[tips] Crawling ability and reading

[Philippe Gervaix]

Hi Carol (and others Summer Tipsters still on board),
another lead into your inquiry might be Doman's Institute for the Achievement 
of  Human Potential. 
I show my student excerpts from a show that is now a quite dated, but that 
shows parents in France applying Doman's  using early and intensive exposition 
to cards of all kinds that are supposed to boost the child's intellectual 
development and help them reach a higher degree of intelligence.
Nothing related to crawling. YET.
Now, the astonishing thing is that CRAWLING turns to be the basis for the whole 
program: Doman contends that human development sums up the whole of species 
development, and since other species used to crawl, it is a natural stage of 
development for humans. But he goes further and contends that crawling 
"balances" and helps both sides of the brain to " synchronize" and coordinate. 
(He also uses a horizontal ladder  to reproduce the ape's climbing to trees, 
again with the idea of helping intellectual functioning.)
Doman runs (or ran) seminars during which he outlines and demonstrates his 
principles with the help of his family (his children run the institute, and his 
grandchildren do the crawling and give smart answers to difficult questions. 
The program is also extensively based on positive reinforcement (the child 
receive credit-points for each task  they successfully accomplish, and by the 
end of the day, they get a reward of some kind or another).
The idea behind the whole program is that the earlier the child is taught to 
read, write and calculate (or anything going from music to language or even the 
history of arts) the more intelligent he will become. And that mothers are the 
best teachers for their child (Doman's daughter says at one point "the worst 
mother at the worst of her day is still better than any other teacher because 
she loves her child...")
>From what I could gather (see also Stephen Black's mail), Doman has a 
>background in physiotherapy and started with neurologically impaired children: 
>using intense stimulation and patterning, he saw some improvement in the 
>children he treated, so he thought he would apply the same principles to 
>"normal" children. 
Another lead might be the supposed link between postural/ body coordination and 
intelligence : it would seem that difficulty in coordination and balance is 
used by some as a criteria for detecting children with an Asperger's syndrome.
Hope this helps.

Philippe Gervaix
College de Burier
La Tour-de-Peilz
Switzerland
phil.gerv...@bluewin.ch


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Re: re: [tips] crawling ability and reading

[michael sylvester]

No! The Doman Delacato technique was the idea that peripheral stimulation 
would bring brain changes that could effectuate

muscular development.

Michael
- Original Message - 
From: "Dr. Bob Wildblood" 
To: "Teaching in the Psychological Sciences (TIPS)" 


Sent: Sunday, July 10, 2011 12:29 AM
Subject: Re: re: [tips] crawling ability and reading



And then there is this one...

Crawling and creeping patterns in relation to speech and reading.

Author: Sharon Loretta Carney
Publisher: 1967.
Dissertation: Thesis (M.A.)--University of Montana.
Edition/Format:   Thesis/dissertation : Manuscript  Archival Material :
English
Rating:
(not yet rated) 0 with reviews - Be the first.

Could this be related to a many year ago phenomenon such as the
Doman-Delacato patterning technique?  I understood that that theory was
not held in high repute.

.
Robert W. Wildblood, PhD
Adjunct Psychology Faculty
Germanna Community College
drb...@rcn.com

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[tips] Jeter ball

[Gerald Peterson]

I ubderstand he gave it to Jeter.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU



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Re: [tips] Thank You Mr. Jeter, And For Our Next Act: The End of the World

[Gerald Peterson]

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Jul 9, 2011, at 10:02 PM, Annette Taylor  wrote:

