El estudio del desarrollo del lenguaje y del desarrollo motor ha tenido procesos paralelos e independientes, considerándose al segundo un ámbito secundario que nada tenía que ver con el primero. Las últimas décadas han revitalizado el estudio del desarrollo motor y los enfoques postcognitivos y encarnados (embodiment) han mostrado el papel que el cuerpo y la motricidad juegan en el desarrollo humano, e investigadores que antes estuvieron preocupados por otros ámbitos, han dirigido su atención a comprobar la veracidad de estas hipótesis. En el presente trabajo se ha realizado un análisis del estado del arte, revisando investigaciones que han explorado las relaciones existentes entre el desarrollo motor y del lenguaje, con especial atención a los estudios que relacionan los problemas de coordinación motriz y los problemas de desarrollo del leguaje, llegando a la conclusión de que son más las razones para considerar dichas relaciones que para rechazarlas.

Abstract

The study of language and motor development has had parallel and independent processes. Recently the study of motor development has been revitalized. The post-cognitive and embodiment approaches of cognition have shown that the body and sensomotor behavior are very relevant in the process of human development, and the researchers who were concerned about other areas of development, have turned their attention to check the accuracy of these hypotheses. This paper has reviewed the relationships between motor and language development, with special attention given to those studies about motor co-ordination problems and specific language problems, and concluded that there are more reasons to consider such relationships than to reject them.

http://dx.doi.org/10.5232/ricyde2016.04603

Referencias/references

Adi-japha, E.; Strulovich-Schwartz, O., & Julius, M. (2011). Delayed motor skill acquisition in kindergarten children with language impairment.  Research in Developmental Disabilities, 32, 2963-2971.
http://dx.doi.org/ 10.1016/j.ridd.2011.05.005

Adolph, K. E.,  & Berger, S. E. (2005). Physical and Motor Development. En M. H. Bornstein, & M. E. Lamb (Eds.), Developmental Science. An advance textbook 5th Edition (pp. 223-280). London: LEA

Adolph, K. E., & Robineson, S. R. (2015). Motor Development. En R.M. Lerner, L.S. Liben, & U. Mueller (Eds.), Handbook of Child Psychology and Developmental Science. Vol. 2. Cognitive Processes. 7th Edition (pp.113-157). Hoboken, N.J.: John Wiley & Sons, Inc.
http://dx.doi.org/10.1002/9781118963418.childpsy204

Alkock, K.J., & Krawczyk, K. (2010). Individual differences in language development: relationships with motor skill at 21 months. Developmental Science, 13, 677-691.
http://dx.doi.org/10.1111/j.1467-7687.2009.00924.x

Alloway T. P., & Archibald L. M. D.  (2008).  Working Memory and Learning in Children With Developmental Coordination Disorder and Specific Language Impairment, Journal of Learning Disabilities, 41 (3), 251-262.
http://dx.doi.org/10.1177/0022219408315815.

American Psychiatric Association (2013). Desk reference to the Diagnostic Criteria from DSM-5. Washington, DC: American Psychiatric Publishing.

Archibald, L., & Alloway, T.P. (2008). Comparing Language Profiles:  Children with Specific Language Impairment and Developmental Coordination Disorder. International Journal of Communication and Language Disorders, 43(2), 165-180.
http://dx.doi.org/10.1080/13682820701422809

Asher, J. (1966). The learning strategy of the total physical response: A review. The Modern Language Journal, 2, 79-85.
http://dx.doi.org/10.2307/323182

Ayres, A. J. (1973). Sensory Integration and Learning Disorders. Western Psychological Services

Barsch, R. (1965). A movigenic curriculum (Bulletin Nº 25). Madison: Department of Instruction. Bureau for the Handicapped.

Beilock, S. (2015).  How the body knows its mind. New York: Atria Books.

Borghi, A. M., & Cimatti, F. (2010). Embodied cognition and beyond: acting and sensing the body. Neuropsychologica, 48, 763-773.
http://dx.doi.org/10.10/j.neuropsychologica.2009.10.029

Bornstein, M. H.; Hahn, C. H., & Suwalsky, J. T. D. (2013). Physically developed and exploratory young infants contribute to their own long term academic achievement. Psychological Science, 24(10), 1906-1917.
http://dx.doi.org/10:117/0956797613479974

Bruner, J. (1973). Organization of early skilled actions. Child Development, 44, 1-11.

