Fine and gross motor skills: The effects on skill-focused dual-tasks

Dual-task methodology often directs participants’ attention towards a gross motor skill involved in the execution of a skill, but researchers have not investigated the comparative effects of attention on fine motor skill tasks. Furthermore, there is limited information about participants’ subjective perception of workload with respect to task performance. To examine this, the current study administered the NASA-Task Load Index following a simulated shooting dual-task. The task required participants to stand 15 feet from a projector screen which depicted virtual targets and fire a modified Glock 17 handgun equipped with an infrared laser. Participants performed the primary shooting task alone (control), or were also instructed to focus their attention on a gross motor skill relevant to task execution (gross skill-focused) and a fine motor skill relevant to task execution (fine skill-focused). Results revealed that workload was significantly greater during the fine skill-focused task for both skill levels, but performance was only affected for the lesser-skilled participants. Shooting performance for the lesser-skilled participants was greater during the gross skill-focused condition compared to the fine skill-focused condition. Correlational analyses also demonstrated a significant negative relationship between shooting performance and workload during the gross skill-focused task for the higher-skilled participants. A discussion of the relationship between skill type, workload, skill level, and performance in dual-task paradigms is presented.     

Effect of fine motor skills training on arithmetical ability in children

Previous researches have shown that there was a strong relationship between fine motor skills and arithmetical abilities in children. However, the majority of previous studies examined only the correlations between fine motor skills and arithmetical abilities, but did not attempt to determine their causal relationship. Thus, the aim of the present study was to examine the effect of motor skills training on arithmetical abilities among 80 first graders. One of the results showed that the intervention group, which received training in fine motor skills for 10 min, showed greater improvements in performance on an arithmetic task and a pegboard than did the active control group, which read their favourite book for 10 min. These findings have suggested that training in this study is an appropriate program for improving fine motor skills and further fine motor skills had a significant influence on arithmetical abilities in children, with a medium effect size. The present study has, for the first time, provided evidence that there will be a causal relationship between these factors.     

In defence of modal essentialism

Kit Fine’s arguments in Essence and Modality are widely accepted as being a decisive blow against modal essentialism. A selection of replies exist that have done little to counter the general view that modally construed essence is out of touch with what we really mean when we make essentialist claims. I argue that Fine’s arguments fail to strike a decisive blow, and I suggest a new interpretation of the debate that shows why Fine’s arguments fall short of achieving their goal.     

Correspondence truth and scientific realism

I argue that one good reason for Scientific Realists to be interested in correspondence theories is the hope they offer us of being able to state and defend realistic theses in the face of well-known difficulties about modern physics: such theses as, that our theories are approximately true, or that they will tend to approach the truth. I go on to claim that this hope is unlikely to be fulfilled. I suggest that Realism can still survive in the face of these difficulties, as a claim about the kind of theories we want to aim for. I relate this conception of Realism to various contemporary discussions, both by realists and antirealists.     

The best of possible worlds: A testable claim of choice

Leibniz said that the universe, if God-created, would exist at a unique, conjoint, physical maximum: Of all possible worlds, it would be richest in phenomena, but its richness would arise from the simplest physical laws and initial conditions. Using concepts of “variety” and algorithmic informational complexity, Leibniz' claim can be reframed as a testable theory. This theory predicts that the laws and conditions of the actual universe should be simpler, and the universe richer in phenomena, than the presence of observers would require. Tegmark has shown that inhabitants of an infinite multiverse would likely observe simple laws and conditions, but also phenomenal richness just great enough to explain their existence. Empirical observations fit the claim of divine choice better than the claim of an infinite multiverse. The future of the universe, including its future information-processing capacity, is predicted to be endless.     

Association between fine motor skills and binocular visual function in children with reading difficulties

Performance of fine motor skills (FMS) assessed by a clinical test battery has been associated with reading achievement in school-age children. However, the nature of this association remains to be established. The aim of this study was to assess FMS in children with reading difficulties using two experimental tasks, and to determine if performance is associated with reduced binocular function. We hypothesized that in comparison to an age- and sex-matched control group, children identified with reading difficulties will perform worse only on a motor task that has been shown to rely on binocular input. To test this hypothesis, motor performance was assessed using two tasks: bead-threading and peg-board in 19 children who were reading below expected grade and age-level. Binocular vision assessment included tests for stereoacuity, fusional vergence, amplitude of accommodation, and accommodative facility. In comparison to the control group, children with reading difficulties performed significantly worse on the bead-threading task. In contrast, performance on the peg-board task was similar in both groups. Accommodative facility was the only measure of binocular function significantly associated with motor performance. Findings from our exploratory study suggest that normal binocular vision may provide an important sensory input for the optimal development of FMS and reading. Given the small sample size tested in the current study, further investigation to assess the contribution of binocular vision to the development and performance of FMS and reading is warranted.     

A Long and Consistent Life of Creating: James Krenov,Cabinetmaker and Teacher

James Krenov (1920–2009), a lifelong cabinetmaker and teacher, demonstrated and encouraged a balance of discipline and playfulness in his work and writings. He gave voice to woodworkers who objected to the commercialism of creativity. Taimi Barty, a student of Krenov, explores his physical workspaces throughout his life in an effort to understand his effectiveness in inspiring an international audience of craftspeople.     

Maternal expression of communicative intentions and pragmatic fine tuning in early infancy

This study focuses on pragmatic characteristics of infant-directed speech and pragmatic fine tuning during the first 18 months of life. The subjects of the study were a mother–child dyad involved in a longitudinal/observational study in a familial context. Audiovisual recordings were transcribed according to the conventions of the Child Language Data Exchange System ([MacWhinney, 2000] and [MacWhinney and Snow, 1990]). The Ninio and Wheeler's (1988) system for coding communicative intentions was adapted.The results of this research show that most of the communicative exchanges identified at 14, 20 and 32 months by Snow, Pan, Imbens-Bailey, and Herman (1996) appear in mother–child interaction from the beginning, while other communicative interchanges appear later. With respect to speech acts, the results highlight, from an early age, the general tendencies discussed by Snow et al. and some novelties. Interestingly, changes in some pragmatic measures were identified around 8 months of age, and the appearance of new communicative interchanges also took place around this age. These changes are interpreted as maternal adjustments to the child's communicative competence.     

Towards a better understanding of the association between motor skills and executive functions in 5- to 6-year-olds: The impact of motor task difficulty

Different lines of evidence suggest an association between motor skills and executive functions (EFs) in kindergarten children. Comparatively little is known about the specific nature of this relationship. In the present study, using a within-subjects design, a sample of 124 five- to six-year-old children completed 12 fine and gross motor tasks of varying nominal difficulty and three EFs tasks. We assumed that difficult motor tasks are less automated than easy motor tasks. Therefore, EFs should be involved more strongly in difficult compared to easy motor tasks. Firstly, results replicated the association between motor skills and EFs. Secondly, results provided a new and differentiated perspective on the evidence of this link. Performance on both easy and difficult fine motor tasks was significantly related to EFs. However, only performance on the difficult, but not on the easy gross motor tasks was significantly correlated with EFs. The findings demonstrate that the challenges and demands inherent in any motor task influence the magnitude of the motor–EFs link. That is, difficult (i.e., less automated) motor tasks require EFs more substantially than easy (i.e., more automated) motor tasks. Results will be discussed with regard to further candidate processes underlying the motor–EFs link.