>  
> 
> 
> How much do you think that home run ball is worth to the guy who caught it?
>  
> I have not yet seen any news about whether the person just plans to give it 
> back or plans to auction in off for big $$
>  
> Annette
>  
> Annette Kujawski Taylor, Ph. D.
> Professor, Psychological Sciences
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 92110
> tay...@sandiego.edu
> From: Mike Palij [m...@nyu.edu]
> Sent: Saturday, July 09, 2011 1:52 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Mike Palij
> Subject: [tips] Thank You Mr. Jeter, And For Our Next Act: The End of the 
> World
> 
> First, Derek Jeter became the 28th baseball player to get 3,000
> hits and he did it in style with a home run (only the second player
> to hit 3000 with a home run).  Thank you Mr. Jeter for a great
> performance today and for the outstanding performances throughout
> your career, Mr. November.
> 
> Next, bad news.  No rapture stuff but we may have entered into
> the 6th mass-extinction event.  The following is from Robert Park's
> "What's New" e-newsletter:
> 
> |3. THE FINAL SEWER: WHERE DOES IT GO WHEN YOU FLUSH?  
> |In a special issue a couple of months ago Nature reported that there have 
> |been five mass extinctions over the past 540 million years in which the 
> |number of species declined by over 75% in a geologically brief interval, 
> | http://bobpark.physics.umd.edu/WN11/wn030411.html .  If you're not already 
> |depressed, keep reading; you will be.  An expert panel of scientists, 
> |convened by the International Program on the State of the Ocean (IPSO), 
> |released its report a couple weeks ago.  It warns that ocean life is at 
> |high risk of entering a phase of extinction of marine species unprecedented 
> |in human history.  There is a growing conviction that life on Earth has 
> |already entered mass-extinction six.  Previous extinction episodes have 
> |presumably been initiated by catastrophic natural events, such as increased 
> |volcanism, changes in sea level, or asteroid impacts.  Mass-extinction-six, 
> |however, is decidedly unnatural, resulting entirely from the spread of 
> |civilization.
> 
> I'm going watch the re-play of the Yankee game tonight to feel better.
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> 
> 
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RE: [tips] Thank You Mr. Jeter, And For Our Next Act: The End of the World

[Annette Taylor]

How much do you think that home run ball is worth to the guy who caught it?

I have not yet seen any news about whether the person just plans to give it 
back or plans to auction in off for big $$

Annette

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu

From: Mike Palij [m...@nyu.edu]
Sent: Saturday, July 09, 2011 1:52 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Mike Palij
Subject: [tips] Thank You Mr. Jeter, And For Our Next Act: The End of the World

First, Derek Jeter became the 28th baseball player to get 3,000
hits and he did it in style with a home run (only the second player
to hit 3000 with a home run).  Thank you Mr. Jeter for a great
performance today and for the outstanding performances throughout
your career, Mr. November.

Next, bad news.  No rapture stuff but we may have entered into
the 6th mass-extinction event.  The following is from Robert Park's
"What's New" e-newsletter:

|3. THE FINAL SEWER: WHERE DOES IT GO WHEN YOU FLUSH?
|In a special issue a couple of months ago Nature reported that there have
|been five mass extinctions over the past 540 million years in which the
|number of species declined by over 75% in a geologically brief interval,
| http://bobpark.physics.umd.edu/WN11/wn030411.html .  If you're not already
|depressed, keep reading; you will be.  An expert panel of scientists,
|convened by the International Program on the State of the Ocean (IPSO),
|released its report a couple weeks ago.  It warns that ocean life is at
|high risk of entering a phase of extinction of marine species unprecedented
|in human history.  There is a growing conviction that life on Earth has
|already entered mass-extinction six.  Previous extinction episodes have
|presumably been initiated by catastrophic natural events, such as increased
|volcanism, changes in sea level, or asteroid impacts.  Mass-extinction-six,
|however, is decidedly unnatural, resulting entirely from the spread of
|civilization.

I'm going watch the re-play of the Yankee game tonight to feel better.

-Mike Palij
New York University
m...@nyu.edu



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Re: re: [tips] crawling ability and reading

[Dr. Bob Wildblood]

And then there is this one...

Crawling and creeping patterns in relation to speech and reading.

Author: Sharon Loretta Carney
Publisher:  1967.
Dissertation:   Thesis (M.A.)--University of Montana.
Edition/Format:   Thesis/dissertation : Manuscript  Archival Material : 
English
Rating: 
(not yet rated) 0 with reviews - Be the first.

 Could this be related to a many year ago phenomenon such as the
Doman-Delacato patterning technique?  I understood that that theory was 
not held in high repute.


.
Robert W. Wildblood, PhD
Adjunct Psychology Faculty
Germanna Community College
drb...@rcn.com  

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Re: [tips] crawling ability and reading

[sblack]

On 9 Jul 2011 at 11:19, Carol DeVolder wrote:

> A student recently e-mailed me and asked a question that I can't
> answer. He wrote that his mother adamantly claims there is a strong
> correlation between infants' crawling and their eventual reading
> ability and he says their isn't. He said he has done some searching of
> the literature and has found nothing and asked if I know of any
> evidence to which he could turn

This sounds suspiciously like a quack theory of child development 
popular in the 1970's, sometimes called "patterning" or Doman-
Delecato training. The idea was that children require a certain 
amount of crawling in order to develop neurologically, and if they 
don't, will be thoroughly screwed up. Or if they are already 
impaired, through brain damage, mental retardation, Down syndrome, 
dyslexia, etc., they may be helped by attention to a presumed deficit 
in crawling (or something like that--we're talking quackery, so it 
doesn't have to make sense). The treatment is a  demanding training 
programme in which the child is subjected to various exercises 
involving crawling.  The treatment, of course, is expensive. It also 
required the assistance of a contingent of well-meaning but deluded 
neighbours, who volunteered to help carry out its extensive 
requirements. 

