Potential Errors

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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 …show more content…

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, …show more content…

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

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