Peg-moving Task Research Articles

Change in hand dexterity and habitual gait speed reflects cognitive decline over time in healthy older adults: a longitudinal study.

[Purpose] There is a relationship between physical and cognitive functions; therefore, impairment of physical function would mean cognitive decline. This study aimed to investigate the association between change in physical and cognitive functions. [Subjects and Methods] Participants were 169 healthy community-dwelling older adults who attend the survey after three years from baseline (mean age, 72.4 ± 4.8 years). Grip strength, one-leg standing balance, five-times-sit-to-stand test, timed up and go, 5-m habitual walk, and a peg-moving task were used to evaluate physical performance. Five cognitive function tests were used to assess attention, memory, visuospatial function, verbal fluency, and reasoning. Cognitive function was defined as the cumulative score of these tests. [Results] At baseline, five-times-sit-to-stand test, timed up and go, and hand dexterity were independently associated with cognitive function. In longitudinal analyses, changes in habitual walking speed and hand dexterity were significantly associated with change in cognitive function. [Conclusion] Deterioration of specific physical function, such as hand dexterity and walking ability, may be associated with progression of cognitive decline. Decreasing extent of daily functions, such as hand dexterity and walking ability, can be useful indices to grasp changes in cognitive function.

Fine motor deficits in reading disability and language impairment: same or different?

Several studies have found evidence of motor deficits in poor readers. There is no obvious reason for motor and literacy skills to go together, and it has been suggested that both deficits could be indicative of an underlying problem with cerebellar function and/or procedural learning. However, the picture is complicated by the fact that reading problems often co-occur with oral language impairments, which have also been linked with motor deficits. This raises the question of whether motor deficits characterise poor readers when language impairment has been accounted for – and vice versa. We considered these questions by assessing motor deficits associated with reading disability (RD) and language impairment (LI). A large community sample provided a subset of 9- to 10-year-olds, selected to oversample children with reading and/or language difficulties, to give 37 children with comorbid LI + RD, 67 children with RD only, 32 children with LI only, and 117 typically-developing (TD) children with neither type of difficulty. These children were given four motor tasks that taxed speed, sequence, and imitation abilities to differing extents. Different patterns of results were found for the four motor tasks. There was no effect of RD or LI on two speeded fingertip tapping tasks, one of which involved sequencing of movements. LI, but not RD, was associated with problems in imitating hand positions and slowed performance on a speeded peg-moving task that required a precision grip. Fine motor deficits in poor readers may be more a function of language impairment than literacy problems.

Digit ratio (2D:4D), salivary testosterone, and handedness

The length of the index finger relative to that of the ring finger, the 2D:4D ratio, has been taken to be a marker of the amount of testosterone (T) that was present in the foetal environment (Manning, Scutt, Wilson, & Lewis-Jones, 1998). It has also been suggested (Geschwind & Galaburda, 1987) that elevated levels of foetal T are associated with left-handedness and that adult levels of circulating T might relate to foetal levels (Jamison, Meier, & Campbell, 1993). We used multiple regression analyses to investigate whether there is any relationship between either left or right hand 2D:4D ratio and handedness. We also examined whether adult levels of salivary T (or cortisol, used as a control hormone) predict digit ratio and/or handedness. Although the 2D:4D ratio of neither the left nor the right hand was related to handedness, the difference between the digit ratios of the right and left hands, DR–L, was a significant predictor of handedness and of the performance difference between the hands on a peg-moving task, supporting previous findings (Manning & Peters, 2009; Manning et al., 1998; Manning, Trivers, Thornhill, & Singh, 2000; Stoyanov, Marinov, & Pashalieva, 2009). Adult circulating T levels did not predict the digit ratio of the left or right hand; nor was there a significant relationship between concentrations of salivary T (or cortisol) and either hand preference or asymmetry in manual skill. We suggest that the association between DR–L and hand preference arises because DR–L is a correlate of sensitivity to T in the developing foetus.

