Several studies indicate a strong association between fine-motor, visual-motor, and cognitive ability in young children. Although reports are limited, there are also indications that gross-motor skill is a significant predictor of cognitive function (Piek et al., 2008). This study extends the question by examining the relationship between motor function (visual-, fine-, and gross-motor ability) and cognitive ability in 402 Brazilian first-graders. Underscoring our interest was results from an earlier study indicating that, compared to fine- and visual-motor ability, a large segment of first-graders displayed difficulty with gross-motor activities involving interlimb coordination (Bobbio et al., 2009). Therefore, the primary questions were – does level of motor function predict academic performance in first-graders? And, if so, what type of motor task(s) account for the strongest relationship?
Method
Brazilian first-graders (N = 402) were tested for motor function at the first and ninth month and for cognitive ability at the ninth month; average age at the first-month was 6.5 years. Motor function was assessed via the Neurological Evolutional Examination (NEE) that examines visual-motor integration, fine-motor control, and gross-motor coordination. Expert opinion determined that most of the gross-motor items required a high degree of interlimb coordination. Cognitive ability in reference to math, writing and reading, was tested via the Academic Performance Test (APT) and grouped according to LOW, AVERAGE, and HIGH ability.
Analysis/Results
Chi-square and ANOVA results revealed that there was a significant difference between motor function (overall and by category) and cognitive ability at the first and second assessment, ps < .01. Regression analyses results indicated a strong relationship between motor function and level of cognitive ability. For example, the fewer motor tasks children passed at the first assessment, the lower the cognitive ability level at the second assessment (8 months later). Analysis by motor task category revealed that gross-motor activities clearly accounted for the strongest relationship; the risk in being classified with LOW cognitive ability was about 28 times greater compared to fine-motor, and 50 times greater compared to visual-motor.
Conclusions
Overall, these findings support the contention that there is a close interrelation of motor development and cognitive development. Furthermore, these results support the need for early detection of children with motor function problems, especially those requiring gross-motor (interlimb) coordination.
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