UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

The Relationship between Social and Motor Cognition in Primary School Age-Children

Kenny, L; Hill, E; Hamilton, AF; (2016) The Relationship between Social and Motor Cognition in Primary School Age-Children. Frontiers in Psychology , 7 , Article 228. 10.3389/fpsyg.2016.00228. Green open access

[img]
Preview
Text
The Relationship between Social and Motor Cognition in Primary School Age-Children.pdf - Published version

Download (580kB) | Preview

Abstract

There is increased interest in the relationship between motor skills and social skills in child development, with evidence that the mechanisms underlying these behaviors may be linked. We took a cognitive approach to this problem, and examined the relationship between four specific cognitive domains: theory of mind, motor skill, action understanding, and imitation. Neuroimaging and adult research suggest that action understanding and imitation are closely linked, but are somewhat independent of theory of mind and low-level motor control. Here, we test if a similar pattern is shown in child development. A sample of 101 primary school aged children with a wide ability range completed tests of IQ (Raven's matrices), theory of mind, motor skill, action understanding, and imitation. Parents reported on their children's social, motor and attention performance as well as developmental concerns. The results showed that action understanding and imitation correlate, with the latter having a weak link to motor control. Theory of mind was independent of the other tasks. These results imply that independent cognitive processes for social interaction (theory of mind) and for motor control can be identified in primary school age children, and challenge approaches that link all these domains together.

Type: Article
Title: The Relationship between Social and Motor Cognition in Primary School Age-Children
Location: Switzerland
Open access status: An open access version is available from UCL Discovery
DOI: 10.3389/fpsyg.2016.00228
Publisher version: http://dx.doi.org/10.3389/fpsyg.2016.00228
Language: English
Additional information: © 2016 Kenny, Hill and Hamilton. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Keywords: action understanding, imitation, motor skill, social cognition, theory of mind
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Institute of Cognitive Neuroscience
URI: https://discovery.ucl.ac.uk/id/eprint/1489141
Downloads since deposit
92Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item