Libertus, Klaus and Smith, Darcy and An, Ran
(2020)
Determinants of executive function development: A motor training study.
In: Pitt Momentum Fund 2020, University of Pittsburgh, Pittsburgh, Pa.
(Unpublished)
Abstract
Development during infancy lays the foundation for future learning and growth. However, few studies have examined whether there are connections between foundational motor skills acquired during Infancy and subsequent learning. Previously, our lab has reported that the onset of sitting during infancy predicts language learning during the second year of life (Libertus & Violi, 2016). Language development during Infancy is a school readiness skill that may impact children’s later performance in school. Indeed, one longitudinal finding suggests that manual exploration in infancy predicts academic achievement at 14 years of age (Bornstein, Hahn, & Suwalsky, 2013). However, the mechanism underlying distal associations between infant motor skills and academic achievement remain unknown. The current study aims to examine whether the development of grasping in early Infancy impacts subsequent Executive Function (EF) and problem-solving skills as potential intermediaries between motor and cognitive development. EF skills are a reliable predictor of school readiness skills (Greenfader, 2019; Willoughby, Piper, Oyanga, & Merseth King, 2019). Based on previous research, we hypothesize that training motor skills in Infancy will facilitate the emergence of early EF skills over a 12-month period.
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