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Dissertations / Theses on the topic 'Perceptual-motor learning'
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Farrow, Damian. "Expertise and the acquisition of perceptual-motor skill /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16469.pdf.
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Engelman, William R. "A functional analysis of multiple movements." Diss., Georgia Institute of Technology, 1987. http://hdl.handle.net/1853/28924.
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Coen, Michael Harlan. "Multimodal dynamics : self-supervised learning in perceptual and motor systems." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/34022.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2006.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (leaves 178-192).
This thesis presents a self-supervised framework for perceptual and motor learning based upon correlations in different sensory modalities. The brain and cognitive sciences have gathered an enormous body of neurological and phenomenological evidence in the past half century demonstrating the extraordinary degree of interaction between sensory modalities during the course of ordinary perception. We develop a framework for creating artificial perceptual systems that draws on these findings, where the primary architectural motif is the cross-modal transmission of perceptual information to enhance each sensory channel individually. We present self-supervised algorithms for learning perceptual grounding, intersensory influence, and sensorymotor coordination, which derive training signals from internal cross-modal correlations rather than from external supervision. Our goal is to create systems that develop by interacting with the world around them, inspired by development in animals. We demonstrate this framework with: (1) a system that learns the number and structure of vowels in American English by simultaneously watching and listening to someone speak. The system then cross-modally clusters the correlated auditory and visual data.
(cont.) It has no advance linguistic knowledge and receives no information outside of its sensory channels. This work is the first unsupervised acquisition of phonetic structure of which we are aware, outside of that done by human infants. (2) a system that learns to sing like a zebra finch, following the developmental stages of a juvenile zebra finch. It first learns the song of an adult male and then listens to its own initially nascent attempts at mimicry through an articulatory synthesizer. In acquiring the birdsong to which it was initially exposed, this system demonstrates self-supervised sensorimotor learning. It also demonstrates afferent and efferent equivalence - the system learns motor maps with the same computational framework used for learning sensory maps.
by Michael Harlan Coen.
Ph.D.
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Patterson, Jae Todd Lee Timothy Donald. "The impact of effortful practice in learning a task of varying degrees of cognitive and motor complexity /." *McMaster only, 2004.
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Stanley, Mary Louise. "Invariant relative timing in the learning of a perceptual motor skill." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28130.
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The concept of invariant relative timing has typically been associated with the concept of a generalized motor program. The present study approaches the phenomenon of invariant relative timing from the perspective of learning. The underlying question of concern for this study is "What is learned?". The specific question addressed by the present study is whether relative timing is one of the essential properties of movement that is learned during skill acquisition. In the present experiment, subjects were given extensive practice in learning to visually track and reproduce a criterion waveform using a joystick control for their response. In order to test whether subjects learn the relative timing of a movement, they were transferred to waveforms which were identical to the criterion in terms of relative timing, but different in terms of absolute timing. Measurements were taken on all waveforms in two conditions: 1) in a pursuit tracking condition where subjects were temporally constrained by the stimulus, and 2) in a reproduction condition where subjects' timing was not constrained. Pursuit tracking performance was evaluated using three dependent measures: RMS error, lead-lag index, and variability. Performance in the reproduction condition was subjected to three analyses: 1) an harmonic analysis, which described each response waveform in terms of its phase, frequency, amplitude, and period; 2)proportional interval durations; and 3) proportional interval displacements. The outcome from both conditions gives support to the idea that the invariant relative timing of movement is one of the aspects of a movement that humans learn.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Clarke, Steven W. "The effect of mental practice immediately prior to performance on the acquisition of a motor skill." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/104311.
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De, Haan Ann I. "The effects of a sensory motor development programme on selected variables of school readiness." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50147.
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Thesis (MScSportSc)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: The purpose of this investigation was to determine whether a sensory motor development programme could have an effect on some of the underlying physical and perceptual abilities that support school readiness. The control group consisted of 23 children and the two intervention groups of 79 children in total. All of the children were enrolled in a pre-primary school programme in a local community. They were all six years old by the end of the intervention. The Movement Assessment Battery for Children (Henderson & Sugden, 1992) was used to assess the children on their manual dexterity, eye-hand coordination, static balance and dynamic balance. The intervention programme consisted of two phases of 10 weeks each, during which the sensory motor development activities were presented to the two intervention groups. Results of the investigation revealed there were significant improvements for some of the children on selected variables that underlie school readiness. It can be concluded that participation in a sensory motor development programme can make a significant contribution to school readiness for many children.
AFRIKAANSE OPSOMMING: Die doel van hierdie ondersoek was om te bepaal of 'n sensories-motoriese ontwikkelingsprogram enige uitwerking op bepaalde onderliggende fisiese en perseptuele vermoëns wat tot skoolgereedheid by jong kinders bydra, sou kon hê. Die kontrolegroep het uit drie-en-twintig kinders bestaan. Die twee tussentredende groepe het altesaam uit nege-en-sewentig kinders bestaan. Die kinders was almal pre-primêre skoolprogramleerders vanuit 'n plaaslike gemeenskap. Teen die einde van die intrede het al die betrokke kinders sesjarige ouderdom bereik. Movement Assessment Battery for Children (Hendersen & Sugden, 1992) is as riglyn gebruik om die kinders se handvaardigheid, oog-hand-koërdinasie, statiese en dinamiese balans te evalueer. Die tussentredeprogram het bestaan uit twee fases van tien weke elk. Die sensoriese-motoriese ontwikkelingsaktiwiteite is terselfdertyd vir die twee tussentredegroepe aangebied. Die resultate van die ondersoek het beduidende vordering in sommige kinders getoon, spesifiek ten opsigte van bepaalde veranderlikes onderliggend aan skoolgereedheid. Hierdie bevinding dui daarop dat sodanige deelname in 'n sensories-motoriese ontwikkelingsprogram wel 'n betekenisvolle bydrae tot die ontwikkeling van skoolgereedheid in baie kinders kan maak.
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Ropeleski, Tom. "The effect of arousal on performance in sensation seeking males /." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=64005.
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Uji, Makoto. "Practice conditions leading to the acquisition of perceptual-cognitive-motor processing." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4324/.
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In this thesis, specific practice conditions were examined for skill acquisition and transfer of perceptual-cognitive-motor processes underlying dynamic and complex performance. The availability of visual and cognitive processes during practice was modulated to examine contribution of each process to the skill acquisition using a novel computer-based task where participants were required to select and execute decisions to move a cursor to a target whilst avoiding random moving objects. Results demonstrated that practice with necessary information and processes improved the task performance, whereas limiting the underlying processes attenuated skill acquisition. Subsequently, the underlying processes were examined by measuring eye movements and condition-action pairs. Successful skill acquisition was underpinned by the modified visual search and decision making processes through practice. However, limiting necessary sensory information and decoupling cognitive processing during practice developed specific sensorimotor behaviour that did not lead to successful task performance. These results provided an insight of the skill acquisition by suggesting that when a task requires the acquisition of perceptual-cognitive-motor processes to be successful, integration of these processes would be necessary, whereas decoupling of these processes would limit skill acquisition. Moreover, transfer of acquired processes was examined between two tasks. Both tasks required the acquisition of similar perceptual-cognitive processes in order to select successful cursor trajectories, but the main goal differed between tasks. In addition, for both tasks a yoked condition aimed to limit cognitive processes to investigate the role of transfer-appropriate processing in skill acquisition. Results showed positive transfer indicating that practice on another task improved performance on the other task, whereas limiting cognitive processes attenuated the skill acquisition and transfer. Transfer would be maximised when the underlying processes between practice and transfer domain are similar or matched, whereas the transfer would be attenuated when the necessary processes are decoupled during practice. The overall findings extend the research in perceptual-cognitive-motor processes and have several theoretical and applied implications.
