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Motor Skills TP1 2017 Send
Motor Skills TP1 2017 Send
Motor Skills TP1 2017 Send
A. ____________________________
Fine motor skill is the coordination of small muscle movements which occur in body parts such
as the fingers, usually in coordination with the eyes. In relation to motor skills of hands and
fingers, the term dexterity is commonly used. When applied to the theory of human aptitude,
this is called "manual dexterity". The high level of manual dexterity that humans exhibit can be
attributed to the manner in which manual tasks are controlled by the nervous system.
B. _______________________________
Hand movements are initiated by commands originating from a region of the primary motor
cortex that contain a high number of specialized corticospinal (CST) neurons, termed
corticomotoneuronal (CM) cells. CM cells descend into the spinal cord to form monosynaptic
connections with motor neurons in the anterior horn. Research has shown that these
monosynaptic connections may account for the high amount of manual dexterity observed in
primates, including humans.
C. __________________________________
Motor skills are movements and actions of the muscles. They are categorized in two groups:
gross motor skills and fine motor skills. Gross motor skills involve movement of the arms, legs,
feet, or entire body. This includes actions such as running, crawling, walking, swimming, and
other activities that involve larger muscles. Fine motor skills are the small movements that
occur in the hands, wrists, fingers, feet, toes, lips and tongue. They are the smaller actions that
occur such as picking up objects between the thumb and finger, using a pencil to write
carefully, holding a fork and using it to eat, and other small muscle tasks that occur on a daily
basis.
These two motor skills develop together and strongly involve coordination. Through each
developmental stage of a child’s life, toddlerhood, preschool, and school age, motor skills will
gradually develop and between age 6 and 12 children typically will have mastered basic fine
motor skills. They will keep developing with age, during the adolescence and adulthood, and
with practice and the increased use of muscles while playing sports, playing an instrument,
using the computer, and writing.
D. __________________________________
Fine motor skills can become impaired. Some reasons for impairment could be injury, illness,
stroke, congenital deformities, cerebral palsy, and developmental disabilities. Problems with
the brain, spinal cord, peripheral nerves, muscles, or joints can also have an effect on fine
motor skills, and decrease control. If an infant or child up to age five is not developing their
fine motor skills, they will show signs of difficulty controlling coordinated body movements
with the hands, fingers, and face. In young children, the delay in the ability to sit up or learn to
walk can be an early sign that there will be issues with fine motor skills. Children may also
show signs of difficulty with tasks such as cutting with scissors, drawing lines, folding clothes,
holding a pencil and writing, and zipping a zipper. These are tasks that involve fine motor skills,
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and if a child has difficulty with these they might have poor hand eye coordination and could
need therapy to improve their skills.
__________________________
Scientists have developed many tests in order to assess fine motor skills. Among them include
force matching tasks. Humans exhibit a high degree of accuracy in force matching tasks where
an individual is instructed to match a reference force applied to a finger with the same or
different finger. Humans also exhibit a high degree of accuracy during grip force matching
tasks. These aspects of manual dexterity are apparent in the ability for humans to effectively
use tools.
In the past children with slow development in fine motor skills were not detected early. A child
who was not advancing as fast as other children might have not been treated properly in the
past. There has been great progress in this sense.
Common problems
Assessment
Introduction
How it works
c. ¿Quién o quiénes son los responsables de las conexiones neuronales? ¿Por qué?
d. Dé ejemplos de habilidades motrices gruesas y menciona qué partes del cuerpo y sus
movimientos involucra.
f. ¿Puede una persona perder o no tener ciertas habilidades motrices según el texto? ¿En
qué situaciones?
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2. Contesta con verdadero o falso. Si es falso, rectifica con una nueva oración.
3. Vocabulario
a. Haga una línea cronológica y escriba cómo se puede nombrar al ser humano en sus
diversas etapas de desarrollo.
• Nombres (Sustantivos):
• Adjetivos:
• Verbos:
• Adverbios:
(6)Modales (5 ejemplos)
(8)Futuro Simple
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6. Une estas funciones de las estructuras con la que corresponda del ejercicio anterior.
o Se usa para mencionar una acción que ocurre con cierta frecuencia.
o Se aplica cuando se quiere enfatizar una acción y quién la lleva a cabo no es relevante.
También describe procesos.
tradúzcalos:
present d. verb to be
texto.
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Encuentre en el texto qué palabras significan:
3. Párrafo 3
la traducción.
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a.
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4. Párrafo 5
traduciría?
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
……………………………………………………………………..
1) podrían también
3) pueden tener
4) pueden resultar en
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