Computerized procedure for analyzing hand kinematics with a peg-moving task (Sarah-Pegworks)

This article describes Sarah-Pegworks, a computerized procedure for analyzing hand kinematics based on the peg-moving task. The procedure, developed in Visual Basic 6 programming language, includes (1) processing raw data from an infrared motion-tracking system, (2) identifying movement components, and (3) analyzing and presenting hand kinematic information in numerical and graphic outputs. Fifty-five normal adults set the parameters relative to filtering and movement identification. A case was presented to illustrate the clinical value of this procedure.

Hand preference and hand performance: Cross-sectional developmental trends and family resemblance in degree of laterality

The first aim of the study was to compare developmental trends in the degree of laterality (independent of direction) observed in two handedness tasks. The second aim was to assess family resemblance in the degree of laterality using the same two tasks. The sample was comprised of 186 left-handers and 302 right-handers aged from 6 to 66. Some of the sample were members of the same families. Bishop's card-reaching task was used to assess hand preference, and Annett's peg-moving task to assess manual performance. For the card-reaching task, children aged 7 to 10/11 recorded more midline crossings than the other age groups (both younger and older). No general age-related trend was observed for the Annett pegboard. For the card-reaching task, family resemblance was very low and not significant. The degree of laterality, assessed with the peg-moving task, showed a small but significant resemblance in father–offspring pairs (sons and daughters). Putative involvement of a maternally suppressed gene on chromosome 2p12 and of the androgen receptor was discussed.

A processing speed deficit in dyslexic adults? Evidence from a peg-moving task

Developmental dyslexia is diagnosed when literacy skills are not commensurate with a person's general cognitive ability and education. While the most common difficulty found in dyslexia is poor phonological processing, many dyslexics are reported to be clumsy, with poor handwriting, suggesting that there may be a motor deficit in dyslexia. To establish whether the motor difficulties described in dyslexic children persist into adulthood, we tested 18 dyslexic adults and 22 control participants on Annett's peg-moving task. The dyslexic participants performed significantly slower than control adults on the peg-moving task with their dominant hands ( p = 0.004). Furthermore, response times (RTs) during tasks testing component literacy skills correlated with peg-moving ability in the dominant hand in the entire group (orthographic r = 0.448, p = 0.005; phonological r = 0.383, p = 0.025). These results indicate that a motor speed deficit in dyslexia may not be simply a sign of developmental delay, but may persist into adulthood. Furthermore, motor speed may be related to the speed at which literacy information is processed.

Hand Preference and Performance in 20 Pairs of Monozygotic Twins with Discordant Handedness

The differences between right (RH) and left (LH) handers reported in the literature on fine motor tasks, has traditionally been interpreted relative to purported functioning of the cerebral hemispheres. However, conclusive evidence for performance differences which are intrinsic to handedness per se is difficult to obtain unless left and right handers are compared who are similar in their genetic and environmental background. The present study therefore, employed a monozygotic (MZ) twin design which minimizes differences in genetic variation between the two groups. Forty female monozygotic twins (20 pairs) were selected on the basis of discordance of writing hand. Their laterality preferences were assessed and they were tested for differences on hand performance tasks (dot filling, finger tapping, and peg moving). The results revealed that on the hand and foot preference inventories, the right-handers were more strongly lateralized than their left-handed sisters, and that the left-handers had greater variation in their laterality scores. There were substantial correlations between preference and performance scores. The analyses not only revealed the obvious strong main effects of writing hand on performance tasks, but interaction effects of handedness on the peg-moving task. The dot filling task differentiated the writing versus non-writing hand considerably better than either of the other two performance tasks. However, no evidence was found to indicate that twins who wrote with their left hands showed poorer performance than their right-handed twin sisters.

Hand differences in pegboard performance through development

Handedness is often measured by comparing the relative performance of the two hands on a given task, such as peg moving. Studies of the development of manual skill have typically found that the difference between the hands for a peg-moving task does not fluctuate with age. The current study was conducted to examine age-related changes in manual performance, on the standard Annett pegboard. Ninety-eight right-handed individuals ranging in age from 5 to 24 performed three trials on the pegboard with each hand. Performance with each hand was reflected in movement time and as a laterality quotient. Analyses revealed a right-hand advantage in performance which was larger in the younger than the older participants. The smaller hand difference in the older participants appeared due to greater changes in performance with the non-preferred hand as a function of age.

