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Primitive Reflex Persistence in U.S....

Oliver, Janet L.

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Primitive Reflex Persistence in U.S. Middle School Students and Academic Reading and Mathematics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Primitive Reflex Persistence in U.S. Middle School Students and Academic Reading and Mathematics./
Author:	Oliver, Janet L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	203 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
Subject:	Cognitive psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27833410
ISBN:	9798607322700

Primitive Reflex Persistence in U.S. Middle School Students and Academic Reading and Mathematics.
Oliver, Janet L.

Primitive Reflex Persistence in U.S. Middle School Students and Academic Reading and Mathematics. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 203 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ph.D.)--Grand Canyon University, 2020.

This item must not be sold to any third party vendors.

The purpose of this quantitative, causal-comparative study was to assess possible differences in student academic reading and math achievement between US middle school students with and without persistent Tonic Neck Reflexes (TNR), including Asymmetrical and Symmetrical Tonic Neck Reflexes (ATNR and STNR) in a Minnesota middle school population. Gesell's Theory of Maturational Development predicted that persistent primitive reflexes could interfere with a child's motor and cognitive development. In-depth research, however, into the academic impact of persistent primitive reflexes has not been studied in the US. Using t test statistical analyses, this study analyzed 128 Minnesota middle school students (grades 5 through 8) with and without persistent TNR, including ATNR and STNR and the Minnesota Comprehensive Assessment Test scores for reading and math achievement. Schilder's Test for ATNR and the Quadrupedal Test for STNR were performed. Standardized math scores were significantly different for students with persistent TNR (p<.003) and reading scores were close but not significantly different (p<.063). This study suggests a possible influence between persistent TNR and lower math scores in American middle school students. Further studies are needed to assess a potential causal relationship between TNR and other persistent primitive reflexes and cognitive and emotional developmental differences and to investigate the effects of remediation of persistent primitive reflexes.

ISBN: 9798607322700Subjects--Topical Terms:

523881
Cognitive psychology.
Subjects--Index Terms:

Asymmetrical Tonic Neck Reflex

Primitive Reflex Persistence in U.S. Middle School Students and Academic Reading and Mathematics.
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300 $a 203 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
500 $a Advisor: Detar, Whitney J.
502 $a Thesis (Ph.D.)--Grand Canyon University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this quantitative, causal-comparative study was to assess possible differences in student academic reading and math achievement between US middle school students with and without persistent Tonic Neck Reflexes (TNR), including Asymmetrical and Symmetrical Tonic Neck Reflexes (ATNR and STNR) in a Minnesota middle school population. Gesell's Theory of Maturational Development predicted that persistent primitive reflexes could interfere with a child's motor and cognitive development. In-depth research, however, into the academic impact of persistent primitive reflexes has not been studied in the US. Using t test statistical analyses, this study analyzed 128 Minnesota middle school students (grades 5 through 8) with and without persistent TNR, including ATNR and STNR and the Minnesota Comprehensive Assessment Test scores for reading and math achievement. Schilder's Test for ATNR and the Quadrupedal Test for STNR were performed. Standardized math scores were significantly different for students with persistent TNR (p<.003) and reading scores were close but not significantly different (p<.063). This study suggests a possible influence between persistent TNR and lower math scores in American middle school students. Further studies are needed to assess a potential causal relationship between TNR and other persistent primitive reflexes and cognitive and emotional developmental differences and to investigate the effects of remediation of persistent primitive reflexes.
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653 $a Primitive reflexes
653 $a Symmetrical Tonic Neck Reflex
653 $a Tonic Neck Reflexes
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