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Kotwal, Shernaz. "The effects of background music on the learning of a motor skill." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35201.
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The purpose of this study was to investigate the effects of easy listening popular music on the learning of a perceptual motor task by elementary school aged children. Specifically, forty nine grade four children were analyzed on learning five variables of a dribbling task either with or without background music.The students' social behaviour for the nonmusic and music groups was also observed and analyzed. Finally, the subjects completed a written questionnaire which helped determine their personal preferences with respect to learning with background music.
A Group (2) by Trial (2) by Dribbling Variables (5) ANOVA with repeated measures on Trial was conducted on the dribbling performance scores. Results showed that there was no significant difference between the nonmusic and the music groups on these dribbling performances for four out of the five dribble variables. However, scores of the music group increased more than those of the nonmusic group for three of the five variables. Subjects in the music group demonstrated a more desirable social behaviour than the subjects in the nonmusic group. In addition, the subjects' responses to the questionnaire showed that an overwhelming number of subjects in both groups preferred to have background music played during activity. Therefore, background music may have an important place in the learning environment in terms of behaviour and attitude, which might ultimately enhance learning.
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Delbecque, Laure. "Incidence de l'imagerie motrice sur les apprentissages moteurs." Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210527.
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The topic of this work is motor imagery. Through 7 different studies, the process and proprieties of motor imagery and its impact on motor learning were assessed. It was found that this cognitive activity is closely linked to the motor system. This characteristic underlies the positive effects of motor imagery on motor learning. This can have many practical applications in the domain of sport and motor rehabilitation.
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Bolles, Gina. "An Exploratory study : the intersection of imagery ability, imagery use, and learning style /." Connect to title online (Scholars' Bank), 2008. http://hdl.handle.net/1794/7478.
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Goodwin, Megan Kate. "The effect of a gross motor intervention programme on perceptual-motor skills and academic readiness in preschool children." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96986.
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Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Children in preschool are at an optimal time for the development of gross and fine motor skills. Children who enter into preschool with developmental delays struggle to keep up with their peers. These developmental delays often perpetuate into later school years, with negative effects. Visual-motor integration (VMI) is a hugely important skill that children need to develop before formal schooling commences. It forms the basis for academic skills like reading and writing, as well as many sport skills. Having a VMI and/or gross motor development delay can affect a child’s academic experience greatly. When referring specifically to reading and writing, many underlying gross motor processes occur simultaneously to enable the child to perform tasks successfully. Success in the classroom depends a great deal on developed VMI and gross motor skills. Research shows investigation into various factors that account for differences and delays in motor skills. Socio-economic status is mentioned as a factor that can negatively affect VMI and gross motor skills development. Gender differences have also been known to be a reason for varying success in VMI or fine motor skills and gross motor skills. It is most important that delays and differences in VMI and gross motor skills success should be the focus of preschool education curriculums. The purpose of the current study was to improve the VMI skills of children who presented below average VMI skills scores. The Beery-Buktenica Developmental Test of Visual-Motor Integration 6th Edition (DTVMI) was used to measure the participants VMI skills, and the Test of Gross Motor Development 2nd Edition (TGMD-2), was used as a measure of gross motor skills. The supplemental tests of the DTVMI, as well as the subtests of the TGMD-2, were performed. Two preschools were conveniently selected to participate in the study, one from a high socio-economic background and one from a low socio-economic background. Of the total participants initially tested (N=77), only a small number (N=23), scored below average VMI scores and continued to participate in the study. From these participants (N=23) an experimental (n=12) and a control group (n=11) were randomly selected. The experimental group participated in a 14-week intervention programme, two sessions per week each with a duration of 45 minutes, that focused on the underlying gross motor processes that relate to reading, writing and VMI skills. After the 14 weeks the participants were tested again to measure the effects of the intervention programme. All data collected were statistically analysed.The most relevant result found in the current study showed that participants from the low socio-economic school showed significantly lower VMI skills than participants from the higher socio-economic school. No differences in VMI skills were found between the genders. Overall in both VMI and gross motor skills the intervention programme was beneficial to the participants, although these results were not found to be statistically significant. This study emphasises that the disparities in VMI skills between children from low- and higher socio-economic backgrounds should be addressed before they enter school. This will ensure that these differences become minimised. This study suggests that gross motor activities can be beneficial to VMI skills of preschool children. More research is needed to fully determine the potential of gross motor intervention programmes in improving academic skills such as VMI.
AFRIKAANSE OPSOMMING: Voorskoolse kinders bevind hulle in ʼn optimale periode van groot- en fynmotoriese ontwikkeling. Kinders van hierdie ouderdom met ontwikkelingsagterstande sukkel om op skool by hulle eweknieë by te bly. Hierdie ontwikkelingsagterstande duur gewoonlik voort tot in latere skooljare met negatiewe implikasies. Visueel-motoriese integrasie (VMI) is ʼn baie belangrike vaardigheid wat kinders voor hulle formele skooljare in aanvang neem, moet ontwikkel. Dit vorm die basis vir akademiese vaardighede soos lees en skryf, asook vir baie sportvaardighede. ʼn Kind se akademiese ervaring kan baie nadelig deur ʼn VMI en/of groot motoriese ontwikkelingsagterstand beïnvloed word. Met spesifieke verwysing na lees en skryf, moet baie onderliggende groot motoriese prosesse gelyktydig plaasvind om die kind in staat te stel om take suksesvol uit te voer. Sukses in die klaskamer is grootliks van ʼn ontwikkelde VMI en groot motoriese vaardighede afhanklik. Navorsing toon ondersoeke na verskeie faktore wat vir verskille en agterstande in motoriese vaardighede verantwoordelik is. Sosio-ekonomiese status word beskou as een van die faktore wat VMI en groot motoriese ontwikkeling negatief kan affekteer. Dit is ook bekend dat geslagsverskille ʼn rede vir variërende sukses in VMI- of fyn motoriese- en groot motoriese vaardighede is. Dit is van uiterste belang dat agterstande en verskille in VMI- en sukses met groot motoriese vaardighede die fokus van voorskoolse opvoedkundige kurrikulums moet wees. Die doel van die huidige studie was om die VMI vaardighede van kinders met ondergemiddelde VMI vaardigheid tellings te verbeter. Die Beery-Buktenica Development Test of Visual-Motor Integration 6th Edition (DTVMI) is gebruik om die deelnemers se VMI vaardighede te bepaal en die Test of Gross Motor Development 2nd Edition (TGMD-2) is gebruik om hulle groot motoriese vaardighede te bepaal. Die aanvullende toets van die DTVMI, asook die sub-toets van die TGMD-2, is uitgevoer. Twee voorskoolse skole, een uit ʼn hoë sosio-ekonomiese- en een uit ʼn lae sosio-ekonomiese omgewing is met ʼn gerieflikheidsteekproef geselekteer om aan die studie deel te neem. Van die totale aantal deelnemers (N-77) wat aanvanklik getoets is, het slegs ʼn klein aantal (N=23) ondergemiddelde VMI tellings behaal om met die studie voort te gaan. Vanuit hierdie deelnemers (N=23) is ʼn eksperimentele- (n=12) en ʼn kontrole groep ewekansig geselekteer. Die eksperimentele groep het aan ʼn 14-week intervensieprogram, twee keer per week, wat elk 45 minute geduur het, deelgeneem. Die intervensieprogram het op die onderliggende groot motoriese prosesse wat net lees, skryf en VMI vaardighede verband hou, gefokus. Na afloop van die 14 weke is die deelnemers weer getoets om die effek van die intervensieprogram te bepaal. Al die ingesamelde data is statisties verwerk. Die mees relevante resultaat wat in die huidige studie gevind is, dui daarop dat die deelnemers van die lae sosio-ekonomiese skool beduidende laer VMI vaardighede as die deelnemers van die hoër sosio-ekonomiese skool getoon het. Geen verskille in VMI vaardighede is tussen die geslagte gevind nie. Alhoewel die resultate nie statistiese betekenisvol was nie blyk dit dat in geheel beskou die intervensieprogram, in beide VMI- en groot motoriese vaardighede, voordele vir die deelnemers ingehou het. Die huidige studie beklemtoon dat die verskille in VMI vaardighede tussen kinders vanuit lae- en hoë sosio-ekonomiese agtergronde aangespreek moet word voordat hulle in skole toegelaat word. Dit sal verseker dat hierdie verskille tot die minimum beperk word. Hierdie studie suggereer dat groot motoriese aktiwiteite voordele vir die VMI vaardighede van voorskoolse kinders kan inhou. Verdere navorsing is nodig om die potensiaal van groot motoriese intervensieprogramme op die verbetering van akademiese vaardighede soos VMI ten volle te verstaan.