Motor immaturity and specific speech and language impairment: evidence for a common genetic basis.

Previous studies have found an association between motor immaturity and specific language impairment in children. Data from two twin studies were used to address the question of whether these linked deficits have a common etiology. Study 1 involved 57 MZ and 22 DZ pairs where one or both twins had specific speech/language impairment. A control group of 173 single-born children was also tested. Motor skill was assessed using a tapping task, which was carried out with left and right hands. Tapping scores were converted to scaled scores adjusted for age and sex. Unaffected twins and single-born controls did not differ in motor skill, but twins with speech and/or language impairments obtained significantly poorer tapping scores than controls. Bivariate DeFries-Fulker analysis pointed to shared genetic influence on tapping speed and a measure of speech production accuracy. In study 2, 37 twin pairs from study 1 were retested 2-3 years later and combined with 100 twin pairs from a general population sample. A timed peg-moving task was used to assess motor skill. Children with combined speech and language impairments obtained poorer peg-moving scores than unaffected children. Bivariate DeFries-Fulker analysis found significant shared genetic variance for impairments on peg-moving and on a test of nonword repetition. It is concluded that genes that put the child at risk for communicative problems also affect motor development, with the association being most evident when speech production is affected.

Lateralities in Normal Children Ages 3 to 8 and Their Role in Cognitive Performances

The presence and type of correlations between laterality and cognitive skills in normal adults or children remains controversial. This study examines relations between different lateralities, that is, handedness, footedness, eyedness, parental left-handedness, asymmetry of hand skill on a computerized version of the Peg-Moving Task (CPMT) proposed by Annett (1985), and different verbal and nonverbal skills assessed by 13 tasks in 254 normal children, aged 3 to 8 years. Results showed increasing performances with increasing dextrality on the CPMT for 2 tasks involving phonology (Phonological Fluency and Reading Nonwords), 2 tasks involving visual memory and visuospatial skills, and for finger localization. Footedness, eyedness, and parental left-handedness had no significant effect on cognitive performance. The pattern of performance according to the sinistrality-dextrality continuum was highly variable from one cognitive task to the other. The previously mentioned results suggest that relative hand skill is a better correlative of cognitive performance than the usual measures of handedness. Further study is needed to specify the pattern of associations.

Can I twist your arm? The influence of target orientation on the magnitude of the right-hand advantage

Controversy exists concerning whether handedness is a unidimensional trait or a multidimensional trait. However, researchers espousing the view that handedness is multidimensional are in disagreement regarding what the dimensions are that underlie handedness. Healey, Liederman, and Geschwind (1986) have provided some evidence that the type of musculature utilised (i.e., proximal versus distal) may be an underlying factor in determining handedness. The present research attempted to test this notion by examining the effects of target orientation on the relative performance of the two hands, using a peg-moving task. Target orientation was examined by utilising key-shaped pegs that fit securely into key-shaped holes. The results showed that the presence of target orientation increased the preferredhand advantage. It is considered that this increased advantage for the right hand may be due to the hemispheric control of proximal versus distal musculature suggested by Geschwind and Galaburda (1985).

Individual differences in handedness and specific speech and language impairment: evidence against a genetic link.

Data from two twin studies were used to address two related questions. First, is there any association between handedness and specific speech and language impairment (SSLI) in children? Second, is there genetic influence on individual differences in handedness and, if so, are the same genes implicated in the cause of SSLI? The first study used data from 58 MZ and 26 DZ pairs previously recruited for an investigation into the genetic origins of SSLI. All pairs contained at least one child with SSLI. Handedness was assessed using a preference inventory and a tapping task from which a laterality quotient (LQ) was derived. There were no handedness differences between these twins and 172 singleborn controls, and neither measure revealed any association between handedness and SSLI. The data were equally well-fitted by a CE model (no genetic influence) and an AE model (no effect of shared environment) for both hand preference and tapping LQ. Nonshared environment was the largest influence on handedness for both measures. Bivariate analysis indicated no overlapping genetic influences on SSLI and handedness. In the second study, handedness was assessed in a general population sample of 48 MZ and 44 DZ twin pairs, aged 7 to 13 years, using a preference inventory and a peg-moving task. A subset of children was also given a test that assessed persistence of hand preference when reaching across the midline. The latter was the only measure to relate to children's language status, with language-impaired children showing less midline crossing. This appears to reflect neurodevelopmental immaturity, rather than a stable trait. To investigate familial transmission of handedness, inventory data for parents and their twins were combined for both samples. The most parsimonious model was one that accounted for parent-child resemblance solely in terms of cultural transmission. Overall, there was no evidence that genes play a role in determining stable individual differences in hand preference. Insofar as there are links between handedness and speech and language difficulties, these reflect delayed neuromotor maturation.

