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Relevant bibliographies by topics / Perceptual skills

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Academic literature on the topic 'Perceptual skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "Perceptual skills"

1

Bernabo, Matteo, and Karim Nader. "Reconsolidating perceptual skills." Nature Human Behaviour 2, no. 7 (July 2018): 450–51. http://dx.doi.org/10.1038/s41562-018-0371-y.

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Walker, Neff, Arthur D. Fisk, Donita Phipps, and Alex Kirlik. "Training Perceptual-Rule Based Skills." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 18 (October 1994): 1178–82. http://dx.doi.org/10.1177/154193129403801807.

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The results of an experiment are discussed that address how best to train perceptual-rule based skills within a domain where rules correlate to perceptual aspects of a dynamic evolving environment. Participants performed the role of football quarterback where the object of the task was to learn to identify the correct pass receiver in a simulated football system. The correct receiver could always be specified by a set of rules or subtle perceptual cues. Subjects were assigned to one of four training groups which were constructed by complete crossing of rule versus no rule learning and visual enhancement training versus no visual enhancement training. After training trials all subjects transferred to new plays in which new rules or perceptual cues were required. Transfer performance was superior for the participants who received the visually enhanced training. These results are discussed in light of theories of part-task training.

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Licea, Guillermo, and Juan Jose Castro. "Supporting Evaluation Of Perceptual Skills." IEEE Latin America Transactions 15, no. 2 (February 2017): 358–64. http://dx.doi.org/10.1109/tla.2017.7854633.

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Tania, Danny Kurniawan. "HUBUNGAN ANTARA INTELIGENSI, KETERAMPILAN PERSEPSI VISUAL DENGAN PRESTASI BELAJAR MATEMATIKA SISWA [CORRELATION BETWEEN STUDENTS' INTELLIGENCE, VISUAL PERCEPTION SKILLS, AND MATHEMATICS LEARNING ACHIEVEMENT]." Jurnal Teropong Pendidikan 1, no. 2 (May 27, 2021): 110. http://dx.doi.org/10.19166/jtp.v1i2.3461.

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Students’ mathematics achievement is the priority for the XYZ elementary school, but particularly in 2015 and 2016 school’s years, there was about 39% student who had poor mathematics achievement and didn’t pass the school’s minimum requirement. In most cases, student’s mathematics achievement is generally affected by two internal factors such as: student’s intelligence and visual perceptual skills. The aim of this research is to examine the relationship between intelligence, visual perceptual skills and the students’ mathematics achievement. The subject of this study were grade two and grade three students with the total sample of 43 pupils. This study employed the Test of Visual Perceptual Skills-third edition (TVPS-3) and the Culture-Fair Intelligence Test (CFIT). The results of this study showed that there was a positive and significant correlation between intelligence, visual perceptual skills and mathematics achievement. A correlation value of 0.664 was obtained for the relationship between intelligence and mathematics achievement. A correlation value of 0.723 was obtained for the relationship between visual perceptual skills and mathematics achievement and a correlation value of 0.903 was obtained for the relationship between intelligence and visual perceptual skills. These findings indicate that the higher the level of the student’s intelligence and visual perceptual skill, the higher their mathematics achievement too.

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Roca, André, Paul R. Ford, Allistair P. McRobert, and A. Mark Williams. "Perceptual-Cognitive Skills and Their Interaction as a Function of Task Constraints in Soccer." Journal of Sport and Exercise Psychology 35, no. 2 (April 2013): 144–55. http://dx.doi.org/10.1123/jsep.35.2.144.

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The ability to anticipate and to make decisions is crucial to skilled performance in many sports. We examined the role of and interaction between the different perceptual-cognitive skills underlying anticipation and decision making. Skilled and less skilled players interacted as defenders with life-size film sequences of 11 versus 11 soccer situations. Participants were presented with task conditions in which the ball was located in the offensive or defensive half of the pitch (far vs. near conditions). Participants’ eye movements and verbal reports of thinking were recorded across two experiments. Skilled players reported more accurate anticipation and decision making than less skilled players, with their superior performance being underpinned by differences in task-specific search behaviors and thought processes. The perceptual-cognitive skills underpinning superior anticipation and decision making were shown to differ in importance across the two task constraints. Findings have significant implications for those interested in capturing and enhancing perceptual-cognitive skill in sport and other domains.

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Quintana, Manuel Sillero, Ignacio Refoyo Román, Alberto Lorenzo Calvo, and Javier Sampedro Molinuevo. "Perceptual Visual Skills in Young Highly Skilled Basketball Players." Perceptual and Motor Skills 104, no. 2 (April 2007): 547–61. http://dx.doi.org/10.2466/pms.104.2.547-561.

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Ward, Paul, and A. Mark Williams. "Perceptual and Cognitive Skill Development in Soccer: The Multidimensional Nature of Expert Performance." Journal of Sport and Exercise Psychology 25, no. 1 (March 2003): 93–111. http://dx.doi.org/10.1123/jsep.25.1.93.

