Developmental Traits of Impulse Control Behavior in School Children under Controlled Attention, Motor Function, and Perception
Abstract
:1. Introduction
- How does the trait of impulse control develop in school children?
- How were the grade/age-related differences in impulse control observed?
2. Materials and Methods
2.1. Participants
2.2. Measure of Impulsive Behavior: Dependent Variable
2.3. Measure of Inattention: Major Control Variable
2.4. Performance of Fine and Gross Motor Function and Perception: Other Control Variables
2.4.1. Measure of Fine Motor Skills
2.4.2. Measure of Gross Motor Skills
2.4.3. Perception
3. Results
3.1. Reliability Check of the Present Data
3.2. Check of Variables among Different Grade Groups
3.3. Developmental Differences in Impulsive Behavior
4. Discussion
5. Limitations and Future Studies
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
About Children’s Performance on Hand Movements (Fine Movements/Hand Functions) | Not at All | Slight | Medium | Serious | Observed but Not Sure | Never Observed | Not Yet Learned | |
---|---|---|---|---|---|---|---|---|
1. Hand-writing | a. Does he write too slowly because of poor hand movements? | |||||||
b. Is his handwriting too scratchy because of poor hand movements? | ||||||||
c. Does he fail to produce straight lines when writing (for example: as if he is writing with a shaking hand, or is unable to control the hand to make the line straight)? | ||||||||
d. Does he crumple up or pierce the paper because of pressing the pen too hard? | ||||||||
e. Is his handwriting unclear because he writes too softly? | ||||||||
f. Is the way that he holds the pen awkward? | ||||||||
2. Arts and Crafts | a. Does he use the scissors clumsily (for examples: getting paper jammed, or unable to make smooth movements)? | |||||||
b. Is the finished article cut untidily (for example: the article isn’t cut according to the lines)? | ||||||||
c. Does he often drop the materials or tools when working on handicrafts? | ||||||||
d. Does he often mess things up when using the glue? | ||||||||
e. Does he work on handicrafts very slowly? | ||||||||
f. Is the finished handicraft of poor quality (twisted around/wrinkled)? | ||||||||
3. The Use of Dining Utensils | a. Is he eating too slowly because of poorly coordinated hand movements? | |||||||
b. Does he often drop the food when using chopsticks? | ||||||||
c. Does he often drop the food when using a spoon? | ||||||||
d. Does he often drop spoons, chopsticks, bowls or dishes? | ||||||||
4. Tying Knots | a. Does he have any difficulty in tying up shoelaces because of poor hand movements? | |||||||
b. Does he have any difficulty in tying knots because of poor hand movements? | ||||||||
5. Buckling and Zipping Up | a. Does he have any difficulty in buckling up because of poor hand movements? | |||||||
b. Does he have any difficulty in unbuckling because of poor hand movements? | ||||||||
c. Does he have any difficulty in inserting the zipper opening into the slider because of poor hand movements? | ||||||||
d. After inserting the zipper opening to the slider, does he have any difficulty in zipping up (one hand holding the end of zipper and the other pulling the slider) because of poor hand movements? | ||||||||
6. Opening Containers | a. Does he have any difficulty in opening packs (for examples: snack packs, candy wraps, biscuit packing, milk boxes, parcels, etc.)? | |||||||
b. Does he have any difficulty in opening easy-open cans? | ||||||||
c. Does he have any difficulty in opening bottles? | ||||||||
7. Strength | a. Are his arms too weak (for example, when playing arm wrestling or the horizontal bar)? | |||||||
b. Are his hands or fingers too weak (for example, when squeezing a towel out)? | ||||||||