Lateral Preferences Among Indian School Children

In the first study, 718 children from India, aged 4 to 11 years, were observed for their hand preference for ten common unimanual activities. The prevalence of left-handedness was found to be only 3.2 percent, i.e. one-third of that (9.6%) observed in a French study using a similar procedure. The degree (weak to strong) but not the direction of hand preference was found to be related to the children's age, with stronger preference among older children. The factor structure of handedness items was similar in France and India. In the second study, 400 schoolchildren from India, aged 6 to 18 years, were examined for handedness, footedness, eyedness, use of hand in space, and absolute and relative hand skill assessed by a peg-moving task and a dot-filling task. Prevalence of left-handedness was 4.2%. A sex difference was observed for handedness, footedness, use of hand in space, and relative hand skill, with higher proportions of right preferences and higher degree of lateralization (i.e., relative between hands asymmetry) in females. The degree of hand skill asymmetry increased with age. These results are discussed in relation to findings from previous studies in other countries using similar procedures.

Predicting reading ability from handedness measures.

Word reading, hand skill on a peg-moving task and hand preference were measured in 203 children aged from 11-13 years. Differences in skill between the hands were largely attributable to variations in left-hand skill, consistent with the view that manual and cerebral asymmetry are due to the loss (pruning) of cells in the right hemisphere during development-a mechanism that may be dependent on the "right shift' (rs+) gene postulated by Annett (1985). There was only weak evidence for the curvilinear relation between differential hand skill and reading predicted by Annett's (1985) theory of balanced polymorphism, which postulates a heterozygotic advantage. Reading was better predicted by absolute measures of hand skill than by the difference between the hands, especially among boys. For the boys, word reading was predicted significantly from right-hand skill, while for girls left-hand skill predicted slightly more strongly than right-hand skill. This may be related to differential growth gradients in the two hemispheres, and different environmental influences for boys and girls during a period of right hemispheric growth.

Five Tests of Hand Skill

Four group tests of hand skill, square marking (SQUARES), dotting between targets (DOTS), line drawing between targets (LINES) and punching holes through targets (HOLES), were given to samples of undergraduates and schoolchildren, most of whom were also tested individually on a peg moving task (PEGS). Findings for PEGS were shown to be comparable to those of previous samples. Each new task was compared with PEGS for a standard measure of hand skill asymmetry (R - L%) using 4 criteria of comparison. For 3 criteria there was good agreement: correlations were statistically significant, hand preference subgroups were similar for rank order and the extent of asymmetry was more strongly associated with left hand scores than with right hand scores. This last finding was true for all of 12 comparisons for differing tests and samples, indicating that the finding is unlikely to be an artefact of score transformations as suggested by Bishop (1990a, 1990b). The fourth criterion of comparison, the distribution of R - L% scores, differed between the tasks. All of the new tasks found larger differences between the hands than PEGS. Whereas the shape of the distribution was unimodal for PEGS, as in previous studies, the distributions for DOTS and HOLES were clearly bimodal. Possible reasons for the larger between hand differences for some tasks are considered. It is suggested that the main difference between PEGS (and also to a lesser extent LINES) in comparison with DOTS and HOLES lies in the demand characteristics of the testing situation. Tasks which merely invite subjects to mark as many targets as possible in a unit of time may underestimate the skill of the nonpreferred hand.