This page ( http://tinyurl.com/3zfqx3g ) provides a proponent's view. 
Note the claimed association between lack of crawling and later 
reading problems. 

Debunking is here:
http://www.quackwatch.org/01QuackeryRelatedTopics/patterning.html

As for evidence, don't make me laugh. You might want to take a look 
at what the American Academy of Pediatrics (AAP) had to say about 
this "treatment" back in 1999, here: http://tinyurl.com/4yypdjz

I see from its reference list that # 18 is a book by Doman, the 
originator of this harmful nonsense, called "How to teach your baby 
to read", # 32 is "The Diagnosis and Treatment of Speech and Reading 
Problems", by Doman's associate, Delecato, also # 33, "Neurological 
Organization and Reading". The AAP also cite some presumably 
debunking work by Robbins (#37 and # 38) on the relation between 
Doman-Delecato patterning treamtent and reading.

So if would not surprise me if the alleged correlation between 
crawling and reading ability originated in their crackpot writings.

Stephen

Stephen L. Black, Ph.D.  
Professor of Psychology, Emeritus   
Bishop's University
Sherbrooke, Quebec, Canada   
e-mail:  sblack at 
ubishops.ca
-

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Re: [tips] crawling ability and reading

[michael sylvester]

Hey Tim!
You seem to have a good memory for those urban myths. Do you still deny the 
existence of Acapulco gold marijuana?

:-)

Michael 



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Re: [tips] Teaching online and smart phones

[Paul C Bernhardt]

The oft-touted advantage of Android to run Flash is, from what I've heard from 
multiple sources, overstated. I asked someone who follows this issue quite 
closely and this was his assessment: 

"Based on recent hands-on time I've had with a Galaxy tab 10.1 and a BB 
Playbook, I'd rate flash on Android as someone's idea of a cruel joke.
Video is mainly unwatchable, unless you really like all your video in stop 
motion.
But there is the plus - you get to see all the crappy flash animations on every 
website you visit! Without a good flash-blocker, to boot!
And while I wouldn't blame it exclusively on Flash, the posted battery times 
are about half of what the iPad gets...
Flash on android = FAIL" (Personal Communication from JJMSpartan on Motley Fool 
Discussion Boards)

He is referring to Flash on Android tablets. Smart phones, however, will not 
usually have more powerful processors in them, so they are unlikely to do 
meaningfully better. Also, Flash only runs on Android version 2.2 and higher. 
Not all Android phones are updated to that version, nor can they be. 

If I felt that Flash was important to my experience, I would make sure I saw it 
perform on Flash-using websites that I cared about before buying. 

Increasingly, web developers are moving away from Flash and towards HTML5 
standards that can duplicate Flash capabilities, and iOS (Apple) products 
handle HTML5 just fine. One such example is Youtube. It delivers video via 
Flash unless you are on an iOS device. On those devices it delivers the video 
using the H.264 standard, which is compatible with HTML5. 

Paul

On Jul 9, 2011, at 3:29 PM, FRANTZ, SUE wrote:

>  
> 
> Pat Santoro asks about smartphones and Blackboard.  I’m not a Blackboard user 
> (we have Angel, and I use it sparingly), but here’s what I’ve gleaned from 
> web sources.  If this information is incorrect, I trust someone to chime in.
>  
> Blackboard’s Mobile Learn service provides a Blackboard app for IOS (all 
> Apple mobile devices), Android, Blackberry, and Palm (I’m surprised they 
> bothered with the latter).  It’s free for those on Sprint.  If you’re not on 
> Sprint, then your institution needs to pay for the Mobile Learn service. (Who 
> makes these business decisions?  Do they really think I’m going to switch to 
> Spring for a free Bb app?)
>  
> Unless you meet those conditions, you’ll be accessing Blackboard via your 
> smartphone’s web browser.   
>  
> Fortunately smartphone web browsers are excellent.  They usually work and 
> look like your computer’s browser. The downside is that the screen is smaller 
> on your phone, so you’ll probably need to zoom in to navigate.  If you’re 
> planning on using your phone a lot for accessing Bb or other web content, you 
> may want to choose a phone with a larger screen.
>  
> In all honesty, your choice comes down to Android or iPhone.  For those who 
> care about these things, Android has more of the smartphone market share than 
> any other platform.  In the U.S., Android = 38%; Apple IOS = 26%; Blackberry 
> = 25% and falling.  The rest, such as Windows and Palm, make up the 
> difference.  
> (http://latimesblogs.latimes.com/technology/2011/07/android-and-apple-gain-smartphone-share-while-rim-falls-report-says.html)
>  
> Other considerations.
>  
> The keyboard.  The decision is between an onscreen keyboard or a slide out 
> keyboard.  Visit your local cell phone store and try them out.  If you like 
> the slide out keyboard, Android is your only choice.  If you like the 
> on-screen keyboard, on Android, you can install other keyboards; Swype and 
> Swiftkey are popular.  On the iPhone, what you see is what you’ve got.
>  
> Flash. Avoiding a diatribe on Apple’s business practices is not easy.  But 
> I’m going to do it.  The iPhone does not have flash support.  Android does.  
> Here’s an example of flash in use: http://www.wechoosethemoon.org/. Don’t 
> bother visiting it on your iPhone; you won’t be able to see it. 
>  
> Customization.  Android can be customized in just about any way you can 
> fathom.  The iPhone allows for some customization, but you’re limited.  (See 
> the keyboard paragraph above.)
>  
> In this blog post I provide a couple links to articles. One discusses the 
> ways in which Android is better, another covers the ways in which the iPhone 
> is better. 
> http://suefrantz.com/2011/05/30/my-favorite-droid-apps-spring-2011-edition/  
>  
> Regardless of the phone you choose, if you’re a Firefox user, consider 
> downloading the Firefox Mobile browser. Install the Firefox Sync add-on 
> wherever you have Firefox, and you can move seamlessly between your 
> Firefox-enabled devices. Let’s say that you’re working in your office.  You 
> have 4 tabs open.  You leave work and are on the train headed home.  Open 
> Firefox on your phone, and there those 4 tabs are.  You finish reading one 
> article and move on to another.  When you get home, go to your computer, and 
> there’s everything that you 

RE: [tips] crawling ability and reading

[Shearon, Tim]

Carol and others
Time for an old guy moment. I distinctly remember that this was a belief (and I 
know of no data beyond what's been mentioned) that was around around the 60s - 
70s. I'd put it closer to urban myth than anything else. I actually tried to do 
a paper on this as an undergrad. The myth, so far as I could ascertain, was 
that this came from children injured in automobile accidents (before seat 
belts, so the story went).  When they had hip or pelvis fractures they were 
frequently given a cast from below the ribs to below the knees (that part is 
true to some degree). I first heard this story when a family member was given 
an alternative treatment because, according to the physician, such casting lead 
to reading difficulties and other school problems. I didn't know enough at the 
time (I think I was about 10) to ask for sources. :) 

But in college I followed this up and attempted to find medical or 
psychological studies to back it up. I could find nothing save a few 
"intuitions" published as letters (and I can find no current reference to 
them). I'd put it in the realm of urban myth save any data (one physician told 
me at the time of my paper attempt that there were no new data because of 
people using seat belts and later child seats). The other way this is presented 
sometimes is children who walk before crawling are damaged in the same way. 
Wish I had something more.
Tim
___
Timothy O. Shearon, PhD
Professor, Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: tshea...@collegeofidaho.edu

teaching: intro to neuropsychology; psychopharmacology; general; history and 
systems

"You can't teach an old dogma new tricks." Dorothy Parker


On Jul 9, 2011, at 10:19 AM, Carol DeVolder wrote:
> Hi,
> A student recently e-mailed me and asked a question that I can't answer. He 
> wrote that his mother adamantly claims there is a strong correlation between 
> infants' crawling and their eventual reading ability and he says their isn't. 
> He said he has done some searching of the literature and has found nothing 
> and asked if I know of any evidence to which he could turn; but, since this 
> isn't my area I wonder if any developmental psychology experts could offer 
> suggestions.
> Thanks from me and from my student,
> Carol


_.,-*~'`^`'~*-,._.,-*~'`^`'~*-,._.,-*~'`^`'~*-,._.,-*~'`^`'~*-,._
~ all you can take with you is that which you've given away ~
~ teaching & learning developmental psychology ~
~ http://www.DevPsy.org ~


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[tips] Thank You Mr. Jeter, And For Our Next Act: The End of the World

[Mike Palij]

First, Derek Jeter became the 28th baseball player to get 3,000
hits and he did it in style with a home run (only the second player
to hit 3000 with a home run).  Thank you Mr. Jeter for a great
performance today and for the outstanding performances throughout
your career, Mr. November.