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This study examined the relative contribution of visual, perceptual, and cognitive skills to the development of expertise in soccer. Elite and sub-elite players, ranging in age from 9 to 17 years, were assessed using a multidimensional battery of tests. Four aspects of visual function were measured: static and dynamic visual acuity; stereoscopic depth sensitivity; and peripheral awareness. Perceptual and cognitive skills were assessed via the use of situational probabilities, as well as tests of anticipation and memory recall. Stepwise discriminant analyses revealed that the tests of visual function did not consistently discriminate between skill groups at any age. Tests of anticipatory performance and use of situational probabilities were the best in discriminating across skill groups. Memory recall of structured patterns of play was most predictive of age. As early as age 9, elite soccer players demonstrated superior perceptual and cognitive skills when compared to their sub-elite counterparts. Implications for training perceptual and cognitive skill in sport are discussed.

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Wu, Chaozhong, Wenhui Chu, Hui Zhang, and Türker Özkan. "Interactions between Driving Skills on Aggressive Driving: Study among Chinese Drivers." Transportation Research Record: Journal of the Transportation Research Board 2672, no. 31 (October 14, 2018): 10–20. http://dx.doi.org/10.1177/0361198118755683.

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Aggressive driving has attracted significant attention recently with the increase in related road traffic collisions occurring in China. This study aims to investigate the effect of driving skills on aggressive driving behaviors and traffic accidents to find implications for traffic safety improvement in China. A total of 735 Chinese drivers were recruited to complete a self-reported survey including demographic information, the translated Driver Skill Inventory (DSI), and Driver Aggression Indicator Scale (DAIS). Exploratory factor analysis was first conducted to investigate the factor structures of DSI and DAIS among Chinese drivers. Unlike the two-factor solution (i.e., perceptual-motor and safety skills) found in other studies, the current study result revealed a three-factor solution (i.e., perceptual-motor, safety, and emotional control skills) of DSI. Then, the interaction between DSI factors on DAIS factors, demographic variables, and the number of self-reported traffic accidents and offenses was tested by using moderated regression methods. The results revealed the interaction between perceptual-motor skills and safety skills on aggressive warnings committed by drivers themselves. The interactive effect between safety skills and emotional control skills on perceived aggressive warnings was also found. The results suggested that higher ratings of safety skills are essential for buffering the effect of high-level perceptual-motor skills and emotional control skills on aggressive driving in China. In conclusion, policy makers should be interested in understanding the effect of Chinese drivers’ skills on the aggression drivers committed and conceived in traffic. Successful intervention strategies should include all skill factors in the driver training contents.

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Meulemans, T. "Implicit learning of perceptual-motor skills." Annals of Physical and Rehabilitation Medicine 58 (September 2015): e25-e26. http://dx.doi.org/10.1016/j.rehab.2015.07.064.

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Segrin, Chris. "Effects of Dysphoria and Loneliness on Social Perceptual Skills." Perceptual and Motor Skills 77, no. 3_suppl (December 1993): 1315–29. http://dx.doi.org/10.2466/pms.1993.77.3f.1315.

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Numerous studies indicate that depression (or dysphoria) and loneliness are associated with deficits in social skills. The purpose of this study was to assess whether these deficits in social skills include social perceptual skills. 251 subjects observed four target persons. For each person they completed a measure of rejection, an evaluative adjective checklist, and a rating of social skills. Analyses indicated no relationship between scores on either dysphoria or loneliness and self-rated social perceptual skills. A multiple correspondence analysis indicated that dysphoric and lonely subjects were equally discriminating in their perceptions and evaluations of others relative to their nondistressed peers. In fact, loneliness and dysphoria were positively associated with some social perceptual skills. Subjects showed a strong preference to be accepting of those targets who they felt were socially skilled. Implications of these findings and suggestions for research are discussed.

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Dissertations / Theses on the topic "Perceptual skills"

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Law, Jon. "Perceptual motor skills, acquisition and performance under pressure." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435309.

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Krosnick, Burton W. "Perceptual augmentation to support skill acquisition and robust decision-making and control skills." Thesis, Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/24349.

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Rimmer, Ralph William. "Field dependence and left/right hemisphere functioning in junior school children." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019552/.

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Maguire, Rachael. "Acquisition and maintenance of keyboard skills." Thesis, University of Surrey, 2000. http://epubs.surrey.ac.uk/926/.

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Cocks, Adam James. "Testing attentional control theory in novel dynamic environments : the impact of anxiety on perceptual-cognitive and perceptual-motor skills." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/14689.

