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Sensori-motor experience leads to changes in visual processing in the developing brain
Open accessAbstract
Since Broca’s studies on language processing, cortical functional specialization has been considered to be integral to efficient neural processing. A fundamental question in cognitive neuroscience concerns the type of learning that is required for functional specialization to develop. To address this issue with respect to the development of neural specialization for letters, we used functional magnetic resonance imaging (fMRI) to compare brain activation patterns in pre‐school children before and after different letter‐learning conditions: a sensori‐motor group practised printing letters during the learning phase, while the control group practised visual recognition. Results demonstrated an overall left‐hemisphere bias for processing letters in these pre‐literate participants, but, more interestingly, showed enhanced blood oxygen‐level‐dependent activation in the visual association cortex during letter perception only after sensori‐motor (printing) learning. It is concluded that sensori‐motor experience augments processing in the visual system of pre‐school children. The change of activation in these neural circuits provides important evidence that ‘learning‐by‐doing’ can lay the foundation for, and potentially strengthen, the neural systems used for visual letter recognition.
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“The concurrent spatiotemporal pattern from vision, motor commands, and proprioceptive feedback provided through fine hand and finger movements, is lacking in typewriting, where only a simple key press is required to produce the entire wanted form (Longcamp et al., 2006; James, 2010; Vinci-Booher et al., 2016, 2021).”
From Handwriting but not typewriting leads to widespread brain connectivity: a high-density EEG study with implications for the classroom (2024) · cites this paper as James, 2010
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In the citing paper
“The concurrent spatiotemporal pattern from vision, motor commands, and proprioceptive feedback provided through fine hand and finger movements, is lacking in typewriting, where only a simple key press is required to produce the entire wanted form (Longcamp et al., 2006; James, 2010; Vinci-Booher et al., 2016, 2021).”
From Handwriting but not typewriting leads to widespread brain connectivity: a high-density EEG study with implications for the classroom (2024) · cites this paper as James, 2010
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Metadata
- Authors
- James, K. H.
- Affiliations
- Indiana University Bloomington (US)
- Corresponding author
- James, Karin Harman
- ORCID
- James, Karin Harman
- Venue
- Developmental Science
- Publisher
- Wiley
- Published
- 2010-02-02
- Volume
- 13
- Issue
- 2
- Pages
- 279-288
- ISSN
- 1363-755X (ISSN-L)
- 1467-7687
- PMC
- PMC4176698
- OpenAlex
- W2107057632
- Cited by
- 269
- References
- 48
- Citations by year
- 2026: 13 · 2025: 7 · 2024: 5 · 2023: 3 · 2022: 28 · 2021: 18 · 2020: 51 · 2019: 20 · 2018: 17 · 2017: 18 · 2016: 17 · 2015: 15 · 2014: 11 · 2013: 13 · 2012: 13
- FWCI
- 18.74
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Developmental Science (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Lilly Endowment
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD057077)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Life Sciences › Neuroscience › Cognitive Neuroscience › Tactile and Sensory Interactions
- Life Sciences › Neuroscience › Cognitive Neuroscience › Visual perception and processing mechanisms
- Keywords
- alphabet learning, visual association cortex, preschool children, hands-on learning, neural development, writing practices, reading development
- MeSH terms
- Brain, Child, Preschool, Female, Humans, Language Development, Functional Laterality, Learning, Magnetic Resonance Imaging, Male, Reading, Visual Cortex, Visual Perception
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