RESULTS
The means and standard deviations for the drawing time and total errors by the directions are presented in Table 1. It can be seen that the mean time taken to produce the drawing by proximal apparatus (OL) is longer than the time taken by the distal apparatus both in TL as well as in DL. On the other hand, mean time taken to produce the drawing by distal apparatus (OL) is less than the time taken by proximal apparatus in both TL and DL. The results of the ANOVA for draw time and drawing errors are presented in Table 2. The results indicated that the main factor of
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directions and main factor of conditions (3 levels of learning) yielded no significance.
However, the interaction between the
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In actuality the size of the drawing should be a cofactor because the proximal motor apparatus drew a bigger drawing and the distal apparatus drew a smaller drawing. Thus, the timing decline during P2D and timing increase during D2P are probably a drawing size effect rather than a learning effect.
This argument is emboldened by the argument that there is no change in drawing errors in one particular group. Thus, not controlling the size of the drawing as a co variable is a limitation in analysis. In summary, this initial exploratory study indicated that children would be able to learn a novel motor task using either their proximal motor apparatus that is shoulder and elbow or using their distal motor apparatus that is wrist and hands. Additionally, such learning can be transferred distally or proximally. Although the results of the study are based on typically developing children, further research should be conducted to include children with disabilities. Occupational therapists often work with children who have mental retardation and developmental disorders (e.g., intellectual disability) who frequently display problems with fine motor skills such as handwriting, tying shoes, manipulation small objects, eating,
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Along with cognitive deficits, children with intellectual disability also display deficits in motor development. According to Schmidt and Lee (2005), one problem in general with motor programming is lack of storage capacity [7].
There are some noteworthy limitations of the study. For the study, the mimio digital recording device (Virtual Ink Corporation, Boston, MA 02135) was used to record the participants’ drawings. Reliability and validity of the device was not calculated into the analysis of the study. Even though parents verbally reported their child as typical developing no formal assessments were conducted to confirm normal development.
Since the researcher had to travel to participants’ homes, the environment was inconsistent which might have had an effect on the results. Given the small sample size and the geographic location of the participants, further research should include a larger sample size and extend the geographic location of the participants.
In conclusion, children with intellectual disability have difficulty with storing information, therefore making new motor patterns difficult to learn. To take the advantage of the principle of motor learning transfer, proximal training of a fine
Another type is an error of planning. This type of error happens when an original intended action is not correct, or the use of a wrong plan to achieve a goal. An error of planning takes place when a provider intentionally develops a plan for the patient. The error is not observable until apparently the planned outcome
by the internal computers of the instrument, to create an image of internal body tissues. These images were then displayed on the screen for the user,
We can spatio-temporize "This" by performing a demonstrative act. The type of a demonstrative act can be characterized by a "2-placed de re ostension" as suggested by Howell. The function of a de re ostension is to indicate the presence of an object in our perceptual field.
“To accept anything as true means to incur the risk of error. If I limit myself to knowledge that I consider true beyond doubt, I minimize the risk of error, but at the same time I maximize the risk of missing out on what may be the subtlest, most important, and most rewarding things in life”. That was on page three of E.F. Schumacher’s A Guide for the Perplexed. It was included on the third page on the text because it is one of the most important reoccurring themes throughout the book.
Martini, Nath, Bartholomew. (2012). Fundamentals of Anatomy and Physiology Ninth Edition. In N. B. Martini, Fundamentals of Anatomy and Physiology Ninth Edition (pp. Chapter 25; 917-952). San Francisco: Pearson Education.
It is shocking to know that every year 98000 patients die from medical errors that can be prevented(Kohn, L. T., Corrigan, J. M., & Donaldson, M. S. (Eds.), 2000). Medical errors are not a new issue in our healthcare system; these have been around for a long time. Hospitals have been trying to improve quality care and patients safety by implementing different strategies to prevent and reduce medical errors for past thirty years. Medical errors are the third leading cause of death after heart disease and cancer in America (Allen, 2013). In addition medical errors are costing our healthcare system an estimated $735 billion to $980 billion (Andel, Davidow, Hollander, & Moreno, 2012).
