Effect of a psychoeducational intervention on motor and perceptual-visual development through the inhibition of primitive reflexes in schoolchildren aged 4 to 7 years old

Lidia Infante-Cañete , Beatriz Aguilar-Guerrero , Agustín Wallace-Ruiz
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Abstract

The efficacy of the Assessing Neuromotor Readiness for Learning (Blythe, 2012) on primitive reflex inhibition is described. The sample consisted of 25 girls and 21 boys aged 4–7 years (M = 4.84, SD = 1.10). For the sake of evaluating the efficacy of the intervention, the Developmental Screening by the Chester Institute of Neurophysiological Psychology, INPP (Blythe, 2012), was used by means of a pretest-posttest design with a control group. The statistical analyses performed were ANCOVA and factorial ANOVA—depending on the fulfilment of the assumptions. The main findings refer to the existence of active primitive reflexes in the sample, and how these primitive reflexes are sensitive to the psychoeducational intervention of reflex inhibition through movement. Besides, the involvement of primitive reflex inhibition in the improvement of motor development—but not in perceptual-visual development—has been proved.

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心理教育干预通过抑制4 ~ 7岁学童的原始反射对运动和知觉视觉发展的影响
描述了评估学习的神经运动准备状态(Blythe,2012)对原始反射抑制的疗效。样本包括25名女孩和21名男孩,年龄为4-7岁(M = 4.84,标准差 = 1.10)。为了评估干预的有效性,切斯特神经生理学心理学研究所(INPP)(Blythe,2012)通过与对照组的前测后测设计进行了发育筛查。进行的统计分析是ANCOVA和因子方差分析——取决于假设的实现情况。主要发现涉及样本中存在活跃的原始反射,以及这些原始反射如何对通过运动抑制反射的心理教育干预敏感。此外,原始反射抑制在改善运动发育中的作用——但在感知视觉发育中没有——已经得到证实。
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