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Concomitant Effects of Visual, Motor, and Verbal Experiences in Young Children's Concept Development
Peer reviewedNelson, Gordon K. – Journal of Educational Psychology, 1976
Experimental conditions consisting of visual experience, visual plus motor training, visual plus verbal-orienting instruction, visual plus motor plus verbal, and a control group were used to study young children's concept development. Assessment was based on discriminating and remembering positive concept instances and classifying concept…
Descriptors: Concept Formation, Factor Analysis, Perceptual Motor Learning, Preschool Children
Williams, Harriet G.; Helfrich, Janet – Research Quarterly, 1977
Evidence was found to indicate that training to improve the speed of saccadic eye movement (movement from one fixation point to another) also resulted in observable changes in batting performance among a sample group of high school girls. (MJB)
Descriptors: Baseball, Eye Fixations, Females, High School Students
Barrett, Kate R. – Journal of Physical Education and Recreation, 1977
Games players need a large repertoire of movement patterns that they can use under differing conditions in the playing of games. (JD)
Descriptors: Decision Making, Games, Growth Patterns, Kinesthetic Perception
Peer reviewedDubose, Rebecca F.; Folio, Rhonda – Peabody Journal of Education, 1977
Results of this investigation indicate that both male and female, nondelayed children receiving the Developmental Activities Program gained more significantly in motor skills than did children receiving the regular motor program; delayed children failed to demonstrate significant gains. (JD)
Descriptors: Achievement, Analysis of Variance, Motor Development, Perceptual Motor Learning
Bongers, Kay H.; Doudlah, Anna M. – Education of the Visually Handicapped, 1972
Descriptors: Exceptional Child Research, Institutionalized Persons, Lighting, Mental Retardation
Solkoff, Norman – J Negro Educ, 1969
Shortened version of this paper was read at the American Psychological Association Meeting, September, 1966. Analyzes differential responses to the race of the experimenter. (JM)
Descriptors: Black Students, Elementary School Students, Feedback, Motivation
Kiphard, Ernst J. – J Health Phys Educ Recreation, 1970
Descriptors: Behavior Change, Developmental Programs, Methods Research, Perceptual Motor Learning
Smith, Hope M. – J Health Phys Educ Recreation, 1970
Descriptors: Educational Experience, Hearing (Physiology), Motor Reactions, Perceptual Motor Learning
Clifton, Marguerite – J Health Phys Educ Recreation, 1970
Descriptors: Developmental Programs, Inservice Education, Parent Attitudes, Perceptual Motor Learning
Shipe, Dorothy; Miezitis, Solveiga – J Learning Disabilities, 1969
Descriptors: Exceptional Child Research, Identification, Language Acquisition, Learning Disabilities
Humphrey, James H. – Acad Therap Quart, 1969
Paper presented at the workshop on "The Utilization of Games in the Ego and Educational Development of Children, (National Institute of Mental Health, Bethesda, Maryland, May 25-26, 1967).
Descriptors: Concept Formation, Educational Games, Games, Learning Activities
Slobodian, June J.; and others – Instr, 1969
Descriptors: Auditory Perception, Class Activities, Perceptual Development, Perceptual Handicaps
Broadhead, Geoffrey D.; Bruininks, Robert H. – Rehabilitation Literature, 1983
The underlying structure of the motor abilities represented by the "Short Form of the Bruininks-Oseretsky Test of Motor Proficiency," along with the consistency of the emerging factors by sex and two chronological age (CA) levels, were studied with 765 nondisabled children 4.6 to 14.6 years old. (Author/SEW)
Descriptors: Age Differences, Elementary Education, Factor Structure, High Schools
Peer reviewedAnderson, Dean F.; And Others – Perceptual and Motor Skills, 1982
Investigating the effect of age and temporal placement of a modelled skill on performance of a balance task of 60 boys (seven and nine years old) indicated significant effects of age, temporal appearance of the model, and an interaction of model by age for time on-balance. (Author/PN)
Descriptors: Age Differences, Behavior Patterns, Children, Elementary Education
Peer reviewedMcClenaghan, Bruce A. – Physical Educator, 1983
The sensory-motor bases of motor rehabilitation and current instructional theory about how handicapped children learn motor skills are explained. Strategies for organizing learning sessions, techniques of skill instruction, and the use of reinforcing feedback to maximize educational opportunities for handicapped children are discussed. (PP)
Descriptors: Elementary Secondary Education, Neurological Impairments, Perceptual Motor Learning, Physical Disabilities