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Pin, Tamis Wai-mun. "Impact of adverse events on motor development in early infancy /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/4863.
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Lobo, Michele A. "Effects of enhanced social, postural, and object-oriented experiences on infants' abilities to contact and explore objects." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.82 Mb., 227 p, 2006. http://proquest.umi.com/pqdlink?did=1172097001&Fmt=7&clientId=8331&RQT=309&VName=PQD.
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Shepardson, Nina F. (Nina Fredrica). "The Effects of Perceptual Motor Enrichment Upon a Six Year Old with Cerebellar Brain Damage." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500311/.
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This study involved the effects of a perceptual motor enrichment program upon the motor skills of a six year old boy with cerebellar brain damage, who, with a control group of ten normal six year olds, was given a pre-test of motor skills. He and a child from the control group participated in a perceptual-motor enrichment program. The motor skills of both subjects were tested halfway through the program. Following the program, the experimental child, the control child, and the control group were post-tested on their motor skills. The testings showed that the greatest gains in motor skills were obtained by the experimental child, followed by the control child. The control group displayed little increase in motor skill performance.
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Gredin, Viktor. "Skill acquisition in youth novice soccer players : An intervention study of repetitive-part and dual-task training strategies for acquisition of dribbling technique and decision making." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2915.
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Aim: The aim of the present study was to examine the outcome of repetitive-part training and dual-task training in the acquisition of dribbling technique and decision making in prepubescent novice soccer players. Method: Twenty four preschool pupils, with an age of 6.2 ± 0.4 years (mean ± SD) and with no previous experience of partaking in any organized team or ball sport participated in the study. The participants were tested (pre test) for initial performance level of dribbling technique and decision making and were then divided into two balanced experimental groups. The repetitive-part group underwent four weeks of part-task training (isolated dribbling-technique training) which were followed by four weeks of dual-task training (simultaneous training of dribbling technique and decision making). The dual-task group underwent eight weeks of dual-task training. The outcome in acquisition of dribbling technique and decision making was examined after four (mid test) and eight (post test) weeks of training. Both training regimes were followed by four weeks of non-training and thereafter a test (retention test) of the retention effects was carried out. Effect sizes (d) of the acquisition within each group and of the difference in performance and acquisition between the two groups were evaluated based on Cohen's effect size criteria (|d| > 0.2, small effect; |d| > 0.5, moderate effect; |d| > 0.8, large effect). Results: Between the pre and mid test, both groups showed large improvements in dribbling technique. The corresponding improvement was small in the repetitive-part group and moderate in the dual-task group between the mid and post test. There were large differences between the groups' decision-making performances at the mid, post, and retention test where the dual-task group was superior to the repetitive-part group. The dual task group showed large improvements of decision making between the pre and mid test. Between the mid and post test, the corresponding effect was large within the repetitive-part group and moderate in the dual-task group. The improvement of the dual-task group's decision making between the pre and mid test was greater than the corresponding improvement showed by the repetitive-part group, between the mid and post test. This difference produced a moderate effect size. Conclusions: These findings challenge conventional repetitive-part training regimes and, with references to previous research, emphasize the importance of dual-task training for skill acquisition in prepubescent novice soccer players.
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Walters, Yolinda. "The effects of a perceptual-motor development program on children with Developmental Coordination Disorder." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1302.
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Ryu, Young Uk. "The coordination dynamics of control and learning in a visuomotor tracking task." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1334.
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Fox, Jill Englebright. "Young Children's Construction of Physical Knowledge on Swings in the Outdoor Play Environment." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278750/.
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This investigation examined the development of young children's behaviors on swings in the outdoor play environment and their emerging understanding of the physics principles associated with those behaviors. The children's language interactions were also examined in an effort to determine the relationship between language and cognitive development in their construction of physical knowledge. The procedures involved observing the children's behaviors and collecting samples of their spontaneous language interactions during their swinging activities. Informal interviews were also conducted with individual and groups of children. The findings indicate that young children's swinging behaviors develop in eight hierarchical stages. As these behaviors develop, children experiment with the physics principles of balance, gravity, force, resistance, and resonance. Children's swinging behaviors develop in a social context. Many early behaviors are acquired through observing and modeling other children. Language provides the medium for more-experienced peers to assist novice swingers through encouragement and direct instruction. The stage development of swinging behaviors is compared to Cratty's Theory of Perceptual-Motor Development and Harrow's Taxonomy of the Psychomotor Domain. Children's cognitive processing and language interactions are discussed in the context of Piagetian and Vygotskian theories of development. Implications for instruction and suggestions for further research are discussed.
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Dodd, Graham Douglas, and mikewood@deakin edu au. "Toward a broader appreciation of human motion in education." Deakin University. School of Social and Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.115722.
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Motion is a fundamental activity for the healthy functioning human organism. Its importance, however, is increasingly de-valued in Western cultures as they speed toward adopting technologies and virtual experiences as adjuncts to, and even replacements for7 traditional educational structures and processes that involve physical activity. Organised and reflective experience of human motion is becoming increasingly marginalised in teaching methodologies and learning programs in educational institutions at all levels around the globe.
This inquiry sets out to gain a greater understanding of why people and human motion become disconnected, particularly during periods of formal education. A central question and two sub-questions form the basis of the inquiry. The central question asks why human motion is not valued and more utilised in education. In particular, why do learning areas that directly represent involvement with human motion, such as physical education, continually struggle in education programs. It directs the investigation to focus on the causes rather than the symptoms of the disuse and devaluation of human motion in Australian education. The two sub-questions split the praxis of the study. The first seeks to understand how the causes of devaluation work in the educational context lo affect the lack of acknowledgement; and the second considers ways to counter the disuse of human movement in education programs.
To address these questions, the research focuses on rebutting the notion of a mind-body dualism. Rather, it seeks to better understand how humans learn and function as monists - integrated beings, acquiring self-knowledge in their 'world of being' in which bodily and emotional experiences, and reasoning are inextricably intertwined.
I have approached this qualitative research as an ethnographic sociologist examining the issues from a critical high modernist perspective in order to demonstrate the pervading influence in Australian education of strong beliefs and values from the era of Enlightenment. Narrative analysis of 'memoir' in the form of self-defining memories was selected to gain a sensibility of the connectedness between human emotion, motion and reasoning in the lived experiences of students in three primary and three secondary schools across Years 2-12. An opportunity for human movement to be more valued and utilised in emerging educational frameworks that have life knowledge, dispositions and capabilities at their core is identified.
The inquiry proposes a conceptualisation of human motion in education for new times characterised by the need for people to develop personal resources and strong positive identities in order to cope with a world of rapid change and uncertainty.
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Rathbone, Ingha. "Perceptual-motor development for children who show signs of attention deficit hyperactivity disorder (ADHD)." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2071.
