Relationships among perceptual-motor tasks: Tracing and copying

Marcia Bernbaum; Jacqueline Goodnow; Elyse Lehman

doi:10.1037/h0037430

Relationships among perceptual-motor tasks: Tracing and copying

Marcia Bernbaum^*, Jacqueline Goodnow, Elyse Lehman

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

Abstract

Asked 39 kindergartners, 16 1st graders, 38 2nd graders, 16 4th graders, and 20 undergraduates to copy, trace, or point to the beginning of a set of shapes. The aim was to determine the extent to which sequential behavior (starting points and stroke progressions) was consistent across tasks. With one notable exception, behavior was consistent. The exception was the extent to which children started at the left rather than the right, a behavior that was far less frequent when tracing or pointing to the beginning of a shape than when copying. Results point to the feasibility of using sequential analyses to explore questions of generality and transfer on graphic tasks. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original language	English
Pages (from-to)	731-735
Number of pages	5
Journal	Journal of Educational Psychology
Volume	66
Issue number	5
DOIs	https://doi.org/10.1037/h0037430
Publication status	Published - Oct 1974
Externally published	Yes

Keywords

copying vs tracing vs pointing tasks, consistency of starting points & stroke progressions, kindergartners & 1st & 2nd & 4th graders & college students

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10.1037/h0037430

Cite this

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title = "Relationships among perceptual-motor tasks: Tracing and copying",

abstract = "Asked 39 kindergartners, 16 1st graders, 38 2nd graders, 16 4th graders, and 20 undergraduates to copy, trace, or point to the beginning of a set of shapes. The aim was to determine the extent to which sequential behavior (starting points and stroke progressions) was consistent across tasks. With one notable exception, behavior was consistent. The exception was the extent to which children started at the left rather than the right, a behavior that was far less frequent when tracing or pointing to the beginning of a shape than when copying. Results point to the feasibility of using sequential analyses to explore questions of generality and transfer on graphic tasks. (PsycINFO Database Record (c) 2006 APA, all rights reserved).",

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AU - Goodnow, Jacqueline

AU - Lehman, Elyse

PY - 1974/10

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N2 - Asked 39 kindergartners, 16 1st graders, 38 2nd graders, 16 4th graders, and 20 undergraduates to copy, trace, or point to the beginning of a set of shapes. The aim was to determine the extent to which sequential behavior (starting points and stroke progressions) was consistent across tasks. With one notable exception, behavior was consistent. The exception was the extent to which children started at the left rather than the right, a behavior that was far less frequent when tracing or pointing to the beginning of a shape than when copying. Results point to the feasibility of using sequential analyses to explore questions of generality and transfer on graphic tasks. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

AB - Asked 39 kindergartners, 16 1st graders, 38 2nd graders, 16 4th graders, and 20 undergraduates to copy, trace, or point to the beginning of a set of shapes. The aim was to determine the extent to which sequential behavior (starting points and stroke progressions) was consistent across tasks. With one notable exception, behavior was consistent. The exception was the extent to which children started at the left rather than the right, a behavior that was far less frequent when tracing or pointing to the beginning of a shape than when copying. Results point to the feasibility of using sequential analyses to explore questions of generality and transfer on graphic tasks. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

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Relationships among perceptual-motor tasks: Tracing and copying

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Keywords

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