Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex.

By A. Diamond. Child Development, 2000

1,449 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/da9a8a82bad6d709adb0475d5bf9375d0d42b890

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Citations in the corpus

How Are Motor Skills Linked to Children's School Performance and Academic Achievement? (2016, background): “Thus, while distinct, EF and motor skills are also interrelated (20).”
Handwriting in early childhood education: Current research and future implications (2015, unknown): “In its most basic form, handwriting is the exercise of ﬁne motor con-trol, and ﬁne motor activities are said to stimulate the prefrontal cortex, an area of the brain that houses elements of self-regulation and executive function (EF; Diamond, 2000).”
The Relationship of Young Children's Motor Skills to Later School Achievement (2006, background): “In addition, brain sites serving thought and perceptual-motor processes are not as distinct as once thought (Diamond, 2000).”
Motor Creativity and Creative Thinking in Children: The Diverging Role of Inhibition (2011, background): “There is evidence of a close parallelism in the development of motor coordination and higher-level cognitive functions, as well as in the maturation of neural substrates in the cerebellum and prefrontal cortex involved in creative thinking (Delis et al., 2007; Diamond, 2000; Vandervert, Schimpf & Li”
Variability of practice as an interface between motor and cognitive development (2016, background): “…display equally extended developmental timetables underlies the close interrelation of the developmental trajectories of executive function and motor behaviour (Diamond, 2000) and the similar stages of cognitive and motor skill development, particularly in childhood (van der Fels et al., 2015).”
Associations Between Low-Income Children's Fine Motor Skills in Preschool and Academic Performance in Second Grade (2013, background): “Certainly, fine motor activity is said to stimulate the prefrontal cortex, an area of the brain critical to self-regulation and other elements of executive functioning (Diamond, 2000).”
Exercise Improves Executive Function and Achievement and Alters Brain Activation in Overweight Children: A Randomized Controlled Trial (2011, background): “Children’s cognitive and neural development may be sensitive to physical activity (Diamond, 2000; Hillman, Erickson, & Kramer, 2008; Kolb & Whishaw, 1998).”
Rough-and-Tumble Play and the Development of the Social Brain (2007, background): “Indeed, there is growing evidence for a connection between the development of movement and the development of cognition (e.g., Diamond, 2000).”
Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children (2014, background): “…involved in self-regulatory behaviors (Arnsten & Li, 2005), projects to brain areas involved in motor activity (E. E. Davis, Pitchford, Jaspan, McArthur, & Walker, 2010; Diamond, 2000), and experiences rapid development during the prekindergarten years (Posner, Rothbart, Sheese, & Voelker, 2012).”
Executive function and metacognition: Towards a unifying framework of cognitive self-regulation (2017, background): “Third, the PFC and behavioral correlates of EF both show a protracted development into adolescence and even adulthood (Diamond, 2000; Gogtay et al., 2004; Wendelken, Baym, Gazzaley, & Bunge, 2011).”
Contributions of memory circuits to language: the declarative/procedural model. (2004, background): “Dyslexia and ADHD are both linked to impairments of motor function (Denckla, Rudel, Chapman, & Krieger, 1985; Diamond, 2000; Wolff, Cohen, & Drake, 1984) and working memory (Denckla, 1996; Gathercole & Baddeley, 1993).”
The Executive Functions and Self-Regulation: An Evolutionary Neuropsychological Perspective (2001, background): “If so, such a perspective may better serve to interpret those neuroimaged activation patterns, such as the role of the cerebellum in cognition and executive functioning (Diamond, 2000), than would framing the EFs in purely cognitive or computer terms.”
Effects of Physical Activity on Children’s Executive Function: Contributions of Experimental Research on Aerobic Exercise (2010, background): “Coordi-native exercises, such as those employed by Budde et al. (2008), require substantial top-down cognitive control and the ability to override automatic behavior (Diamond, 2000, 2009).”