Capone, N., & McGregor, K. K. (2004). Gesture development: A review for clinical and research practices. Journal of Speech, Language, and Hearing Research, 47, 173–186.
http://dx.doi.org/10.1044/1092-4388(2004/015)

Campos, L. A. (2010). La importancia del desarrollo motor en relación con los procesos evolutivos del lenguaje y la cognición en niños de 3 a 7 años de la ciudad de Barranquilla (Colombia). Salud Uninorte, 26(1), 65-76.

Clearfield, M.W. (2011). Learning to walk changes infants' social interaction. Infant Behavior and Development, 34(1), 15-25.
http://dx.doi.org/10.1016/j.infbeh.2010.04.008

Cratty, B.J. (1972). Physical Expressions of Intelligence. New Jersey: Prentice Hall.

Cratty, B. J. (1995). Juegos didácticos activos. México: Pax México

Estil, L.B.; Whiting, H. T. A; Sigmundsson, H., & Invaldsen, R. P. (2003). Why might language and motor impairments occur together? Infant and Child Psychology, 12, 253-265.
http://dx.doi.org/10.1002/icd.289

Fawcett A. J.; Nicolson R. I., & Dean P. (1996). Impaired performance of children with dyslexia on a range of cerebellar tasks. Annual of Dyslexia, 40, 259–283.
http://dx.doi.org/10.1007/BF02648179

Finlay, J.C.S., & McPhillips, M. (2013). Comorbid deficits in a clinical sample of children with specific language impairment. Research in Developmental Disabilities, 34, 2533-2542.
http://dx.org/10.1016/j.ridd2013.05.015

Flapper, B. C. T., & Shoemaker, M. M. (2013). Developmental coordination disorder in children with specific language impairment: Co-morbidity and impact on quality of life.  Research in Developmental Disabilities, 34, 756-763.
http://dx.doi.org/10.1016/j.ridd.2012. 10.014

Frostig, M., & Maslow, P. (1984). Educación del Movimiento. Teoría y Práctica. Buenos Aires: Médica Panamericana.

Gaines, R., & Missiuna, Ch. (2006). Early identification: Are toddlers with speech/language impairments at increased risk for developmental coordination disorders? Child: Care, Health and Development, 33(3), 325-32.
http://dx.doi.org/10.1111/j.1365-2214.2006.00677.x

Gallese, V. (2008). Mirror neurons and the social nature of language: The neural exploitation hypothesis. Social Neuroscience, 3, 317-333.
http://dx.doi.org/10.1080/17470910701563608

Gallagher, S. (2011). How the body shapes the mind. Oxford: Calendon Press.  

Gesell, A. (1929). Maturation and Infant Behavior Pattern. Psychological Review, 36, 307-19.
http://dx.doi.org/10.1037/h0075379

Glenberg, A. M.; Gutiérrez, T.; Levin, J. R.; Japuntich, S., & Levin, J. R. (2004). Activity and imagined activity can enhance young children's reading comprehension. Journal of Educational Psychology, 96, 424-436.
http://dx.doi.org/10.1037/0022-0663.96.3.424

Glenberg, A.M.,  &  Gallese, V.   (2012). Action based language: A theory of language acquisition, comprehension, and production.  Cortex, 48, 905-922.
http:://dx.doi.org/10.1016/j.cortex.2011.04.010

Haynes, C., & Naidoo, S. (1991). Children with Specific Speech and Language Impairment. Clinics in Developmental Medicine. No. 119. London: Mac Keith Press.

Henderson, S.; Sudgen, D., & Barnet, A. (2012). MABC-2, Batería de Evaluación del Movimiento para niños-2. Madrid: Pearson Clinical & Talent Assessment.

Hill, E.L. (1998). A dyspraxic deficit in specific language impairment and developmental coordination disorder? Evidence for hands and arms movements. Developmental Medicine & Child Neurology, 40, 388–395.
http://dx.doi.org/10.1111/j.1469-8749.1998.tb08214.x

Hill, E.L. (2001). Non-specific nature of specific language impairment: a review of the literature with regard to concomitant motor impairments. International Journal of Language & Communication Disorders, 36(2),149-171.
http://dx.doi.org/10.1080/13682820010019874

Hill, E.L.; Bishop, D.V.M., & Nimmo-Smith, I. (1998). Representational gestures in Developmental Coordination Disorder and specific language impairment: Error-types and the reliability of ratings. Human Movement and Science, 17, 655-678.
http://dx.doi.org/10.1016/S0167-9457(98)00017-7

