The Bruininks-Oseretsky Test of Motor Proficiency was evaluated to determine test-retest reliability and if there were presensitizing effects at retest for four- to five-year olds. Test reliability was significantly high. No significant test sensitization of the short form to retesting with the short form or subtests was found. (Author/RD)

Age, verbal intelligence, and scores on the Primary Mental Abilities Space Test correlated with various aspects of the understanding of the right-left concept. (Author/RB)

Sixty children, ages 2-4, observed videotaped, same-sex models perform sequences of skills requiring different levels of motor development. When asked to imitate one act from each sequence, children tended to imitate skills at their own developmental level rather than skills above or below their current level of competence. (Author/SJL)

Concludes that guided instruction in psychomotor skills at the nursery school level leads to significant improvements in motor patterns for boys and girls. (RB)

Identifies those error items on the Bender-Gestalt Test which tend to discriminate over age and identifies those items which do not discriminate beyond certain ages. (RB)

The motor proficiency of 55 learning disabled and 55 nondisabled students (mean age 9 years) was compared on a comprehensive battery of motor-skills tests. (Author/CL)

Fifteen pairs of twins were investigated as to the influence of pre-walking practice in an infant walker on the onset time of independent walking. A one-way analysis of variance indicated there was no significant difference between the mean ages of initial walking for the experimental and control groups. (Author/PN)

The purpose of this study was to investigate the structure of motor proficiency in a sample of 765 children between the ages of 4 1/2 to 14 1/2 years. The study was conducted as one aspect of the standardization of a motor proficiency scale, the Bruininks-Oseretsky Test of Motor Proficiency. (Author/SJL)

A pair of autistic monozygotic twins (3 1/2 years old) were assessed on relevant portions of the Geddes Psychomotor Inventory. (Author)

This study tested the extension of Schmidt's schema theory to the relationship between fine and gross motor skills. Fifty-two preschoolers were tested on 10 isomorphically related pairs of fine and gross motor tasks. When age was partialled out, results showed significant covariation among 6 of the 10 task pairs. (Author/SJL)

Thirty-two preschool children were matched by age, sex, and pretest scores on spatial concept knowledge. Four groups were (1) instruction (see and hear) only, (2) verbal repetition, (3) fine motor treatment (hand manipulation), and (4) gross motor treatment (body movement). There was no difference in performance between groups given instruction…

Perceptual difficulties may be related to a lack of experience with visual materials and insufficient experience with the use of verbal mediation in solving nonverbal tasks. (RB)

Self-concept and selected movement skills of third-grade children were examined following eight-week programs of physical education. While data did not clearly show effects of these programs on self-concept or movement, some findings provide support for statements from the literature. (Author)

Sixth graders performed a variety of physical activities over a three-week period. They then completed a program evaluator card for which name identification was optional. No relation was found between self-evaluation of motor abilities and choosing to sign the program. Motor abilities and self-concept were not related. (Author/RD)