Next, bad news.  No rapture stuff but we may have entered into
the 6th mass-extinction event.  The following is from Robert Park's
"What's New" e-newsletter:

|3. THE FINAL SEWER: WHERE DOES IT GO WHEN YOU FLUSH?  
|In a special issue a couple of months ago Nature reported that there have 
|been five mass extinctions over the past 540 million years in which the 
|number of species declined by over 75% in a geologically brief interval, 
| http://bobpark.physics.umd.edu/WN11/wn030411.html .  If you're not already 
|depressed, keep reading; you will be.  An expert panel of scientists, 
|convened by the International Program on the State of the Ocean (IPSO), 
|released its report a couple weeks ago.  It warns that ocean life is at 
|high risk of entering a phase of extinction of marine species unprecedented 
|in human history.  There is a growing conviction that life on Earth has 
|already entered mass-extinction six.  Previous extinction episodes have 
|presumably been initiated by catastrophic natural events, such as increased 
|volcanism, changes in sea level, or asteroid impacts.  Mass-extinction-six, 
|however, is decidedly unnatural, resulting entirely from the spread of 
|civilization.

I'm going watch the re-play of the Yankee game tonight to feel better.

-Mike Palij
New York University
m...@nyu.edu



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RE: [tips] Teaching online and smart phones

[FRANTZ, SUE]

Pat Santoro asks about smartphones and Blackboard.  I'm not a Blackboard
user (we have Angel, and I use it sparingly), but here's what I've
gleaned from web sources.  If this information is incorrect, I trust
someone to chime in.

 

Blackboard's Mobile Learn service provides a Blackboard app for IOS (all
Apple mobile devices), Android, Blackberry, and Palm (I'm surprised they
bothered with the latter).  It's free for those on Sprint.  If you're
not on Sprint, then your institution needs to pay for the Mobile Learn
service. (Who makes these business decisions?  Do they really think I'm
going to switch to Spring for a free Bb app?)

 

Unless you meet those conditions, you'll be accessing Blackboard via
your smartphone's web browser.   

 

Fortunately smartphone web browsers are excellent.  They usually work
and look like your computer's browser. The downside is that the screen
is smaller on your phone, so you'll probably need to zoom in to
navigate.  If you're planning on using your phone a lot for accessing Bb
or other web content, you may want to choose a phone with a larger
screen.

 

In all honesty, your choice comes down to Android or iPhone.  For those
who care about these things, Android has more of the smartphone market
share than any other platform.  In the U.S., Android = 38%; Apple IOS =
26%; Blackberry = 25% and falling.  The rest, such as Windows and Palm,
make up the difference.
(http://latimesblogs.latimes.com/technology/2011/07/android-and-apple-ga
in-smartphone-share-while-rim-falls-report-says.html) 

 

Other considerations.

 

The keyboard.  The decision is between an onscreen keyboard or a slide
out keyboard.  Visit your local cell phone store and try them out.  If
you like the slide out keyboard, Android is your only choice.  If you
like the on-screen keyboard, on Android, you can install other
keyboards; Swype and Swiftkey are popular.  On the iPhone, what you see
is what you've got.

 

Flash. Avoiding a diatribe on Apple's business practices is not easy.
But I'm going to do it.  The iPhone does not have flash support.
Android does.  Here's an example of flash in use:
http://www.wechoosethemoon.org/. Don't bother visiting it on your
iPhone; you won't be able to see it.  

 

Customization.  Android can be customized in just about any way you can
fathom.  The iPhone allows for some customization, but you're limited.
(See the keyboard paragraph above.)

 

In this blog post I provide a couple links to articles. One discusses
the ways in which Android is better, another covers the ways in which
the iPhone is better.
http://suefrantz.com/2011/05/30/my-favorite-droid-apps-spring-2011-editi
on/  

 

Regardless of the phone you choose, if you're a Firefox user, consider
downloading the Firefox Mobile browser. Install the Firefox Sync add-on
wherever you have Firefox, and you can move seamlessly between your
Firefox-enabled devices. Let's say that you're working in your office.
You have 4 tabs open.  You leave work and are on the train headed home.
Open Firefox on your phone, and there those 4 tabs are.  You finish
reading one article and move on to another.  When you get home, go to
your computer, and there's everything that you were looking at on your
phone.  