Houwen, S.; Visser, L.; van der Putten, A., & Vlaskamp. C. (2016). The interrelationships between motor, cognitive, and language development in children with and without developmental disabilities. Research in Developmental Disabilities, 53-54, 19-31.
http:// dx.doi.org/10.1016/j.ridd.201601.012

Hsiang-Chun, Ch.; Hung-Ji, Ch.; Chia-Liang, T.; Ying-Jung, Ch., & Rong-Ju, Ch. (2009). Comorbidity of motor and language impairments in preschool children of Taiwan. Research in Developmental Disabilities, 30, 1054-1061.
http://dx.doi.org/10.1016/j.ridd.2009.02.008

Hsiang-Chun, Ch.; Jenn-Yeu, Ch.; Chia-Liang, T.; Miau-Li, S., & Rong-Ju, Ch. (2011). Reading and writing performances of children 7-8 years of age with developmental coordination disorders. Research in Developmental Disabilities, 32, 2589-2594.
http://dx.doi.org/10.1016/j.ridd.2011.06.017

Hsu, H. J., & Bishop, D. V. M. (2014). Sequence-specific procedural learning deficits in children with specific language impairment. Developmental Science, 17(3), 352-365.
http://dx.doi.org/10.1111/desc.12125

Iverson, J. M. (2010). Developing language in a developing body: the relationship between motor development and language development. Journal of Child Language; 37, 229–261.
http://dx.doi.org/10.1017/S0305000909990432

Iverson, J.M., & Goldin-Meadow, S. (2005). Gesture Paves the Way for Language Development. Psychological Science, 16(5), 367- 371.
http://dx.doi.org/10.1111/j.0956-7976.2005.01542.x

Iverson, J. M.; Hall, A.J.; Nickel, L., & Wozniak, R.H. (2007). The relationship between reduplicated babble onset and laterality biases in infant rhythmic arm movements. Brain and Language, 101(3), 198-207.
http://dx.doi.org/10.1111/j.0956-7976.2005.01542.x

Iverson, J. M., & Braddock, B. A. (2010). Gesture and motor skill in relation to language in children con language impairment. Journal of Speech, Language and Hearing Research, 54, 72-86.
http://dx.doi.org/10.1016/j.bandl.2006.11.004

James, K. H. (2010). Sensorimotor experience leads to changes in visual processing in the developing brain. Developmental Science, 13, 279-288.
http://dx.doi.org/10.1111/j.1467-7687.2009.00883.x

Jirak, D.; Menz, M. M.; Buccio, G.; Borghi, A. M., & Binkofski, F. (2010). Grasping language: A short story on embodiment. Consciousness and Cognition, 19, 711-720.
http://dx.doi.org/10.1016/j.concog.2010.06.020

Kaplan, B.J.; Wilson, D.N.; Dewey, D., & Crawford, S.G. (1998). DCD may not be a discrete disorder. Human Movement Science, 17, 471–490.
http://dx.doi.org/10.1016/S0167-9457(98)00010-4

Kephart, N. (968). El alumno retrasado. Barcelona: Louis Miracle

Kiphard, E. J., & Schilling, V. F. (1974). Körper-koordination-test für kinder. KTK: Manual. Weinhein: Beltz Test.

Lapierre, A. (1977). La educación psicomotriz en la escuela maternal. Barcelona: Científico Médica

Lapierre, A., & Aoucouturier, B. (1985). La Educación Vivenciada. Los contrastes y el descubrimiento de las nociones fundamentales. Barcelona: Ed. Científico-Médica.

Lennerberg, E. (1967). Biological foundations of language. New York: Wiley.

