbayev University, Nur-Sultan, Kazakhstan
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