Editorial: Motor Skills and Their Foundational Role for Perceptual, Social, and Cognitive Development
Bibliographic record
Abstract
Learning occurs through dynamic interactions and exchanges with the physical environment and the social world.In recent years, increasing attention has been paid to the contributions of a healthy and well-functioning motor system for children's learning.Consequently, it seems evident that motor development is critical for children's understanding of the physical and social world.The current Research Topic examines this timely question and provides a comprehensive overview of the current state of the field on the role of motor skills during development.A total of 27 articles, covering applied and theoretical perspectives, are included in this Research Topic and examine the cascading influences of motor skills on perceptual, social, and cognitive processes.The contributions include both general overviews by review articles, presentation of novel findings in empirical articles, and opinion pieces that discuss future directions.Broadly speaking, the Research Topic covers three areas: First, articles that examine and describe the relation between motor skills and cognitive, perceptual, or social skills.Second, articles that discuss practical applications and implications by examining the role played by motor skills in developmental disorders.And third, articles that explore the direct effects of motor experiences on development across domains using training and enrichment paradigms.We will introduce and discuss each of these three areas in the following.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.014 |
| Meta-epidemiology (narrow) | 0.005 | 0.001 |
| Meta-epidemiology (broad) | 0.003 | 0.002 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.004 | 0.001 |
| Research integrity | 0.012 | 0.018 |
| Insufficient payload (model declined to judge) | 0.017 | 0.013 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".