 

An Android user, for the two of you who weren't able to guess,

Sue

 

 

--
Sue Frantz  
Highline Community College
Psychology, CoordinatorDes Moines, WA
206.878.3710 x3404  sfra...@highline.edu
 

Office of Teaching Resources in Psychology, Associate Director 

Teaching of Psychology Idea Exchange (ToPIX)
 

APA Division 2: Society for the Teaching of Psychology
  

 

Chair, APA's PT@CC Committee
 

 

 


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Re: [tips] crawling ability and reading

[K. H. Grobman]

Hi Carol & Everyone,

I do not know of specific research associating infants' crawling and later 
reading achievement, but there are two particularly relevant lines of research. 
 First psychometrically, infant intelligence tests like the Bayley use motor 
milestones and these help predict later IQ scores and learning disabilities 
(though the correlations are relatively small).  One possible reason for low 
correlations longitudinally is that many other factors are associated with 
motor milestones (e.g., easy-going temperament predicts later motor milestone 
achievement).  Second, the Perception-Action framework shows a fairly strong 
pattern of associations between perception, actions, and broadly-speaking 
infant problem solving (like tool use, detours, and the means-ends sequencing 
task).  These ideas begin in the work of the Gibson's and you can find some 
interesting contemporary experiments with searches for Jeff Lockman, Karen 
Adolph, or keyword "perception-action."

Kevin
http://www.DevPsy.org/



On Jul 9, 2011, at 10:19 AM, Carol DeVolder wrote:
> Hi,
> A student recently e-mailed me and asked a question that I can't answer. He 
> wrote that his mother adamantly claims there is a strong correlation between 
> infants' crawling and their eventual reading ability and he says their isn't. 
> He said he has done some searching of the literature and has found nothing 
> and asked if I know of any evidence to which he could turn; but, since this 
> isn't my area I wonder if any developmental psychology experts could offer 
> suggestions. 
> Thanks from me and from my student,
> Carol


_.,-*~'`^`'~*-,._.,-*~'`^`'~*-,._.,-*~'`^`'~*-,._.,-*~'`^`'~*-,._
~ all you can take with you is that which you've given away ~
~ teaching & learning developmental psychology ~
~ http://www.DevPsy.org ~


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Re: [tips] crawling ability and reading

[don allen]

Hi Carol-

Here's what I was able to find. First, there is a lot of "common wisdom" that 
this is true. For example the following link:

http://blog.mlive.com/neurotic_mom/2007/05/more_on_crawling.html

It says in part, "It has to do with the Tonic Labrythine Reflex (TLR), one of 
those primitive reflexes that babies are born with. If it isn't switched off by 
8-9 months, it can mean neurodevelopmental problems, such as with crawling, and 
later with reading."

A search of PsychInfo on TLR came up with:
The correlation between primitive reflexes and saccadic eye movements in 5th 
grade children with teacher-reported reading problems. by González, Sergio 
Ramírez et al.

"The association between the primitive reflexes of vestibular origin and the 
developmental control of ocular movements has been of interest to many. The 
objective of the present study was to determine the association, if any, 
between any remaining primitive reflexes and saccadic eye movements in 5 th 
grade children with teacher reported reading problems. Method: The primitive 
reflexes included: the Moro Reflex (MR), Asymmetrical Tonic Neck Reflex (ATNR), 
Tonic Labyrinthine Reflex (TLR), and Symmetrical Neck Tonic Reflex (STNR). Non 
predictable, horizontal saccadic eye movements were tested objectively, and the 
saccadic ratio (number of tracking saccades to target displacements) and 
saccadic gain (initial saccade amplitude to target amplitude) were calculated. 
In addition, DEM scores and completion times were assessed. The saccadic 
parameters were compared to the primitive reflex scores in 60 children (28 
without reading problems and 32 with reading problems) in the fifth grade. Of 
the 60 subjects, 34 were females (14 with reading problems) and 26 were males 
(18 with reading problems). Results: The results suggested that selected 
residual primitive reflexes were correlated with reduced saccadic accuracy and 
impaired reading ability. In addition, the laboratory-based saccadic testing 
provided an objective and confirmatory correlate to the presence of abnormal 
primitive reflexes. Furthermore, the results provided insight into the child's 
gross and fine motor development as related to vision, with possible 
therapeutic ramifications. Conclusion: There were significant associations 
between the saccadic eye movement parameters and the primitive reflexes, 
especially as related to SR and TLR, in those children with reading problems."

So, there may be a grain of truth here that impaired crawling may be predictive 
(but not necessarily causative) of later poor reading due to poor saccadic 
control. However, I found no studies which suggested that there was a 
correlation between age of crawling and eventual reading ability.

Hope this helps.

-Don.