Leonard, H. C., & Hill, E. L. (2010). The impact of motor development on typical and atypical social cognition and language: A systematic review. Child and Adolescent Mental Health, 19, 163-170.
http://dx.doi.org/10.1111/camh.12055

Levi, G.; Colonnello, V.; Giacche, R.; Piredda, M.L., & Sogos, C. (2014). Grasping the world through words: From action to linguistic production of verbs in early childhood. Developmental Psychobiology, 56(3), 510-516.
http://dx.doi.org/10.1002/dev.21118

Libertus, K., & Violi, D. (2016). Sit to talk. Relation between motor skills and language development in infancy. Frontiers in Psychology, 7.
http://dx.doi.org/10.3389/fpsyg.2016.0075

Lingam, R.; Golding, J.; Jongmans, M. J.; Hunt, L.P.; Ellis, M., & Emond, A. (2010). The association between developmental coordination disorder and other developmental traits. Pediatrics, 126(5), e1109-e1118.
http://dx.doi.org/10.1542/peds.2009-2789

Longobardi, L.; Rossi-Arnaud, C., & Spataro, P. (2012). Individual differences in the prevalence of words and gestures in the second year of life: Developmental trends in Italian children. Infant Behaviour and Development, 35, 847-859.
http://dx.doi.org/10.1016/j.infbeh.2012.07.024

Longobardi, L.; Spataro, P. E., & Rossi-Arnaud, C. (2014). The relationship between motor development, gestures and language production in the second year of life: A mediational analysis. Infant Behaviour and Development, 37, 1-4.
http://dx.doi.org/10.1016/j.infbeh.2013.10.002

Maigre, A., & Destrooper. J. (1984). La educación psicomotora. Madrid: Morata

Marton, K. (2009). Imitation of body postures and hand movements in children with specific language disorders. Journal of Experimental Child Psychology, 102(1), 1–13.
http://dx.doi.org/10.1016/j.jecp.2008.07.007

McGraw, M.  (1945). The neuromuscular maturation of the human infant. New York: Hafner Press.

Molfese, V.J., & Betz, J. C. (1984). Parallels between motor and language development.  En H. T.A. Whiting y M. G. Wade (Eds.), Themes in Motor Development (pp.329-340). Dordrecht: Martinus Nijhoff Publishers.

Müürsepp, I.; Gapeyeya, H., & Pääsuke, M. (2014). Sensorimotor function in preschool-aged children with expressive language disorder. Research in Developmental Disabilities, 35(6), 237-1243.
http://dx.doi.org/10.1016/j.ridd.2014.03.007

O’Neill, D.K., Topolovec, J., & Stern-Cavalcante, M. (2002). Feeling sponginess. The importance of  descriptive gestures in 2 and 3 year old children’s adquisition of adjetives. Journal of Cognitive Development, 3, 243-277.
http://dx.doi.org/10.1207/S1532764JCD0303_1

Oudgenoeg-Paz, O.; Volman, M. C., &  Leseman, P. P. (2012). Attainement of sitting and walking predicts development of productive vocabulary between ages 16 and 28 months. Infant Behaviour Development, 35, 733-736.
http://dx.doi.org/10.1016/ j.infbeh.2012.07.010

Piek, J.P.; Dawson, L.; Smith, L.M., & Gasson, N. (2008). The role of early fine and gross motor development on later cognitive ability. Human Movement Science, 27(5), 668-681.
http://dx.doi.org/10.1016/j.humov.2007.11.002

Pollit, E., & Caycho, T. (2010). Desarrollo motor como indicador del desarrollo infantil durante los primeros años de vida. Revista de Psicología, 28(2), 382-409.

Pulvermüller, F. (2005). Brain mechanisms linking language and action. Nature Reviews, 6, 576-582.
http://dx.doi.org/10.1038/nrn1706

Rechetinikov, R.P., & Maitrat, K. (2009). Motor impairments in children associated with impairments of speech or language: a meta-analytic review of research literature. The American Journal of Occupational Therapy, 63(3), 255-263.
http://dx.doi.org/10.5014/ajot.63.3.255

Rosenbaum, D.A. (2005). The Cinderella of Psychology. The neglect of motor control in the science of mental life and behavior. American Psychologist, 60(4), 308–317.
http://dx.doi.org/10.1037/0003-066X.60.4.308

Rowland, M. (2010). The New Science of the Mind. From extended mind to embodied phenomenology. Cambridge: MIT Press.
http://dx.doi.org/10.7551/mitpress/9780262014557.001.0001

Ruiz, L. M. (2005). Moverse con dificultad en la escuela. Sevilla: Wanceulen.

Ruiz, L. M. (2014). Aprender idiomas moviéndose. Revista Pedagógica Adal, 28, 5-6.

Ruiz, L. M.; Mata, E., & Moreno, J. A. (2007). Los problemas evolutivos de coordinación motriz y su tratamiento en la edad escolar: estado de la cuestión. Motricidad. European Journal of Human Movement, 18, 1-17.  

