Resumen de Strengthening eye-hand coordination and sensorimotor skills: a comprehensive meta-analysis of the impact of cognitive function on children’s language acquisition
This meta-analysis investigates the intricate relationship between eye-hand coordination, sensorimotor skills, and cognitive function, particularly their impact on children’s language acquisition and academic performance. With the rise of virtual reality and digital technologies, developing sensorimotor skills has become increasingly urgent, as these competencies play a crucial role in shaping cognitive development. The study synthesizes findings from 30 articles, engaging Python for data analysis to identify relationships among key variables. Solid relationships were found between cognitive function and eye-hand coordination, sensorimotor skills, and cognitive function, highlighting their interconnectedness. Moderate relationships were observed between strengthening activities and cognitive function, eye-hand coordination and language, and motor coordination and academic performance. Weak connections were identified between cognitive function and language acquisition, attentional focus, and motor coordination. The findings suggest considerable interest in understanding the links between cognitive function, motor skills, and academic performance, mainly focusing on sensorimotor abilities, eye-hand coordination, and visual attention. The analysis underscores the importance of exploring less commonly studied areas, such as the impact of fine motor skills on academic performance. Peer-reviewed studies consistently demonstrate associations between sensorimotor skills, particularly eye-hand coordination, and executive functions in children aged 5-12, suggesting the potential benefits of sensorimotor training for cognitive and executive function development. This meta-analysis highlights the multifaceted connections between fine motor skills and cognitive functions and their collective influence on childhood language acquisition and academic achievement. The findings emphasize the need for continued research to maximize children’s potential across these domains, facilitating the design of interventions to optimize both motor and cognitive skills in prepubertal stages.