8. Handed-ness | a. During an activity, does the child often switch hands and obstruct the smoothness of actions? |
Appendix B
About Children’s Gross Movements | Not at All | Slight | Medium | Serious | Observed but Not Sure | Never Observed | Not Yet Learned | |
---|---|---|---|---|---|---|---|---|
1. Sitting Posture | a. Is his sitting posture awkward? | |||||||
b. Is his standing posture awkward? | ||||||||
c. Is his body feeble? (looks weak or often leans against something) | ||||||||
d. Does he often lie on the desk? | ||||||||
2. Walking and Running | a. Does he often trip over when he walks? | |||||||
b. Does he often bump into people or things when he walks? | ||||||||
c. Does he often trip over when he runs? | ||||||||
d. Does he often bump into people or things when he runs? | ||||||||
e. Does he often lag behind when running with his peers? | ||||||||
3. Climbing Stairs | a. Does he often trip over, bump into people or slow down when climbing stairs? | |||||||
b. Does he often trip over, bump into people or slow down when descending stairs? | ||||||||
4. Throw-ing and Catching Balls | a. 1. Is his posture of throwing balls awkward or poorly coordinated? | |||||||
b. 2. Is he unable to aim the target when throwing balls? | ||||||||
c. 3. Is his posture when catching balls awkward or poorly-coordinated? | ||||||||
d. 4. Does he often fail to catch the ball? | ||||||||
5. Jumping | a. 1. Is his jumping posture awkward or poorly-coordinated? | |||||||
b. Is he unable to jump long distances? | ||||||||
c. Is he unable to jump high? | ||||||||
d. Does he take a long time to learn, or fail to learn, rope skipping? | ||||||||
6. Climbing | a. Does he lag behind his peers when playing with climbing facilities in playground? | |||||||
b. Is he unskillful when playing with climbing facilities in playground? | ||||||||
7. Exercise/ Dancing | a. Is he unable to follow the instructor or the rhythm when doing exercise/dancing? | |||||||
b. Does he imitate the steps of exercise or dance incorrectly? | ||||||||
8. Daily Living | a. Does he often spill the water when carrying a washbowl or bucket? | |||||||
b. Is he unable to coordinate his movements when sweeping the floor? | ||||||||
9. Cycling | a. Does he fail to learn or take a longer time to learn cycling as compared to his peers? | |||||||
b. Does he always dodder, bump into something or fall down when he rides a bicycle? |
Appendix C
About Children’s Performance on Perception | Not at All | Slight | Medium | Serious | Observed but Not Sure | Never Observed | Not Yet Learned | |
---|---|---|---|---|---|---|---|---|
1. Playing with Bricks and Arranging Tables/Chairs | a. Does he hate playing with bricks? | |||||||
b. Does he join bricks very slowly? | ||||||||
c. Is he unable to join bricks accurately according to the illustration. (Is the finished product different from the illustration)? | ||||||||
d. Does he arrange tables, chairs, and teaching tools inaccurately? | ||||||||
2. Doing Puzzles | a. Does he hate playing with puzzles? | |||||||
b. Does he play with puzzles very slowly? | ||||||||
c. Does he take a long time to restore or notice the proper order of shuffled jigsaws? | ||||||||
d. Does he always piece together the wrong jigsaw pieces? | ||||||||
e. Is he unable to restore shuffled jigsaws? | ||||||||
3. Copying Figures | a. Does he hate copying figures? | |||||||
b. Does he copy figures very slowly? | ||||||||
c. Does he fail to draw figures correctly according to the illustration. (Is the finished drawing different from the illustration)? | ||||||||
4. Identifying Colors and Shapes | a. Does he take a longer time to learn different shapes (for examples: triangle, square, etc.) compared to other children? | |||||||
b. Does he lag behind his peers in recognizing figures? | ||||||||
