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Complex Gait in Preschool Children in a Dual‐Task Paradigm Is Related to Sex and Cognitive Functioning: A Cross‐Sectional Study Providing an Innovative Test and Reference Values
Author(s) -
LatorreRomán Pedro Ángel,
Consuegra González Pedro José,
MartínezRedondo Melchor,
Cardona Linares Antonio José,
SalasSánchez J,
Lucena Zurita Manuel,
Manjón Pozas D.,
Pérez Jiménez Inmaculada,
AragónVela J.,
GarcíaPinillos Felipe,
RoblesFuentes Alejandro,
PárragaMontilla JA
Publication year - 2020
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12256
Subject(s) - intraclass correlation , test (biology) , cognition , psychology , balance (ability) , developmental psychology , reliability (semiconductor) , cognitive skill , cognitive test , gait , psychometrics , physical medicine and rehabilitation , medicine , psychiatry , paleontology , power (physics) , physics , quantum mechanics , neuroscience , biology
The purpose of this study was to design and validate a complex gait test (CGT) in preschool children and to examine the relationship between CGT performance and age, sex, and cognitive functioning. A total of 1,040 preschool children, aged 3 to 6 years, participated in this study. In all children, standardized dynamic balance test, and several cognitive functioning measures were used. The results indicate that the CGT has adequate reliability and validity. In the test–retest analysis ( n = 90), the intraclass correlation coefficient was 0.901 ( p < .001). A significant correlation between the initial test and retest ( r = 0.821, p < .001) and between the CGT and dynamic balance test ( r = −0.432, p < .001), Porteus Maze Test (PMT) ( r = −0.416, p = .011), and Goodenough‐Harris Drawing Test (GHDT) ( r = −0.386, p < .001) was found. Boys showed a better performance than girls at 3–6 years old. The CGT showed excellent reliability and validity in preschool children and may serve as a potential biomarker in cognitive development.