- Original Message -
From: Carol DeVolder 
Date: Saturday, July 9, 2011 8:19 am
Subject: [tips] crawling ability and reading
To: "Teaching in the Psychological Sciences (TIPS)" 

> Hi,
> A student recently e-mailed me and asked a question that I can't 
> answer. He
> wrote that his mother adamantly claims there is a strong 
> correlation between
> infants' crawling and their eventual reading ability and he says their
> isn't. He said he has done some searching of the literature and 
> has found
> nothing and asked if I know of any evidence to which he could 
> turn; but,
> since this isn't my area I wonder if any developmental 
> psychology experts
> could offer suggestions.
> Thanks from me and from my student,
> Carol
> 
> 
> 
> -- 
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
> 
> This e-mail might be confidential, so please don't share it.
> 
> ---
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Don Allen
Retired professor
Langara College




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re: [tips] crawling ability and reading

[Mike Palij]

On Sat, 09 Jul 2011 08:19:46 -0700, Carol DeVolder wrote:
>Hi,
>A student recently e-mailed me and asked a question that I 
>can't answer. He wrote that his mother adamantly claims there 
>is a strong correlation between infants' crawling and their eventual 
>reading ability and he says their isn't. 

Your student can always ask his mom what is the basis for
her claim but I suspect that she probably can't provide one
especially if she's not a psychologist and/or academic and/or
a clinician.

>He said he has done some searching of the literature and has found
>nothing and asked if I know of any evidence to which he could turn; 
>but, since this isn't my area I wonder if any developmental psychology 
>experts could offer suggestions.

I don't consider myself an expert in developmental psychology though
I have some background in this area.  A PsycInfo search for
"crawling" and "reading" produces no hits.  A search for "crawling"
and "cognitive development" does provide some hits but nothing
specifically about crawling and reading.  An introduction by Rakison
and Woodward (2008) to a special issue of Developmental Psychology 
on action and cognitive development provides some relevant background 
on the relationships but also points out that in recent decades research 
on action and cognitive development has been pretty meager.  Piaget is 
acknowledged as one source for thinking about how action schemas 
serve as a basis for later cognition but the unstated rejection of a number 
of Piaget's findings and theoretical positions may have caused researchers 
not to work in this area.  Consider the following quote from Rakison
and Woodward:

|The contributions to this special section highlight the still largely 
|open question of how action renders its effects on cognition and 
|perception. According to Piaget (1952, 1954), knowledge is slowly 
|constructed through the internalization of motor actions, and 
|consequently mental representations do not emerge until around 
|18 months of age. Following the classic work of Spelke, Baillargeon, 
|Meltzoff, and others (e.g., Baillargeon, 1998; Spelke, Breinlinger, 
|Macomber, & Jacobson, 1992; Meltzoff & Moore, 1999), few 
|developmental scientists adhere to this position today. What, then, 
|are the mechanisms by which action alters infants' perceptual and 
|cognitive abilities? In all likelihood, as a number of the articles here 
|suggest, there is a bidirectional link between action, on the one hand, 
|and perception and cognition, on the other; action affects what is 
|represented about the world, and in turn these representations affect 
|what is acted upon. But, as the special section illustrates, there are 
|probably many means by which action has its developmental effects. 
|We outline here a number of the more prominent of these accounts.

The reference for the introductory article is given below and one should
examine the articles in the same issue that are mentioned.

Rakison, D. H., & Woodward, A. L. (2008). New perspectives on 
the effects of action on perceptual and cognitive development. 
Developmental Psychology, 44(5), 1209-1213. 
doi:10.1037/a0012999

-Mike Palij
New York University
m...@nyu.edu



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[tips] crawling ability and reading

[Carol DeVolder]

Hi,
A student recently e-mailed me and asked a question that I can't answer. He
wrote that his mother adamantly claims there is a strong correlation between
infants' crawling and their eventual reading ability and he says their
isn't. He said he has done some searching of the literature and has found
nothing and asked if I know of any evidence to which he could turn; but,
since this isn't my area I wonder if any developmental psychology experts
could offer suggestions.
Thanks from me and from my student,
Carol



-- 
Carol DeVolder, Ph.D.
Professor of Psychology
St. Ambrose University
518 West Locust Street
Davenport, Iowa  52803
563-333-6482

This e-mail might be confidential, so please don't share it.

