The developing mind in action: measuring manual dynamics in childhood

Developmental theory has long emphasized the importance of linking perception, cognition, and action. Techniques designed to record the spatial and temporal characteristics of hand movements (i.e., manual dynamics) present new opportunities to study the nature of these links across development by pr...

Full description

Saved in:
Bibliographic Details
Published in:Journal of cognition and development 2018-05, Vol.19 (3), p.233-247
Main Author: Erb, Christopher D.
Format: Article
Language:English
Subjects:
Adults
Child Development
Childhood
Children
Cognition & reasoning
Cognitive ability
Cognitive Development
Cognitive Processes
Comparative Analysis
Data Interpretation
Hand
Language Processing
Measurement Techniques
Motor Reactions
Numbers
Perception
Psychological Studies
Social interactions
Social Psychology
Spatial discrimination
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Developmental theory has long emphasized the importance of linking perception, cognition, and action. Techniques designed to record the spatial and temporal characteristics of hand movements (i.e., manual dynamics) present new opportunities to study the nature of these links across development by providing a window into how perceptual, cognitive, and motoric processes interact and unfold over time. Although manual dynamics are commonly used to explore a range of topics with adults, including language processing, numerical cognition, social perception, and cognitive control, comparatively little research has used hand-tracking techniques to explore these topics with children. The current article aims to bring attention to this methodological gap and discuss how and why developmental researchers might want to address it. The article introduces two hand-tracking techniques, contrasts how the techniques have been used with adults relative to children, and explores how manual dynamics might fit into the broader landscape of research in child development.
ISSN:1524-8372
1532-7647
DOI:10.1080/15248372.2018.1454449