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Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: The influence of a six-week perceptual-motor and attentional skills programme, combined with teaching strategies, on the motor proficiency and attentional abilities of children diagnosed with ADHD was investigated. The five case study individuals (ranging for Grade 1- 7) took part in a six-week Purposeful Play Programme. Baseline, pre-test and post-test scores were obtained from the Bruininks- Oseretsky Test of Motor Proficiency (BOTMP) and Attention-Deficit Hyperactivity Disorder Test (ADHDT). All five case study individuals showed a significant improvement on their motor proficiency during retention tests as well as improvements on some of the behavioural soft signs of hyperactivity, impulsivity and inattention.
AFRIKAANDE OPSOMMING: Die invloed van ʼn sesweek perseptueel-motoriese en aandagvaardigheidsprogram, gekombineer met onderrigstrategieë, is op die motoriese vaardighede en aandagvermoëns van kinders gediagnoseer met ATHS, bestudeer. Die vyf gevallestudie individue (tussen Graad 1- 7) het aan „n sesweek Purposeful Play Programme deelgeneem. Die basislyn-, voor- en natoetstellings is verkry vanaf die Bruininks- Oseretsky Test of Motor Proficiency (BOTMP) en Attention-Deficit Hyperactivity Disorder Test (ADHDT). Al vyf gevallestudie individue het ʼn beduidende verbetering in motoriese vaardigheid getoon tydens retensietoetse asook verbetering in sommige van die gedragstekens van hiperaktiwiteit, impulsiwiteit en afleibaarheid.
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Pinkerton, A. Louise. "The influence of motor production experience on voice perception." Thesis, University of Iowa, 2016. https://ir.uiowa.edu/etd/5825.
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Perceptual speech and voice analysis is an essential skill for all speech-language pathologists, but it is a difficult skill to teach. Even the reliability for experienced experts is variable. Some training literature and practices in speech-language pathology suggest that imitating pathological voices may be useful for developing perceptual judgment. Evidence from other fields suggests that motor experience influences perception. Until now the link between production and perception of voice quality has not been addressed. The purpose of this pilot study is to test the hypothesis that imitating pathological voice samples would improve the perceptual discrimination abilities of naïve, inexperienced listeners.
Three expert listeners rated 25 voice samples using a perceptual voice evaluation scale, the Grade, Instability, Roughness, Breathiness, Asthenia, Strain Scale (GIRBAS) (Dejonckere et al., 1996), and identified anchor samples for the training protocol. These expert ratings were used to develop summary expert ratings that served as a comparison for the naïve listener ratings. Two groups of naïve undergraduate listeners received training in evaluating voice quality and in administering the GIRBAS. They completed a pretest, a training session, a homework session, and a post-test. During each activity, they rated 6 voices and provided a confidence rating for their scores. The experimental group imitated the voice samples during the study, and the control group completed the training without supplemental motor experience.
It was hypothesized that both listener groups would have improved accuracy and confidence levels between the pretest and post-test, with a larger improvement for the experimental group. Data suggested that training improved naïve listener accuracy and confidence levels and that this improvement was maintained for at least seven days after the initial training. Post-test accuracy for both groups was approximately the same. Imitation did not improve the accuracy of ratings, although those subjects had higher confidence levels. The data supported previous research that found that training improved the accuracy of perceptual voice evaluations. However, the hypothesis that imitation could improve perceptual ratings was not supported by this study and bears further investigation due to the small sample size.
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Viaud, Marc. "Role of the dopaminergic and cholinergic systems of the rat neostriatum in learning and associative memory functions." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70244.
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The experiments in this thesis investigated the neuropharmacology of memory in the caudate nucleus, using the conditioned emotional response (CER) with visual and olfactory conditioned stimuli (CS).In experiment 1, post-training, intrastriatal microinjections of both amphetamine and LY 171555, but not SKF 38393: (1) into the posteroventral area improved memory of a visual, but not an olfactory, CER; (2) into the ventrolateral area improved memory of an olfactory, but not a visual, CER. In experiment 2, sulpiride, but not SCH 23390, blocked the memory improving effect of amphetamine. These findings are consistant with the hypothesis that dopamine D2 receptor stimulation mediates the memory enhancement effect of amphetamine in the neostriatum.
In three experiments on a visual CER, pre-training intrastriatal micro-injections of scopolamine impaired acquisition; post-training micro-injections improved consolidation; and pre-testing micro-injections impaired retrieval. These findings are consistant with the hypothesis that striatal muscarinic receptor stimulation mediates some aspects of acquisition and retrieval of sensory-motor memory, and that blockade of these receptors following training has an effect on memory consolidation similar to that of D2-receptor stimulation.
In experiment 6, destruction of the dopaminergic nigrostriatal neurons abolished the memory improving effect of intrastriatal post-training micro-injections of scopolamine and AFDX-384, a specific muscarinic M2 antagonist. These results suggest that the post-training memory improvement produced by muscarinic blockade may be mediated by an M2 receptor, known to be located on dopaminergic nigro-striatal terminals.
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Connor, Bonnie B. "Response Guided Errorless Learning with Normal Elderly." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2809/.
Full textAbstract:
This study investigates the use of response guidance for errorless learning of a perceptual motor task in normal elderly. It provides normative data for a study with stroke patients using this technique for cognitive rehabilitation. While errorless learning has been shown to be more effective on most tasks than trial and error learning for people with memory impairments, its use with normal individuals has received limited attention. The questions of interest were whether errorless training of the perceptual motor task was more effective for improving and retaining accuracy; and whether both accuracy and response speed were more resistant to the effects of increased cognitive demands. A sample of 43 normal elderly in the United Kingdom, ranging in age from 60 to 77, completed an assessment of intelligence, memory, and attention. They then received training, over two sessions one week apart, to mark the midpoint of Judd Arrows presented on a computer screen using a cross cursor moved by an active force feedback joystick (AFF). During training the errorless group received AFF guidance to the correct midpoint, while the errorful group received none, and both received auditory and visual knowledge of results. There was no AFF during baseline or post test measures. Training was to criterion in each session with a discontinue rule if accuracy did not improve. At the end of session two both groups were given a cognitively challenging task concurrent with the arrow bisection. Results revealed that both groups improved their accuracy through training with the errorless group being significantly more accurate and tending to be faster in the final post tests of both sessions. The errorless group was significantly faster than the errorful group under the cognitive challenge, without sacrificing accuracy. These results suggest not only that AFF is an effective means of implementing errorless perceptual motor learning, but elderly individuals trained in this manner do not sacrifice accuracy for speed. Implications of these results are discussed.
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Alzafiri, Fayiz M. "An Experimental Investigation on the Effects of Web-Based Instruction/Training on Cognitive and Psychomotor Learning." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2661/.
Full textAbstract:
The purpose of this study was to investigate the effects of web-based instruction (WBI) on cognitive and psychomotor learning. The subjects of the study received two types of instructional methods, WBI (experimental group) and traditional classroom instruction (control group). Each group received 30 minutes of instruction on "Soldering a Circuit Board." The researcher chose this content subject because it involved both cognitive and psychomotor objectives, which suited the purpose of this study. It was hypothesized that there would be no significant difference between the two methods of instruction, and also that there would be no significant interaction effects between methods of instruction and gender. Forty-six subjects from a population of students enrolled in summer classes offered by the Applied Technology, Training and Development (ATTD) program at the University of North Texas voluntarily participated in this study. Random assignment of subjects was applied in this study. A subject matter expert delivered the content for both the experimental and control groups. To measure cognitive variable, a 10 item, multiple-choice test was administered immediately after instruction. To measure the psychomotor variable, a 15-item checklist was utilized by trained judges to evaluate learners performances while soldering. The 2 x 2 factorial model with interaction was used in this study. The analysis was run for each of the dependent variables, cognitive and psychomotor learning. Although there was not a statistically significant difference in the main effects of method of instruction or interaction effects between method and gender, the results imply that students in the traditional-classroom instruction group performed better than those in the WBI group in psychomotor learning. Perhaps, this trend would be statistically significant if the sample size were larger. This study provides empirical evidence for the effectiveness of WBI in delivering cognitive and psychomotor objectives. The outcome of this study supports the need for more research on the effects of WBI on learning domains.
