The impact of graphomotor demands on letter-like shapes recognition: A comparison between hampered and normal handwriting |
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| Affiliation: | 1. Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa 3498838, Israel;2. Oranim Academic College of Education, Kiryat Tevon 3600600, Israel;3. Sagol Department of Neurobiology, Brain–Behavior Research Center, University of Haifa, Haifa 3498838, Israel;4. School of Education, Bar-Ilan University, Ramat Gan 5290002, Israel;5. Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan 5290002, Israel;1. LAMIA, Université des Antilles et de la Guyane, Campus de Fouillole, Département de mathématiques et informatique, BP 250, 97 159 Pointe à Pitre Cedex, Guadeloupe;2. Laboratoire Scribens, Département de Génie Électrique, École Polytechnique de Montréal, C.P. 6079 Succ. Centre-ville, Montréal H3C3A7, Canada;3. Département de psychiatrie, Université de Montréal, 2900 Boulevard Edouard-Montpetit, Montréal, QC H3T 1J4, Canada;1. Edmond. J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel;2. Oranim Academic College of Education, Kiryat Tevo''n, Israel;3. School of Education, Bar-Ilan University, Ramat-Gan, Israel;4. Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat-Gan, Israel;5. Sagol Department of Neurobiology, Brain–Behavior Research Center, University of Haifa, Haifa, Israel |
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| Abstract: | Recent research suggests that graphic motor programs acquired through writing are part of letter representations and contribute to their recognition. Indeed, learning new letter-like shapes through handwriting gave rise to better recognition than learning through methods suppressing the graphomotor activity (e.g., typing or viewing). The present study aimed at further assessing the role of the graphic motor programs in letter-like shape recognition by disturbing the graphomotor activity during learning. We compared recognition performance following normal handwriting to recognition performance following hampered handwriting. Adult participants learned sets of symbols by copying them either with a standard pen or with a hampering writing tool. Recognition tests were administered immediately after the learning phase and again one week later. The results revealed lower recognition accuracy following hampered handwriting than following normal handwriting suggesting a contribution of graphomotor skills in the construction of letter representation. |
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