The FiMS–GMS difference is larger for intelligence than for executive functions, where both motor skills show similar moderate links¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? FiMS linked more strongly to intelligence than GMS (Z = 0.291 vs. 0.128, p < .001), but the difference was much smaller for executive functions (Z = 0.229 vs. 0.208, p = .007). → Karle 2026

Evidence¶

Karle 2026¶

Karle, V. L., Suggate, S. P., Winter, R., & Stoeger, H. (2026). When Fine is Large and Gross is Small: A Meta-Analysis of Links Between Fine and Gross Motor Skills with Academic-Cognitive Skills. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10161-4

q3 · i? · quant-synthesis · r3

Exploratory mixed-effects regression with a motor × cognitive-skill (intelligence k = 69 / executive functions k = 438) interaction, controlling for study quality (which was non-significant, p = .810). The interaction contrast is reported in Fisher's Z.

"Fisher’s Z scores and post-hoc ANOV A comparisons indicated that FiMS linked more strongly to intelligence than GMS did, Z = 0.291 vs. 0.128, p < .001, with a similar albeit much smaller difference for executive functions, Z = 0.229 vs. 0.208, p = .007."

Discussion¶

Learner Variables¶

• Executive Function — predictor: learners who differ on it differ in outcomes

Related Claims¶

• FiMS relate more strongly than GMS to reading, writing, mathematics, general academics and cognition, but not to language; GMS show no significant link to general academic skills — related
• Fine motor skills correlate more strongly with overall academic-cognitive skills (r = .302) than gross motor skills (r = .170) in children aged 3–16 — related
• FMS subdomain correlations vary within academic domains: nonword reading strongest, letter reading weakest, intelligence strongest among cognitive skills — related