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GLIDER, PEGGY. "THE EMERGENCE OF CHILDREN'S SPATIAL ABILITIES: A QUESTION OF GEOMETRIC PRECISION." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183953.
Full textAbstract:
This research investigated the precision with which spatial information can be maintained in memory and reproduced as well as factors which may effect these emerging abilities. To study this, ten males and ten females in each of first, third, fifth, and seventh grades participated in three drawing tasks under two conditions (match and recall). The tasks involved the presentation of a 4" straight line or a 2" x 2" right angle drawn on an 8" white disc. Subjects were asked to draw a line exactly the same size and in the same place (static), after an imagined rotation, or after an imagined bending or unbending of the line (transformation) on an 1" white disc. Several mixed design analyses of variance with repeated measures on the task variables were run. First graders made significantly more errors than all other subjects. Third and fifth graders differed little and both performed significantly less accurately than seventh graders. Performance on the rotation task and the transformation task did not differ significantly with performance on both yielding more error than performance on the static task. The match condition generally proved easier than the recall condition, straight lines led to less error than bent lines, and orientation information was more accurately preserved than metric information. The requirements of the task, i.e., no change, change in position, or a change in form, interacted with both the stimulus type and the type of information preserved. Grade level also interacted significantly with task and stimulus type. When determining how spatial abilities emerge and the accuracy with which spatial information can be dealt, task demands, stimulus characteristics, and type of information being measured must be considered along with the developmental changes.
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Burger, Yolandi. "The development of sensory products to stimulate children with learning problems (LP)." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/26.
Full textAbstract:
Thesis (M. Tech.) - Central University of Technology, Free State, 2009Children with Learning Problems (LP) are mostly identified in the primary grades. Early intervention is desirable to remediate LP. One strategy is to use visual aids as a cue during an intervention strategy. A visual aid can be tactile and can appeal to the child’s senses, such as hearing and touch. Three main cornerstones which influence Sensory Product Development (SPD) were identified. These are design factors such as illustrations, colour, and book themes, the senses of the children and supporting factors which include therapeutic practices and cultural sensitivity. It is envisaged that if these three cornerstones are integrated into a sensory product such as a book, that it will be able to stimulate a child with LP through play, touch and sound. The aim of the study is the development of a qualitative tool that can be used to asses sensory products and the development of a sensory product that are tested for the specific target group. The sensory product was designed according to the guidelines that were identified in a literature review. This qualitative tool includes the various cornerstones and serves as a checklist that teachers and therapists can use to evaluate a sensory product to establish its suitability for a child with LP. The second article in this study recorded the responses from children with LP towards the sensory product and recommendations for the improvement of the sensory product.
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SEDDA, GIULIA. "The interplay between movement and perception: how interaction can influence sensorimotor performance and neuromotor recovery." Doctoral thesis, Università degli studi di Genova, 2020. http://hdl.handle.net/11567/1011732.
Full textAbstract:
Movement and perception interact continuously in daily activities. Motor output changes the
outside world and affect perceptual representations. Similarly, perception has consequences
on movement. Nevertheless, how movement and perception influence each other and share
information is still an open question.
Mappings from movement to perceptual outcome and vice versa change continuously
throughout life. For example, a cerebrovascular accident (stroke) elicits in the nervous
system a complex series of reorganization processes at various levels and with different
temporal scales. Functional recovery after a stroke seems to be mediated by use-dependent
reorganization of the preserved neural circuitry.
The goal of this thesis is to discuss how interaction with the environment can influence
the progress of both sensorimotor performance and neuromotor recovery. I investigate how
individuals develop an implicit knowledge of the ways motor outputs regularly correlate
with changes in sensory inputs, by interacting with the environment and experiencing the
perceptual consequences of self-generated movements. Further, I applied this paradigm to
model the exercise-based neurorehabilitation in stroke survivors, which aims at gradually
improving both perceptual and motor performance through repeated exercise.
The scientific findings of this thesis indicate that motor learning resolve visual perceptual
uncertainty and contributes to persistent changes in visual and somatosensory perception.
Moreover, computational neurorehabilitation may help to identify the underlying mechanisms
of both motor and perceptual recovery, and may lead to more personalized therapies.
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Rao, Ruchita. "Effects of Training in Vocalises on Singing Performance." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1122580181.
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Adler, William P. "Effect of Task Appropriateness, Social Comparison, and Feedback on Female Goals, Performance, and Self-Confidence with a Motor Task." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330697/.
Full textAbstract:
Lenney (1977) concluded that achievement gender differences were predicted by females' lower self confidence and expectancies in competitive situations, identifying three variables that mediated female self confidence in achievement situations, (1) task appropriateness. (2) social comparison, and (3) feedback. The present study manipulated all three mediating variables with 240 undergraduate 18-25 year old female subjects with the pursuit rotor task that requires tracking a moving (40 rpm's) white light with a hand-held stylus for 60 seconds. Response measurement was based upon time on target. Subjects were tested over five trials while setting goals for each trial. Females were randomly assigned to a male appropriate, female appropriate, or gender neutral task condition, a competition or alone condition, and to one of four feedback conditions (no feedback, feedback about own performance only, feedback about own performance that provided the perception that subject was performing better than an opponent and/or average on each trial, or feedback about own performance that provided the perception that subject was performing poorer than an opponent and/or average on each of the five trials). Results from the 2 (social comparison) X 3 (task appropriateness) X 4 (feedback) ANOVA were contradictory to previous findings (Corbin, 1981; Petruzzello & Corbin, 1988) as females performed significantly better in competition than alone. Data support the conclusion that presentation of clear and unambiguous feedback enhanced female self-confidence (Corbin, 1981; Petruzzello & Corbin, 1988; Lenney, 1977). Data also provide null findings for the task appropriateness condition which contradicts the previous research (Corbin, 1981; Lenney, 1977) in that females perceiving the task as male appropriate did not exhibit less self-confidence and perform poorer than when the task was perceived as either female appropriate or gender neutral. Conclusions reflect methodological differences from previous research and changes in gender role identification that have significantly impacted on female self-confidence and performance in competitive situations.
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Fowler, Kathleen M. "Gender differences in mirror-tracing task performance." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42813.
Full textAbstract:
The purpose of this research is to examine the gender differences that exist when male and female participants complete the mirror-tracing task. This task was chosen because it requires both spatial and psychomotor abilities and is unusual in the sense that it has a far higher correlation with standard spatial ability measures than do most other psychomotor tests. This research will focus on looking at gender differences in speed, accuracy, and practice effects. It will also investigate two personality traits that correlate with performance on the task: introversion and anxiety. Data will be collected from three studies: Experiment 2 of Ackerman&Cianciolo's (1999) study, Experiment 3 of Ackerman&Cianciolo's (2000) study, and Experiment 1 of Field's (1998) study. The results are expected to show that males complete the mirror-tracing task quicker than females during initial, intermediate, and final assessments; however, females will exhibit greater practice effects than males. The results are also anticipated to show there is no significant gender difference in the number of errors made during initial, intermediate, or final assessment. Finally, the number of errors made during initial assessment on the mirror-tracing task is expected to be negatively correlated with introversion and positively correlated with anxiety.
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Erasmus, Myrtle. "Riglyne vir 'n perseptueel-motoriese intervensieprogram om die leergereedheid van Graad-R-leerders te verhoog / Myrtle Erasmus." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8458.