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[tips] Random Thought: China Diary, Success And Happiness

[Louis Schmier]

Zhengzhou, May 20.  Diary, I've just had some interesting conversations 
with Chinese students at the University's "English corner."  Most of them are 
not happy, not really happy when you press them and beneath their facade!  
Sure, without even realizing it, many equate success with test scores, grades, 
the school they attend, income, the size of one’s home (or homes), the kind of 
car one drives, the clothes one wears, and the need of the "collective."  With 
the exception of the last, not much different from too many of us Americans.  
But, in fact, most of these Chinese students, aren't pursuing a major they 
want; they're doing what their family expects of them and what the government 
has selected for them.  

This and other stuff has gotten me thinking when I came back to the 
room to talk with you.  And, sure, while a certain income level is important to 
lead a more secure life, success is better measured in terms of doing what you 
love and love what you're doing, the quality of relationships with others, a 
feeling of purpose, a sense of significance, a contribution to the well-being 
of others, and a connectedness to others.  Most people believe that once they 
become successful, then they'll be happy. Tell that to a lot of entertainment, 
business, and sports figures!  But, the latest findings in psychology and 
neuroscience have shown that this formula is actually backward: 
Happiness--personal and professional happinesses--fuels success, not the other 
way around.  When we are positive, our brains become more engaged, creative, 
motivated, energetic, resilient, and productive at work. This isn’t just that 
empty "a happy worker is a more productive worker" mantra. This discovery has 
been repeatedly borne out by rigorous research in psychology and neuroscience, 
and business management studies.  Happiness, true and inner happiness, is 
probably the greatest single advantage anyone has in their personal and 
professional lives.  After all, a truly happy brain, not a veneered or 
polyanish one, performs better.  Behavior matters.   A smiling heart matters a 
heck of a lot more than a smiling face.

Don't I know that.  Right now, with Susie's recovery not going quite 
the way the surgeon's rosy prognosis predicted, with me being here but wanting 
to be there with her, it's more important than ever that I do each day more 
intently what I do back home each day.  What do I do, diary?  I harness the 
enormous power of happiness.  I work to inspire myself.  I'll give you a quick 
list of the what and how of what I do to put and keep a smile on my heart: (1) 
I have a list of "uplifting" words such as "laugh," "kind," "smile," etc.  Each 
is written on what I laughingly call "my warm, fuzz cards."  As soon as I get 
up I arbitrarily select a word, focus consciously on it throughout the day, 
and, more importantly, struggle to live it throughout the day.  Today my word 
is "refresh."  As soon as I look at whatever word, I started feeling that 
feeling enveloping me.  (2) Each morning or night, using on one or two words, I 
write down or think of three things for which I am grateful. Tonight, as they 
often are, my words are Susie, Susie, Susie.  (3) At the end of the day, I take 
a couple of minutes to write up or reflect on something positive I've 
experience during that day. (4)  I thank someone for something. (5) I stop for 
ten minutes and smell the proverbial roses; I never easily succumb to that "I 
don't have the time."  When I feel myself doing that, I know it's time to make 
the time. (6)  I exercise each day by either power walking or doing a light 
weight-lifting regimen. (7)  In the middle of each day, I stop to write down or 
think about one word of how I am honestly feeling and see if I'm living up to 
the "word for the day" that I picked.  If the words aren't the same, I retrack 
my feelings and thinkings.  (8) I make time to be playful and have fun, no less 
than for 30 minutes I unleash my imagination and creativity.  (9) and, most 
important of all,  I tell Susie I love her and touch her, and know how lucky I 
am.  

Diary, being in China it's apt to say all this is about reducing my 
churn and increasing my ch'i.  We should work on how we feel as well as on how 
we think and the whats and hows of what we do.  That way we develop and grow, 
and even change wholely in a way that we can sustain ourselves even when we're 
facing great challenges, and we can make those challenges into opportunities 
rather than let them be barriers.  Then, as we can to that, we'll shine as 
bright as any sun.  Gotta go call Susie.  Bye.

Make it a good day

-Louis-


Louis Schmier   
http://www.therandomthoughts.edublogs.org   
Department of Historyhttp://www.therandomthoughts.com
Valdosta State University 
Valdosta, Georgia 31698 /\   /\  /\ /\ 
/\
(O)  229-333-5947

[tips] Teaching online and smart phones

[Patricia Santoro]

Hello All-  While reading my daily TIPS digest, I noticed several messages that 
were "sent by my ... phone" and it got me wondering about which smart phone 
would be the best to use when I teach online. I will be getting a new phone in 
August (my first 'smart' phone) and would like to have one that will allow 
'user-friendly' access to Blackboard if students contact me about their tests 
'freezing' or other issues that require trouble shooting when I am away from my 
computer. I welcome any suggestions you have.

Thanks in advance,

Pat Santoro
Emeritus Professor
Frostburg State University

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