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.
Full textEngelman, William R. "A functional analysis of multiple movements." Diss., Georgia Institute of Technology, 1987. http://hdl.handle.net/1853/28924.
Full textCoen, 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.
Full textThis 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.
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.
Find full textStanley, 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.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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.
Full textDe, 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.
Full textENGLISH 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.
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.
Full textUji, Makoto. "Practice conditions leading to the acquisition of perceptual-cognitive-motor processing." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4324/.
Full textKotwal, 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.
Full textThe 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.
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.
Full text
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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.
Full textGoodwin, 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.
Full textENGLISH 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.
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.
Full textLobo, 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.
Full textShepardson, 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/.
Full textGredin, 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.
Full textWalters, 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.
Full textRyu, 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.
Full textFox, 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/.
Full textDodd, 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.
Full textRathbone, 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.
Full textENGLISH 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.
Pinkerton, A. Louise. "The influence of motor production experience on voice perception." Thesis, University of Iowa, 2016. https://ir.uiowa.edu/etd/5825.
Full textViaud, 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.
Full textIn 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.
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 textAlzafiri, 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 textGLIDER, 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 textBurger, 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 textChildren 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.
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 textRao, Ruchita. "Effects of Training in Vocalises on Singing Performance." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1122580181.
Full textAdler, 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 textFowler, Kathleen M. "Gender differences in mirror-tracing task performance." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42813.
Full textErasmus, 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 textThesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2012
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.
Full textDionne, 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.
Full textTypescript. 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
Sommer, Paul A. "Teacher/student interactions and student learning outcomes." 2011. http://liblink.bsu.edu/uhtbin/catkey/1642180.
Full textSuper, 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.
Full textBoucher, Barbara H. "Preschool children's motor development and perceived competence." Thesis, 1990. http://hdl.handle.net/1957/37169.
Full textGraduation date: 1991
Liu, Ting. "Age-related differences: use of strategies in a timing task." Thesis, 2006. http://hdl.handle.net/2152/2802.
Full textChuang, 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 text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).
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 text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.
Sendhilnathan, Naveen. "The role of the cerebellum in reinforcement learning." Thesis, 2021. https://doi.org/10.7916/d8-p13c-3955.
Full textEthier, 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.
Full textSteyn, 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 textDissertation (MComm Path)--University of Pretoria, 2015.
tm2015
Speech-Language Pathology and Audiology
MComm Path
Unrestricted
Johnson, Renee L. "The role of vision in infants' precision reaching." 2001. https://scholarworks.umass.edu/theses/2375.
Full textMacDonald, 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 textLAI, 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.
Full text慈濟大學
教育研究所
107
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.
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.
Full textThesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.
Riekert, Marlene. "Effek van 'n kleinspier-ontwikkelingsprogram op die motoriese vermoë van ABET-leerders (Afrikaans)." Diss., 2003. http://hdl.handle.net/2263/26438.
Full textOlivier, 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.
Full textIndustrial and Organisational Psychology
M.A. (Industrial and Organisational Psychology)