Full textAbstract:
The challenges of backlogs experienced amongst Grade R-learners, results in learners not
being school and learning ready when entering Grade 1. Obstacles for example are
insufficient stimulation, under developed perception, and poor gross and fine motor skills,
require early intervention and ought to receive attention in Grade R. From the socialecological
perspective and taking into consideration the great amount of learners in South
Africa originating from deprived environments, the study is focused in the domain of the
Social Deprivation Theory. The bio-ecological context within which learners find themselves,
influence the cognitive and perceptual development of every learner. Epistemologically the
study focuses on the similarity between Critical Theory and Interpretivism. Critical Theory
highlights the meaning of experience as manifested in relation to social circumstances and
developmental background. Interpretivism in this study focuses on the meaning which
individuals attach to their experiences in the spotlight and results in greater understanding
and insight of the researched phenomenon. Circumstances of deprivation occur worldwide,
even in developed countries like United States of America (USA) and England. Already for
decades in USA young children gain in their development through intervention in early
childhood (Ludwig & Phillips, 2007). Duncan and Brooks-Gunn (2000) identified a relation
between child poverty/deprivation and poor school performance in the USA. Research in
England (Thompson, 2000) shows that the impact of social neglect of children have serious
consequences.
The National Education Policy Act (Pandor, 2008; SA DvO, 1997:2) uses Early Childhood
Development (ECD) as an umbrella term which refers to the development processes
whereby children physically, intellectually, emotionally, spiritually, morally and socially grow
and develop from birth to the age of nine years (SA, DoE, 1995, White paper 5,). The kind of
education learners receive in Grade R is crucial to their further development in the education
system (Van Zyl, Le Roux & Janse van Rensburg 2011, DvO, 1997:2). Learners lacking an
adequate foundation may experience difficulties throughout their school career. In South
Africa there is concern as to the standard of education and training, manifesting in a low pass
rate on Grade 12-level.
This study is undertaken to determine the current shortages in the South African educational
system which may hinder the learning potential of Grade R-learners. An attempt is made to
determine which handicaps/backlogs Grade R-learners experience, which fits the framework
of the deprivation theory, which can undermine learner readiness. This study determine
whether intervention by means of a perceptual-motor skills programme can enhance the school readiness of pre-school learners. Finally to determine which shortages/ backlogs
exists in the perceptual-motor skills of Grade R nlearners from deprived backgrounds in
South Africa. Guidelines for a perceptual-motor intervention program was developed through
this study. A combination of quantitative and qualitative data-analysis is used in this study
(Onwuegbuzie, Johnson en Collins, 2009).
The dissertation is compiled in article format. In the first article of the study, the issues of
teacher development and support mechanisms and equipment at primary schools and
kindergartens are explored. Qualitative and phenomenological research was undertaken and
information was gathered by means of questionnaires directed at teachers. In the following
article the school readiness of 48 Grade R-learners from deprived backgrounds were tested.
The research participants came from similar sosio-economic background, from quintile one
and two schools. Seeing that those were the only primary schools with Grade R classes in
that area, they were identified on behalf of their availability. In this study the data was
analysed and descriptive statistics (means, averages, standard deviations, minimum and
maximum values, percentages) and t-tests were used to determine variations in terms of
perceptual motor skill development and learning readiness.
An experimental group of 21 Grade R learners followed a 10 week long perceptual-motor
skills intervention programme. In the follow-up school readiness test (article 3), results
indicated that the intervention showed a positive response with regards to the school
readiness of the Grade R learners. Drawing to a conclusion (article 4), the intervention
programme is critically discussed and recommendations were made to all those concerned
with Grade R teaching (teachers, principals, Departments of Education).
The conclusion according to the results of the research shows that the intervention had a
positive effect on the school and learning readiness of this group of Grade R learners.Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2012
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Kruger, Elmien. "Die invloed van 'n motories fundamentele vaardigheidsprogram op die fisieke en kognitiewe ontwikkeling van die graad 1 kind." Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-11242003-171302.
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Dionne, Jennifer K. "Interpreting visual information in motor learning /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19733.
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Thesis (M.Sc.)--York University, 2006. Graduate Programme in Kinesiology & Health Science.Typescript. Includes bibliographical references (leaves 70-77). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19733
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Sommer, Paul A. "Teacher/student interactions and student learning outcomes." 2011. http://liblink.bsu.edu/uhtbin/catkey/1642180.
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Super, Selwyn. "An evaluation of the influence of a learning readiness program on the perceptual development of the grade 1 child." Thesis, 2014. http://hdl.handle.net/10210/12495.
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Boucher, Barbara H. "Preschool children's motor development and perceived competence." Thesis, 1990. http://hdl.handle.net/1957/37169.
Full textAbstract:
This study compared the effects of two conditions on
the motor development of preschool children and
investigated the relationship between preschool children's
motor development and perceived competence. Specifically,
it provided information for discerning: a) the relative
effects of a sensory-motor condition and an unstructured
activities condition on the motor development of preschool
children immediately following the 20-week intervention;
and b) whether perceived competence was related to motor
development in the preschool children following
termination of the treatment. Additionally, a teacher
survey which addressed the teacher-consultant relationship
was developed and piloted within the context of the study
for use in future research.
Subjects were 31 children enrolled in two preschool
programs including: a) the curriculum group (N=16), and
b) the non-curriculum group (N=l5). The Peabody Motor
Developmental Scales and the Pictorial Scale of Perceived
Competence and Social Acceptance were used to assess the
children's motor development and perceived competence,
respectively. All subjects were tested prior to the 20-
week intervention period and immediately following the
intervention.
A series of 2 (group) X 2 (testing time) repeated
measures analyses of variance were used to analyze the
impact of the two conditions. Results revealed that the
motor development of subjects in both groups changed
significantly over time; however, there were no
differences between groups.
Product-moment correlations and linear regression
analyses were used to assess the relationship between
preschool children's motor development and perceived
competence. Results revealed that perceived competence
relative to motor development did not change over time;
however a reciprocal relationship between motor
development and perceived competence in preschool children
was found.
The piloted teacher survey showed potential for
evaluation of service delivery models and as a tool for
teacher-consultant communication in future studies.Graduation date: 1991
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Liu, Ting. "Age-related differences: use of strategies in a timing task." Thesis, 2006. http://hdl.handle.net/2152/2802.
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Chuang, Yi-Ting, and 莊宜庭. "Improving Perceptual Motor for Students with Learning Disabilities: Use a Dance Pad Combining with Environmental Stimuli." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/72805201560791741840.
Full textAbstract:
碩士國立東華大學
特殊教育學系
103
Weak perceptual-motor ability is significant problem for students with learning disabilities. The main purpose of this study was to investigate whether the combination of dance pad with environmental stimuli could help the student with nonverbal learning disabilities and the students with verbal learning disabilities to improve their perceptual-motor abilities. This technique was made by following procedures: 1) Target behavior was displayed on the computer screen to display target behavior; then, the experimental subjects are ordered to complete the target on dance pad as environmental stimuli switch; 2) Upon completion of the target behavior, the subjects can watch favorite movie which can cause subjects’ motivation and enhance the subjects of perceptual-motor effect. The experimental design of this study was based on an ABAB design. The study consisted of four phases, including: baseline phase (A1), and the first time intervention phase (B1), and withdrawal and inverted back phase (A2), and the second intervention phase (B2). For the student with nonverbal learning disabilities (subject A), data showed that the average of target get responses within three minutes was 11.7 responses in A1 phase, 16.7 responses in B1 phase, 14.3 responses in A2 phase, and then 19.4 responses in B2 phase. For first student with verbal learning disability (subject B), the average of target get responses within three minutes was 10.3 responses in A1 phase, 19.1 responses in B1 phase, 17.3 responses in A2 phase, and then 21.4 responses in B2 phase. For second student with verbal learning disability (Subject C), the average of target get responses within three minutes of was 0 responses in A1 phase, 12.1 responses in B1 phase, 12.7 responses in A2 phase, and then 14.9 responses in B2 phase. The experimental results showed that such technique significantly improve the perceptual-motor ability for all of participants from the baseline to the first time intervention phase and inverted back to the second intervention phase (p<.01).
