The ontogeny of visual–motor memory and its importance in handwriting and reading: a developing construct
Humans have evolved a remarkable ability to remember visual shapes and use these representations to generate motor activity (from Palaeolithic cave drawings through Jiahu symbols to cursive handwriting). The term visual–motor memory (VMM) describes this psychological ability, which must have conveye...
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Published in | Proceedings of the Royal Society. B, Biological sciences Vol. 282; no. 1798; p. 20140896 |
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Main Authors | , , , , |
Format | Journal Article |
Language | English |
Published |
England
The Royal Society
07.01.2015
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Abstract | Humans have evolved a remarkable ability to remember visual shapes and use these representations to generate motor activity (from Palaeolithic cave drawings through Jiahu symbols to cursive handwriting). The term visual–motor memory (VMM) describes this psychological ability, which must have conveyed an evolutionary advantage and remains critically important to humans (e.g. when learning to write). Surprisingly, little empirical investigation of this unique human ability exists—almost certainly because of the technological difficulties involved in measuring VMM. We deployed a novel technique for measuring this construct in 87 children (6–11 years old, 44 females). Children drew novel shapes presented briefly on a tablet laptop screen, drawing their responses from memory on the screen using a digitizer stylus. Sophisticated algorithms (using point-registration techniques) objectively quantified the accuracy of the children's reproductions. VMM improved with age and performance decreased with shape complexity, indicating that the measure captured meaningful developmental changes. The relationship between VMM and scores on nationally standardized writing assessments were explored with the results showing a clear relationship between these measures, even after controlling for age. Moreover, a relationship between VMM and the nationally standardized reading test was mediated via writing ability, suggesting VMM's wider importance within language development. |
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AbstractList | Humans have evolved a remarkable ability to remember visual shapes and use these representations to generate motor activity (from Palaeolithic cave drawings through Jiahu symbols to cursive handwriting). The term visual-motor memory (VMM) describes this psychological ability, which must have conveyed an evolutionary advantage and remains critically important to humans (e.g. when learning to write). Surprisingly, little empirical investigation of this unique human ability exists--almost certainly because of the technological difficulties involved in measuring VMM. We deployed a novel technique for measuring this construct in 87 children (6-11 years old, 44 females). Children drew novel shapes presented briefly on a tablet laptop screen, drawing their responses from memory on the screen using a digitizer stylus. Sophisticated algorithms (using point-registration techniques) objectively quantified the accuracy of the children's reproductions. VMM improved with age and performance decreased with shape complexity, indicating that the measure captured meaningful developmental changes. The relationship between VMM and scores on nationally standardized writing assessments were explored with the results showing a clear relationship between these measures, even after controlling for age. Moreover, a relationship between VMM and the nationally standardized reading test was mediated via writing ability, suggesting VMM's wider importance within language development. |
Author | Hill, Liam J. B. Mon-Williams, Mark Havelka, Jelena Waterman, Amanda H. Culmer, Peter R. |
AuthorAffiliation | 2 School of Mechanical Engineering , University of Leeds , Leeds, West Yorkshire , UK 1 School of Psychology , University of Leeds , Leeds, West Yorkshire , UK |
AuthorAffiliation_xml | – name: 2 School of Mechanical Engineering , University of Leeds , Leeds, West Yorkshire , UK – name: 1 School of Psychology , University of Leeds , Leeds, West Yorkshire , UK |
Author_xml | – sequence: 1 givenname: Amanda H. surname: Waterman fullname: Waterman, Amanda H. organization: School of Psychology, University of Leeds, Leeds, West Yorkshire, UK – sequence: 2 givenname: Jelena surname: Havelka fullname: Havelka, Jelena organization: School of Psychology, University of Leeds, Leeds, West Yorkshire, UK – sequence: 3 givenname: Peter R. surname: Culmer fullname: Culmer, Peter R. organization: School of Mechanical Engineering, University of Leeds, Leeds, West Yorkshire, UK – sequence: 4 givenname: Liam J. B. surname: Hill fullname: Hill, Liam J. B. email: l.j.hill@leeds.ac.uk organization: School of Psychology, University of Leeds, Leeds, West Yorkshire, UK – sequence: 5 givenname: Mark surname: Mon-Williams fullname: Mon-Williams, Mark organization: School of Psychology, University of Leeds, Leeds, West Yorkshire, UK |
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CitedBy_id | crossref_primary_10_1016_j_edurev_2021_100412 crossref_primary_10_1080_23279095_2019_1699097 crossref_primary_10_1016_j_tine_2016_06_001 crossref_primary_10_1109_TOH_2021_3068786 crossref_primary_10_1080_19411243_2020_1837047 crossref_primary_10_1007_s11145_018_9876_z crossref_primary_10_1152_jn_01064_2015 crossref_primary_10_3389_fpsyg_2021_736507 |
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SubjectTerms | Child Cross-Sectional Studies England Female Handwriting Humans Language Development Learning Male Memory Motor Activity Psychomotor Performance Reading |
Title | The ontogeny of visual–motor memory and its importance in handwriting and reading: a developing construct |
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