c. Does he take a longer time to learn different colors compared to his peers? | ||||||||
d. Does he lag behind his peers in recognizing colors? | ||||||||
5. Distinguish-ing between Left and Right | a. Does he often turn in the wrong direction when making a right or left turn? | |||||||
b. When asked to raise up the right or left hand, does the child raise the wrong hand? | ||||||||
c. Does he write a word in a reverse order? If so, please give an example: | ||||||||
d. Overall, does the child have any difficulty in distinguishing between left and right? | ||||||||
6. Wearing Clothes | a. When he puts on a pair of shoes, does he mix up the left and right shoes? | |||||||
b. Does he put on clothes back to front, inside out, or mixing up the left and right? | ||||||||
7. Sense of Direction | a. Does he have a poor sense of direction? | |||||||
b. Is he often confused with directions on the road (for example: when going out)? | ||||||||
c. Does he often get lost? | ||||||||
d. Is he unable to follow the same route on return? |
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Measure | Group | ||||||
---|---|---|---|---|---|---|---|
G1 | G2 | G3 | G4 | G5 | |||
M | M | M | M | M | F | P | |
(SD) | (SD) | (SD) | (SD) | (SD) | |||
Attention | 0.07 | 0.40 | 0.07 | 0.04 | 0.09 | 0.066 | 0.992 |
(0.88) | (0.90) | (0.08) | (0.87) | (0.90) | |||
Fine Motor | 0.04 | 0.04 | −0.04 | −0.07 | −0.23 | 1.876 | 0.113 |
(0.88) | (0.96) | (0.78) | (0.82) | (0.74) | |||
Gross Motor | −0.16 | −0.03 | 0.04 | −0.05 | −0.04 | 0.827 | 0.508 |
(0.60) | (0.84) | (0.94) | (0.85) | (0.89) | |||
Perception | −0.16 | −0.06 | −0.03 | −0.04 | −0.08 | 0.470 | 0.758 |
(0.60) | (0.90) | (0.77) | (0.85) | (0.88) | |||
Inhibition | 0.22 | 0.22 | −0.01 | −0.04 | −0.32 | 6.925 | 0.000 |
(1.04) | (0.93) | (0.89) | (0.83) | (0.75) |
Grade (i) | Grade (j) | Difference in Aver (i–j) | Standard Error | p |
---|---|---|---|---|
1 | 2 | 0.007 | 0.125 | 1.000 |
3 | 0.232 | 0.124 | 0.335 | |
4 | 0.269 | 0.124 | 0.193 | |
5 | 0.552 (***) | 0.125 | 0.000 | |
2 | 1 | −0.007 | 0.125 | 1.000 |
3 | 0.225 | 0.124 | 0.371 | |
4 | 0.262 | 0.124 | 0.219 | |
5 | 0.545 (***) | 0.125 | 0.000 | |
3 | 1 | −0.232 | 0.124 | 0.335 |
2 | −0.225 | 0.124 | 0.371 | |
4 | 0.037 | 0.124 | 0.998 | |
5 | 0.320 | 0.124 | 0.076 | |
4 | 1 | −0.269 | 0.124 | 0.193 |
2 | −0.262 | 0.124 | 0.219 | |
3 | −0.037 | 0.124 | 0.998 | |
5 | 0.283 | 0.124 | 0.154 | |
5 | 1 | −0.552 (***) | 0.125 | 0.000 |
2 | −0.545 (***) | 0.125 | 0.000 | |
3 | −0.320 | 0.124 | 0.076 | |
4 | −0.283 | 0.124 | 0.154 |
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Share and Cite
Chen, H.-Y.; Meng, L.-F.; Yu, Y.; Chen, C.-C.; Hung, L.-Y.; Lin, S.-C.; Chi, H.-J. Developmental Traits of Impulse Control Behavior in School Children under Controlled Attention, Motor Function, and Perception. Children 2021, 8, 922. https://doi.org/10.3390/children8100922
Chen H-Y, Meng L-F, Yu Y, Chen C-C, Hung L-Y, Lin S-C, Chi H-J. Developmental Traits of Impulse Control Behavior in School Children under Controlled Attention, Motor Function, and Perception. Children. 2021; 8(10):922. https://doi.org/10.3390/children8100922
Chicago/Turabian StyleChen, Hsin-Yung, Ling-Fu Meng, Yawen Yu, Chen-Chi Chen, Li-Yu Hung, Shih-Che Lin, and Huang-Ju Chi. 2021. "Developmental Traits of Impulse Control Behavior in School Children under Controlled Attention, Motor Function, and Perception" Children 8, no. 10: 922. https://doi.org/10.3390/children8100922
APA StyleChen, H.-Y., Meng, L.-F., Yu, Y., Chen, C.-C., Hung, L.-Y., Lin, S.-C., & Chi, H.-J. (2021). Developmental Traits of Impulse Control Behavior in School Children under Controlled Attention, Motor Function, and Perception. Children, 8(10), 922. https://doi.org/10.3390/children8100922