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Wang, Jiun-Jiun, and 王俊傑. "To Explore The Motor Skills and Perceptual Learning of The Movement Orientation Deviation in Different Environment." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/87807958020493444965.
Full textAbstract:
博士中華大學
科技管理博士學位學程
104
This study is to explore the relationship of the movement perceptual learning in different environments, perception is the mutual relationship of messages and actions between the human body and the external environment. Each sport has its specific perceptual skills. In the movement training programs, athletes has gradually combined with assistive technology to assist in the training, and the use of programming and 3D software to conduct several training mode software within a single window. The purpose of this study was, through the analysis of movement orientation deviation and in virtual 3D scenes and real environment to conduct the learning for aerobics, to explore how the 3D environment with / without scene would affect these eight orientation deviations (2X8) and analyze which orientation has the best relationships for learning effect, and have a comparison with the real situation, to discover the differences between the perception and the environment. The method of this study is divided into two experiments, the first experiment used Virtools Dev3.0 software as a platform for development tools, and adapting 3D graphics technology to perform for the design and development. The quasi-experimental study was used, and by purposive sampling, students from one of Taiwan Taipei high schools were selected as a total of 256 participants (102 males and 154 females). Eight types of orientation deviations of 3D vision learning platform with / without scene were designed and used, after the experiment, a linkert continuous five-point grading scale tests were conducted to assess the effectiveness, application of SPSS V21.0 statistical software and followed by the two-factor variance analysis (ANOVA) ; The second experiment was to do research through the real-context situation. One hundred twenty-eight participants was drawn from the previous experiment were proceeded for the test, and as the result showed that the straight-forward orientation of face each other had the best result. Lastly, the results from virtual 3D scene would be then compared with the real situation. The results of first experiment indicate environment part among the 95% confidence interval lower bound and upper bound dimension, those without sence was most significant, and orientation part indicate the most significant was the rear-right corner at 45 degrees with a standard error of 0.124. Interaction between perspective and environment: The most significant was the rear-right corner at 45 degrees with a standard error of 0.169. The results of second experiment indicate standing face to face in front in a real environment is the best orientation.The result of comparison can be used to investigate the effectiveness of advanced movement visual skills, including physical coordination, peripheral vision and dynamic visual acuity measurement. Combined with the concept of Ecological Approach, so that we know that highest connected environmental variety and human adaptation, In other words, the eyes and the brain can absorb the message, but also due to the key.The concluded that there are different in motor learning be to in virtual scene and real-context. This research has its value and foundation for further developments, and it can provide a combination of " persistence of vision" for athletes for a more comprehensive perceptual training. In the Future, a further experiment could be carried out on the "dizziness" caused by 3D scenes and it can stimulate learners' creativity, and enhance their abilities of a sense of direction, imagination and rigor.
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Sendhilnathan, Naveen. "The role of the cerebellum in reinforcement learning." Thesis, 2021. https://doi.org/10.7916/d8-p13c-3955.
Full textAbstract:
How do we learn to establish associations between arbitrary visual cues (like a red light) and movements (like braking the car)? We investigated the neural correlates of visuomotor association learning in the mid-lateral cerebellum. Although cerebellum has been considered to be a motor control center involved in monitoring and correcting the motor error through supervised learning, in this thesis, we show that its role can also be extended to non-motor learning. Specifically, when primates learned to associate arbitrary visual cues with well-learned stereotypic movements, the simple spikes of the mid-lateral cerebellar Purkinje cells reported the monkey’s most recent decision’s outcome during learning.
The magnitude of this reinforcement error signal changed with learning, finally disappearing when the association had been overlearned. We modeled this change in neural activity through a drift diffusion-reinforcement learning based model. The concurrent complex spikes, contrary to traditional theories, did not play the role of teaching signal, but encoded the probability of error as a function of the state of learning. They also encoded features that indicate the beginning of a trial. Inactivating the mid-lateral cerebellum significantly affected the monkey’s learning performance while it did not affect motor performance. This is because the mid-lateral cerebellum is in a loop with other cognitive processing centers of the brain including the prefrontal cortex and the basal ganglia. Finally, we verified that the features we identified in primate experiments can also be extended to humans, by studying the visuomotor association learning in humans through functional magnetic resonance imaging.
In summary, through electrophysiological and causal experiments in monkeys, imaging in humans, computational models and an anatomical framework, we delineate mechanisms through which the cerebellum can be involved in reinforcement learning and specifically, learning new visuomotor associations.
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Ethier, Marie Piskopos. "Cognitive, perceptual and motor learning after spontaneous recovery from severe traumatic closed head injury : a microcomputer approach." Thesis, 1987. http://spectrum.library.concordia.ca/2727/1/ML37066.pdf.
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Steyn, Mollie. "Perceptual parameters of speech production in childhood apraxia of speech : the effects of speech motor learning treatment." Diss., 2015. http://hdl.handle.net/2263/50791.
Full textAbstract:
Background. The diagnosis and treatment of childhood apraxia of speech (CAS), a sensorimotor speech disorder in children, is both challenging and controversial. Uncertainty exists regarding the disorder’s underlying nature and its salient features. This uncertainty impacts the formulation of treatment approaches. Numerous approaches for CAS treatment have been suggested, based on different authors’ theoretical conceptualisation of the disorders’ underlying nature and its characteristic features. Research on many of these approaches report improvements in items targeted in treatment, but generalisation to untreated items and maintenance of skills varies. Factors which influence the outcomes of treatment include the treatment methods, as well as the types of targets selected. Authors tend to attribute improvements achieved by participants to the methods employed in a particular treatment. Comparatively little theoretical consideration is given to the selection of targets and the influence this has on treatment, generalisation and maintenance effects. The current study investigated the speech motor learning (SML) approach (Van der Merwe, 1985; 2011), which is based on a comprehensive speech motor planning and programming model (Van der Merwe, 1997; 2009). This model aids one in understanding the nature of CAS and predicts many of its characteristic features. Furthermore, the model provides guidelines for treatment targets in particular, but also for treatment methods.
Aims. The primary aim was to determine whether the SML approach would effect a positive change in the speech production of a child with CAS, as measured by whole word accuracy. The sub-aims were to determine whether treatment effects would generalise to untreated non- and real-word stimuli containing: 1) only treated age-appropriate consonants and five vowels (Set 1 sounds); 2) in addition, untreated age-appropriate consonants and the same five vowels (Set 2 sounds); 3) in addition, untreated age-inappropriate consonants and the same five vowels (Set 3 sounds).
Method. A single-case experimental design, with multiple baselines and multiple probes across behaviours was implemented. The Participant, a 33-month old boy, presented with a cluster of CAS symptoms. He received 18 sessions of treatment according to the SML approach (Van der Merwe, 1985; 2011) over 9 weeks. Three baseline, nine treatment, and two follow-up probes were performed across the study duration. Probe stimuli comprised untreated non- and real-words containing treated (Set 1) and untreated (Set 2: age-appropriate and Set 3: age-inappropriate) sounds. Whole word accuracy was determined through perceptual analysis. Accuracy scores were compared through effect size (ES) calculations. A post-hoc analysis on error types was performed to explore the effect of improvement on the nature of errors across time.
