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The role of assisted manipulation in cognitive development

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dc.creatorCook, Albert Mspa
dc.creatorAdams, Kimspa
dc.creatorEncarnação, Pedrospa
dc.creatorAlvarez, Lilianaspa
dc.date.accessioned2020-05-26T00:05:58Z
dc.date.available2020-05-26T00:05:58Z
dc.date.created2012spa
dc.description.abstractObjective: Motor experience plays a central role in cognitive development. Assistive technologies can thus provide augmentative manipulation for children with motor disabilities. This paper explores the use of robots to this end. Method: A revision of studies conducted with typicallydeveloping children and children with disabilities regarding the use of robots is presented. This revision provides a description of the cognitive skills required and revealed by the child when using a robot. Opportunities for participation and exploration were identified and further research is discussed. Results: Robots provide insight into the cognitive skills of children with motor disabilities. Robots also provide means for independent exploration and participation in learning and play activities. Integration of augmentative manipulation and communication increases interest and participation of children with disabilities. Conclusion: Children with disabilities can use augmentative manipulation systems to independently explore and interact with their environment. Children can use robots as tools providing them with opportunities to reveal and further develop their cognitive skills. Alternative access methods can increase access for children with severe motor disabilities.eng
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.3109/17518423.2011.635609
dc.identifier.issn17518423
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/23846
dc.language.isoengspa
dc.relation.citationEndPage148
dc.relation.citationIssueNo. 2
dc.relation.citationStartPage136
dc.relation.citationTitleDevelopmental Neurorehabilitation
dc.relation.citationVolumeVol. 15
dc.relation.ispartofDevelopmental Neurorehabilitation, ISSN:17518423, Vol.15, No.2 (2012); pp. 136-148spa
dc.relation.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-84859702524&doi=10.3109%2f17518423.2011.635609&partnerID=40&md5=4c0aabbc735af00a351d741c951ecc5bspa
dc.rights.accesRightsinfo:eu-repo/semantics/openAccess
dc.rights.accesoAbierto (Texto Completo)spa
dc.source.instnameinstname:Universidad del Rosariospa
dc.source.reponamereponame:Repositorio Institucional EdocURspa
dc.subject.keywordChild developmentspa
dc.subject.keywordpreschooleng
dc.subject.keywordFacilitated communicationspa
dc.subject.keywordHumanspa
dc.subject.keywordLearningspa
dc.subject.keywordMotor coordinationspa
dc.subject.keywordPriority journalspa
dc.subject.keywordProblem solvingspa
dc.subject.keywordPsychomotor disorderspa
dc.subject.keywordRecreationspa
dc.subject.keywordReviewspa
dc.subject.keywordRoboticsspa
dc.subject.keywordSocial behaviorspa
dc.subject.keywordTask performancespa
dc.subject.keywordChildspa
dc.subject.keywordChild developmentspa
dc.subject.keywordChildeng
dc.subject.keywordCognitionspa
dc.subject.keywordDevelopmental disabilitiesspa
dc.subject.keywordDisabled personsspa
dc.subject.keywordHumansspa
dc.subject.keywordSelf-help devicesspa
dc.subject.keywordAssistive technologyspa
dc.subject.keywordAugmentative communicationspa
dc.subject.keywordCognitive developmentspa
dc.subject.keywordMotor disabilitiesspa
dc.subject.keywordRoboticsspa
dc.titleThe role of assisted manipulation in cognitive developmentspa
dc.typearticleeng
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersion
dc.type.spaArtículospa
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