Distributions of hand preference and hand skill asymmetry in preschool children: Theoretical implications

We describe the distributions of hand skill asymmetry for the Peg-moving task [1] and the Graphic test [17] among 765 preschool children. A single normal component was observed for the Peg-moving task, but two normal components for the Graphic test, which corresponded primarily to the right- and left-handed children. Hand Preference and Graphic test hand skill asymmetry were age- dependent, but there was no age effect on the PMT hand skill asymmetry. Results are discussed in relation to the Annett's Right Shift theory.

Relation of hand skill to spatial reasoning in male and female lefthanders with left- and right-hand writing

The relation of mental ability for spatial reasoning (Cattell's Culture Fair Intelligence Test) to hand skill assessed by peg-moving task was studied in normal left-handers. Nonlinear, quadratic relationships were established between these two parameters exhibiting different characteristics according to sex and writing hand. It was concluded that the contributions of the right and left cerebral hemispheres to the cognitive-motor output of the brain depend on sex and writing hand as well as the degree of left-handedness in left-handers.

The left brain determines the degree of left-handedness

The contribution of right- and left-hand skills to left-handedness was studied in 42 left-handed male subjects. Hand preference was assessed by the Edinburgh Handedness Inventory. Hand skill was assessed by a peg-moving task; 10 trials were given to each hand. Peg-moving times decreased linearly with each trial (visuomotor learning). Both hands exhibited equal learning capacities. The learning curves were the same for the left-hands of left-handers with and without familial sinistrality (FS). The right-hand of left-handers with FS was found to be slower than that without FS. The right- and left-hand skills and their learning curves were about the same in left-handers with right-hand writing, exhibiting no difference from the left-hand skill and learning curve of left-handers with left-hand writing. Right-hand skill decreased linearly as left-hand preference increased from -40 to -100; left-hand skill was not related to hand preference. Right-minus left (R-L) time for peg moving increased linearly with hand preference from -40 to -100. R-L time for peg moving linearly decreased as the right-hand skill increased; the left-hand skill was not associated with R-L time for peg moving. It was concluded that the right hand (left brain) determines left-handedness; the neural structures only on the left side exhibit pronounced plastic changes to genetic and environmental influences in left-handers.

Crossing the midline by four to eight year old children

In Experiment 1 children (Kinder, 4–5 yr; Prep, 5–6 yr; Grade 1, 6–7 yr; Grade 2, 7–8 yr) bisected horizontal lines placed to the left, right or across the midline. The youngest groups displayed symmetrical neglect, erring to the left with the left hand and to the right with the right, the adult pattern of leftwards error not appearing until about Grade 2. However, while Prep, Grade 1 and Grade 2 sinistrals showed bigger between-hand differences than dextrals, this was not, unlike an earlier study, true of the youngest Kinder group, and symmetrical neglect did not appear to be peculiar to young sinistrals. A timed peg-moving task in Experiment II showed that performance did not slow when crossing the midline; nor did young sinistrals perform better with centrifugal abductive movement. These and other findings were incompatible with the idea of callosal immaturity in young sinistrals.

SPECIFIC LANGUAGE IMPAIRMENT AS A MATURATIONAL LAG: EVIDENCE FROM LONGITUDINAL DATA ON LANGUAGE AND MOTOR DEVELOPMENT

Longitudinal language-test data on 87 language-impaired children assessed at the ages of four, 4 1/2 and 5 1/2 years were converted to age-equivalent scores to compare the rates of development of children who recover from early language delay with those who have more persisting problems. On most measures, over the 18-month period all the children progressed by about 18 months. Thus although children with good and poor outcomes were distinguished in terms of initial level of performance, they did not differ in rate of progress. Speed on a peg-moving task was closely related to language performance. Children who had a good outcome after early language delay had significantly impaired scores at four years, but subsequently were indistinguishable from a control group. Quantitative but not qualitative differences in peg-moving performance were found for children with good and poor outcomes. No association was found between presumptive aetiological factors and language or pegboard performance. These findings are interpreted in terms of a theory which attributes specific language impairment to a maturational lag in neurological development.