Results. The Participant demonstrated a significant improvement in the accuracy of treated sounds (Set 1), while less or no change was observed in untreated age-appropriate (Set 2) and untreated age-inappropriate (Set 3) consonants respectively. The post-hoc analysis revealed a predominance of phonetic-motoric errors throughout the study. Set 3 real words showed a small increase in phonological errors, with a coinciding decrease in the number of words that were distorted to such an extent that individual sounds could not be distinguished. Conclusions. The SML approach was effective in improving the Participant’s ability to plan and coarticulate sounds, resulting in significantly improved production of treated sounds in untreated nonword exemplars and untreated real words. Generalisation of treatment gains to untreated stimuli provides support for the target selection of the SML approach, in addition to the SML methods as implemented in this study. The predominance of phonetic-motoric errors supports the notion that CAS is a disorder of motor planning and/or programming.Dissertation (MComm Path)--University of Pretoria, 2015.
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Speech-Language Pathology and Audiology
MComm Path
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Johnson, Renee L. "The role of vision in infants' precision reaching." 2001. https://scholarworks.umass.edu/theses/2375.
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MacDonald, John J. "Crossmodal interactions in stimulus-driven spatial attention and inhibition of return: evidence from behavioural and electrophysiological measures." Thesis, 1999. http://hdl.handle.net/2429/10165.
Full textAbstract:
Ten experiments examined the interactions between vision and audition in stimulusdriven
spatial attention orienting and inhibition of return (IOR). IOR is the demonstration that
subjects are slower to respond to stimuli that are presented at a previously stimulated location. In
each experiment, subjects made go/no-go responses to peripheral targets but not to central
targets. On every trial, a target was preceded by a sensory event, called a "cue," either in the
same modality (intramodal conditions) or in a different modality (crossmodal conditions). The
cue did not predict the location of the target stimulus in any experiment. In some experiments,
the cue and target modalities were fixed and different. Under these conditions, response times to
a visual target were shorter when it appeared at the same location as an auditory cue than when it
appeared on the opposite side of fixation, particularly at short (100 ms) cue-target stimulus onset
asynchronies (Experiments 1A and IB). Similarly, response times to an auditory target were
shorter when it appeared at the same location as a visual cue than when it appeared at a location
on the opposite side of fixation (Experiments 2A and 2B). These crossmodal effects indicate that
stimulus-driven spatial attention orienting might arise from a single supramodal brain
mechanism. IOR was not observed in either crossmodal experiment indicating that it might arise
from modality specific mechanisms. However, for many subjects, IOR did occur between
auditory cues and visual targets (Experiments 3A and 3B) and between visual cues and auditory
targets (Experiment 4A and 4B) when the target could appear in the same modality as the cue on
half of the trials. Finally, the crossmodal effects of stimulus-driven spatial attention orienting on
auditory and visual event-related brain potentials (ERPs) were examined in the final two
experiments. Auditory cues modulated the ERPs to visual targets and visual cues modulated the
ERPs to auditory targets, demonstrating that the mechanisms for spatial attention orienting
cannot be completely modality specific. However, these crossmodal ERP effects were very
different from each other indicating that the mechanisms for spatial attention orienting cannot be
completely shared.
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LAI, LI-RU, and 賴麗如. "The Learning Process of Junior-high-school Students with Intellectual Disabilities during Eye-hand Coordination Tasks in A Gamified Perceptual-motor Training Curriculum." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/66j89b.
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碩士慈濟大學
教育研究所
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The purpose of this study is to explore the effectiveness of the gamified Perceptual-Motor training program on the improvement of functional fine motor skills and eye-hand coordination among students with intellectual disabilities. The study subjects were three children attending special education schools in the middle school. The study is through Qualitative case study. According to the "Revised China Adaptation Behavior Scale" and the "Adaptational Behavior Assessment System Second Edition" assessment content, the "intelligence training course hand movement checklist" was compiled as a Research object hand fine performance evaluation, before training course plan proceeding. Through the training process of the 12-week gamification-training training course program and the research data obtained from the teaching, the effects of the hand operation and eye-hand coordination of the research object are discussed. The conclusions of this study are as follows: 1. There are phased implementation courses and priorities. 2. Perceptual-motor training curriculum has an effect on the hand-eye coordination, basic skills and self-care ability of the three junior high school students with intellectual disabilities. 3. We have mastered the difficulties of teaching to promote professional growth. Finally, based on the research conclusions, we propose specific recommendations for reference.
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Meusel, Rossella Rachele. "Evaluation of the psychomotor education programme of a community based early childhood programme at the Dalton Trust Education Centre (KwaZulu-Natal, South Africa) in support of school preparation." Thesis, 2010. http://hdl.handle.net/10413/7506.
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The early years of a child's growth and development are crucial for health, wellbeing and success in later life. Adequate stimulation during the pre-school years is a critical factor that can be associated with higher levels of achievement and better adjustment in school (Arnold, Barlett., Gowani, & Merali, 2006). Some children, for example those growing in contexts of adversity, are in particular need of pre-school assistance. This research evaluates a one-year implementation of the Psychomotor Education Programme (PMEP) at the Dalton Trust Education Centre, KwaZulu-Natal, South Africa. PMEP is an educational programme that stimulates the child‟s psychomotor functions and supports the development of the whole child through play in the pre-school years. An evaluation of the programme was required to establish if the PMEP had achieved the envisaged objectives of improving preparedness of children for their entrance into the formal school system. This summative evaluation used focus group discussions to collect data on whether the outcomes had been achieved from the perspective of the trained and experienced family facilitators who had participated in the PMEP. The participants were asked about the strengths, weaknesses, opportunities and threats of the PMEP. The areas identified as being attributable to the PMEP include social-emotional competence, self-awareness, emotional regulation and autonomy. The participants reported that PMEP had enabled the children to achieve the learning outcomes described by the Revised National Curriculum Statement (South African Department of Education, 2005). However, further research is needed to overcome the difficulty of maintaining the achieved outcomes in a new environment, such as the formal school context, where methods of teaching and resources may differ substantially from those provided by the PMEP.Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.
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Riekert, Marlene. "Effek van 'n kleinspier-ontwikkelingsprogram op die motoriese vermoë van ABET-leerders (Afrikaans)." Diss., 2003. http://hdl.handle.net/2263/26438.
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Olivier, Louis Petrus. "Psychomotor ability and learning potential as predictors of driver and machine operator performance in a road construction company." Diss., 2015. http://hdl.handle.net/10500/19687.
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The changing nature of work and its competitive characteristics are global phenomena and are mainly fuelled by ongoing technological advancement. This creates unique challenges for talent attraction and the retention of high performing individuals. In addition, the global workforce is becoming more diverse due to demographic, societal and cultural changes and companies are placing greater demands on employee competency and performance. Managing the human factor as a strategic asset in organisations remains a primary challenge in securing a competitive advantage.
The road construction industry in South Africa is no different. There is growing competition between civil engineering contractors to secure tenders and to maximise profitability. This is only possible with a sufficient and sustainable labour force. Valid selection processes are therefore required to ensure that the most productive individuals are selected for the most suitable jobs. Reliable and valid performance predictors will assist employers in making appropriate selection decisions. Selecting high performing individuals will support and enhance overall organisational performance.
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In this study the investigation focused on whether psychomotor ability and learning potential are statistically significant predictors of work performance - with specific reference to drivers and machine operators in a road construction company. A quantitative approach was followed to investigate the relationships between variables, or then the prediction of one dependent variable (driver and machine operator performance) by means of two independent variables (psychomotor ability and learning potential).
Results from the study did not indicate any statistically significant relationships between the variables. Only scientifically validated assessment instruments were used in the study - which means the findings led to a renewed focus on the importance of performance measurement and the psychometric quality (reliability and validity) of performance data.Industrial and Organisational Psychology
M.A. (Industrial and Organisational Psychology)