Ruiz, L. M., & Linaza, J. L. (2013). Jerome Bruner y la organización de las habilidades motrices en la infancia. RICYDE. Revista Internacional de Ciencias del Deporte (RICYDE), 34, 390-395.
http://dx.doi.org/10.5232/ricyde2013.034

Ruiz, L. M., & Linaza, J. L. (2015). Motor Skills, Motor Competence and Children: Bruner’s Ideas in the Era of Embodiment Cognition and Action. En G. Marsico (Ed.). Jerome S. Bruner beyond 100. Cultivating Possibilities. Part II (pp 113-122), Switzerland: Springer International Publishing.

Tare, M.; Chiong, C.; Ganea, P., & Deloache, J. (2010). Less is more: how manipulative features affect children’s learning from pictures books. Journal of Applied Developmental Psychology, 31, 395-400. 
http://dx.doi.org/10.1016/j.appdev.2010.06.005

Taylor, C. (2010). Early motor development is part of the resource mix for language acquisition. Journal of Child Language, 37, (2), 281-285.
http://dx.doi.org/10.1017/S0305000909990468

Thelen, E., & Smith, L. (1998). A dynamic systems approach to the development of cognition and action. Cambridge: MIT Press.

Trauner, D.; Wulfeck, B.; Tallal, P., & Hesselink, J. (2000).  Neurological and MRI profiles of children with developmental language impairment. Developmental Medicine & Child Neurology, 42, 470–475.
http://dx.doi.org/10.1017/S0012162200000876

Ullman, M. T., & Pierpont, E. I. (2005). Specific language impairment is not specific to language: The procedural deficit hypothesis. Cortex, 41, 399–433.
http://dx.doi.org/10.1016/S0010-9452(08)70276-4

Varela, F.; Thompson, E., & Rosch, E. (2005). De cuerpo presente: Las ciencias cognitivas y la experiencia humana (3ª reimp.). Barcelona: Gedisa.

Viholainen H.; Ahonen T.; Cantell M.; Lyytinen P., & Lyytinen H. (2002). Development of early motor skills and language in children at risk for familial dyslexia. Dev. Medecine and Child Neurology, 44, 761–769.
http://dx.doi.org/10.1111/j.1469-8749.2002.tb00283.x

Viholainen, H.; Ahonen, T.; Lyytinen, P.; Cantell, M.; Tolvanen, A.,  &  Lyytinen, H. (2006). Early motor development and later language and reading skills in children at risk of familial dyslexia. Developmental Medicine & Child Neurology, 48, 367-373.
http://dx.doi.org/10.1017/S001216220600079X

Wang, M. V.; Lekhal, R.; Aaro, L. E.; Holte, A., & Schjolberg, S. (2014). The developmental relationship between language and motor performance from 3 to 5 years of age: A prospective longitudinal population study. BMC Psychology, 2, 34.
http://www.biomedcentral.com/2050-7283/2/34

Webster R.I.; Majnemer A.; Platt R.W., & Shevell M.I. (2005) Motor function at school age in children with a preschool diagnosis of developmental language impairment. Journal of Paediatrics, 146, 80–85.
http://dx.doi.org/10.1016/j.jpeds.2004.09.005

Webster R. I.; Erdos, C.; Evans, K.; Majnemer, A.; Kehayia, E., ... Shevell, M.I. (2013). The clinical spectrum of developmental language impairment in school aged children: Language, cognitive, and motor findings. Pediatrics, 118, e1541-1549.
http://dx.doi.org/10.1542/peds.2005-2761

Weiskopf, D.A. (2010). Embodied cognition and linguistic comprehension. Studies in History and Philosophy od Science, 41, 294-304.
http://dx.doi.org/10.1016/j.shpsa.2010.07.005

Wellsby, M., & Pexman, P.M. (2014). Developing embodied cognition: Insights from children’s concepts and language processing. Frontiers in Psychology, 5, 506.
http://dx.doi.org/10.3389/fpsyg.2014.00506

Wolpert, D.(2011). La verdadera razón del cerebro. TedGlobal.

Zoia, S.; Pelamatti, G.; Cuttini, M.; Casotto, V., & Scabar, A. (2002). Performance of gesture in children with and without DCD: effects of sensory input modalities. Developmental Medicine and Child Neurology, 44, 699-705.
http://dx.doi.org/10.1111/j.1469-8749.2002.tb00273.x