These functions and their relevance both inside and outside of the body are the main focus of this medical illustration and are organized to function just as they would in the human body. He achieves this through the use of brightness/contrast, line weight and implied direction to lead the viewer throughout the process of sight, projection and understanding.
“Once a child is born we begin helping them with tasks that are too difficult to master alone but that can be learned with guidance and assistance which is the (ZPD) zone of proximal development.”(Morrison, 2009 sec 14.6.1) this is the major concept of Lev Vygotsky theory. As our children grow we will interact with them throughout their lives. We may feel that a child should be at a certain stage in life; which would fit perfectly into Piagets theory that a child develops in stages. However we have always helped them with task; we sit back, observe the child trying the task, and when they c...
The preferred outcome after a mistake is made is for the physician and hospital to collaborate, and develop a solution that will eliminate the occurrence of the same mistake or negative outcome from happening again. An example of how collaboration among health professionals can promote positive patient outcomes is when there was a significantly low number of bypass surgery patients having a positive outcome. Unfortunately, the physicians did not willingly seek to change the surgical method until the mortality statistic were publicly available. However, it did encourage providers to collaborate, share data, and do site visits to other hospitals. Learning from other health professionals helped to continuously improve medical teaching
The dynamic systems view was developed by Arnold Gesell in 1934 and explores how humans develop their motor skills. From Mr. Gesell’s observations, he was able to conclude that children develop their motor skills in a specific order and time frame. He concluded that children roll, walk, sit, and stand as a result of several factors – the ability to move, the environmental support to move and the motivation/goal to move. Once the child has the motivation, ability, and support, they accept the new challenge. After several failed and successful attempts, they begin to fine-tune and master the movement with continued support and motivation. The dynamic systems theory is not a random process that children experience, the skills are calculated and develop over a period of time.
Gross motor skills moving onto fine motor skills – Gessell suggested that it made sense for children to master control of their whole arm movements before they would be able to control their fine movements i.e. fingers (holding a pencil etc)
Although humans are the only animals that reason, we do not follow probability theory, a normative model, very closely in our everyday reasoning. The conjunction fallacy is one of the major errors that humans commit when dealing with problems that involve probability. Exemplified by Linda the feminist bank teller, this problem occurs when we assume that a conjunction of two premises is more likely than one or more of the premises alone. According to probability, the conjunction of two premises can never be more probable than either of the premises alone. In the Linda problem, the subjects are given a brief biographical description of Linda, followed by several statements about Linda's current occupation or activities. The subjects are then asked to rank the statements in order of most likely to least likely. The majority of the subjects choose "Linda is a bank teller and a feminist" (T and F) as more likely than "Linda is a bank teller." (F) (Barron, pg. 138)
A child must have physical development before motor development can occur (Charlesworth, 2000). According to Piaget infants acquire knowledge from their environment. Through sight, smell, hearing, and touch this is accomplished. Adults are responsible for seeing that the children have a chance to explore to acquire the knowledge. A child must be physically able to do the work that is required to keep up with the other students. Many chil...
From preschool into early elementary school, children have begun to develop their gross motor skills. They have developed a “mature pattern of walking” and are ready to test their physical abilities to the limits. Also fine motor skills have begun to develop, however more slowly. Along with motor skills children are developing their visual, tactile, and kinesthetic senses. A child’s sensory skills are helpful in learning language.
While reviewing this week’s reading there were three common errors in judgment I reviewed. First error in judgment was stereotyping. Stereotypes are basically a fixed perception of a person or situation (Bethel University, 2013). I stereotyped this week reading when I read the article on mental health. I categorized all people with mental problems being the same. I quickly judged and assessed the material and realized that they're all different types of illness and factors that contribute (Bethel University, 2013). This was an eye-opener because I thought it was just a chemical imbalance in someone’s body that made them sick.