Análisis de la precisión sensoriomotora en niños Sordos mediante un juego rítmico

Coral Italú Guerrero-Arenas; Guillermo Hernández-Santana; Leonardo Borne; Fernando Osornio-García

doi:10.24215/18530494e061

Authors

Coral Italú Guerrero-Arenas Departamento de Ingeniería en Sistemas Biomédicos, Universidad Nacional Autónoma de México https://orcid.org/0000-0003-3253-6574
Guillermo Hernández-Santana Universidad Autónoma de Baja California https://orcid.org/0000-0003-0367-357X
Leonardo Borne Universidade Federal de Mato Grosso https://orcid.org/0000-0002-8843-7017
Fernando Osornio-García Departamento de Ingeniería en Sistemas Biomédicos, Universidad Nacional Autónoma de México https://orcid.org/0000-0003-1008-4538

DOI:

https://doi.org/10.24215/18530494e061

Keywords:

deafness, children, music, cognition

Abstract

Sensorimotor skills (SMS) encompass coordinated responses to external stimuli, such as clapping or dancing in time to music. These skills emerge during childhood development and are often shaped by acoustic events, such as music and language. The consolidation of SMS is connected to cognitive processes like working memory and attention. In this study, evaluations were conducted on children aged 5 to 8, encompassing both typically hearing children and deaf children, by means of the performance of tasks involving musical synchronization. Although no statistically significant differences were discovered, it was observed that deaf children require approximately twice the effort compared to their hearing peers to attain the same level of performance in these tasks. Additionally, three distinct approaches to gameplay were identified among the participants when carrying out the tasks. The results of this study lay the groundwork for comprehending the gaming strategies employed by deaf children and their relationship to the development of sensorimotor skills within this demographic. This phenomenon may be linked to the degree of linguistic proficiency and motor maturation; however, it is essential to gather additional data to substantiate this hypothesis more conclusively.

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Author Biographies

Coral Italú Guerrero-Arenas, Departamento de Ingeniería en Sistemas Biomédicos, Universidad Nacional Autónoma de México

Degree in Musical Education from the National Autonomous University of Mexico; Master and Doctor from the National Autonomous University of Mexico (musical cognition) with the thesis: Effects of musical training on brain tracts in blind and normo-visual children: A longitudinal study. As a speaker, she has participated in working tables of different national and international forums with topics related to musical cognition. She has published academic articles. Her research interests are focused on disabilities, technology, and cognition, particularly deaf children.

Guillermo Hernández-Santana, Universidad Autónoma de Baja California

Facultad de Ciencias Administrativas y Sociales Universidad Autónoma de Baja California. Academia de
Lengua de Señas de la Ciudad de México

Leonardo Borne, Universidade Federal de Mato Grosso

Music educator, researcher, recorder player and music therapist. Léo Borne has undergraduate degrees in Music Composition (UFRGS/Brazil) and Music Therapy (EST/Brazil), a master’s degree in Education (UFRGS/Brazil), and a Ph.D. in Music Education (UNAM/México). He was a professor in the undergraduate music education program at UFC - Campus of Sobral (Brazil) from 2010-2019. Currently, he is a full-time tenure professor at UFMT, teaching courses in music education, music theory, teaching practice and harmony. His research focuses on evaluation and assessment in music education, the musical praxis of teachers and professors, and the development and learning of musical abilities in children and college students.

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