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The current body of work aims to apply Processing Efficiency Theory (PET) and Attentional Control Theory (ACT) to novel dynamic settings by examining how anxiety influences perceptual-cognitive and perceptual-motor skills. Sporting domains and fall-risk in older adults are studied. Applying ACT to a tennis anticipation paradigm examines whether state anxiety influences processing efficiency and the use of contextual information during anticipation. Processing efficiency was reduced under anxiety, while overall response accuracy was unchanged. Furthermore, skilled performers were seemingly less able to utilise contextual information when anxious. Studies in Chapters 4 and 5 sought to test the predictions of PET and ACT compared with those of Reinvestment Theory (RT) in the field of fall-risk in older adults. In Chapter 4, trait anxiety, alongside increasing dual-task demands, produced processing and motoric inefficiencies through reduced visual planning and mean gait velocity. Furthermore, greater and more variable gait velocity reductions were found in those with higher trait anxiety. By contrast, greater reinvestment levels were associated with poorer visuospatial recall, higher stepping accuracy, plus larger and less variable gait velocity reductions. Chapter 5 further investigates the motoric inefficiencies observed in anxious older adults’ gait. The influences of trait anxiety, movement specific reinvestment, and falls efficacy on body segmental control during adaptive turning are studied. Trait anxiety and falls efficacy were mainly shown to influence differing facets of turning behaviour, though both were associated with greater coupling of body segments (en-bloc rotations), whereas, limited support was offered for RT. Overall, PET and ACT were supported when applied to these new dynamic domains. However, discrepancies are discussed due to testing theoretical hypotheses in more representative environments.

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Andrich, Christelle. "Grade R teachers’ subject knowledge of visual perceptual skills for early reading." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1873.

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Full thesis Submitted in fulfilment of the requirements for the degree Master in Education in the Faculty of Education and Social Sciences at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2014
This study investigates the quality of Grade R teachers’ subject knowledge of Visual Perceptual Skills (VPS). This knowledge includes their competence in visual-training design, which they need in order to give their learners access to early reading. Literature reviewed covers areas pertaining to the knowledge specialization required by Grade R teachers in order to impart VPS to young learners in the pre-reading or pre-alphabetic phase. These areas are: Visual Perception (VP), cognitive development, early reading, teacher knowledge and the Grade R policy framework. The mainly qualitative data collected over a period of ten months was derived from various potential or actual sources of teacher subject knowledge of VP. The most important source was the existing knowledge base of the four Grade R teachers in the sample. The connections between the data provided a picture of the accuracy and explicitness of the VP conceptual-content in the sources. For the Grade R teachers to be competent in visual training design, they would need suitable subject knowledge capacitation in VP. The findings revealed that training undergone by most Grade R teachers is VP deficient; the Grade R curriculum is VP vague; teacher training requires more infusion of Grade R curriculum; the regional Grade R diagnostic test is VP rich, albeit semi-concrete and not concrete in the assessment activities’ learning levels; finally, the Grade R teachers in the sample are highly motivated, and they are hungry for professional development. Key words: subject knowledge; Visual Perceptual Skills (VPS)/Visual Perception (VP); visual-training design; pre-reading/pre-alphabetic phase; professional development.

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Lopez, Felip Maurici Abraham. "A SCALE TO MEASURE THE COMPLEXITY AND PERCEPTUAL-COGNITIVE SKILLS IN SOCCER." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1489.

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The complexity of dynamical systems (spanning brain, body and environment) can yield complex adaptive behaviors from non-linear interactions of individuals in space and time. A lack of reliable instruments to assess these varying behaviors results in inferences of how changes in behavior occurred over an extended period of time rather than being based on direct scientific measures. The aim of this study was to develop a scale of complexity and perceptual-cognitive skills' assessment in the sport soccer and to evaluate structural and criterion reliability. Based on the embodied cognition literature, the construct of this scale was identified with three dimensions to assess perceptual-cognitive performance of players when acting within different levels of complex team synergies. A sample of 10 soccer coaches - group A (n = 5 coaches; M = 24 yrs professional coaching experience) and group B (n = 5 coaches; M = 1 year of amateur coaching experience) were recruited to participate in the study. A total of 100 clips of 10 previously recorded soccer matches were analyzed in two assessment periods with one month between the end of the first assessment and the beginning of the second. This resulted in a combined total of 1000 measures used for the study. The results demonstrated that high skilled coaches were more reliable in the complexity dimension (r = 0.87) and also in the decision making dimension (r = 0.79) than low qualified coaches (r = 0.79) and (r = 0.71) respectively; and the complexity dimension was more stable across trials between professional and amateur coaches in the first data collection i (r = 0.79) and second data collection (r = 0 .73) than the decision making dimension (r = 0.50) and (r = 0.43) respectively. These findings indicate that this scale is reliable across applications and at different times with high and low qualified coaches. The use of the scale may be useful for identifying elements of emerging complexity at the team-fractal-player level; determine a perceptual-cognitive profile in athletes; and to better understand complex tactical dynamics in soccer.

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Warnock, Mairi T. "Relationship between academic achievement and auditory perceptual skills in a bilingual program." Thesis, University of Ottawa (Canada), 1985. http://hdl.handle.net/10393/4905.

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Zirngast, Wendy Margaret, and n/a. "The relationship of drawing skills to visual perceptual abilities in year 7 students." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061112.123539.

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The aim of this field study was to investigate the relationship between visual perceptual processes and drawing ability in Year 7 students in the Australian Capital Territory. A random sample of five classes from five High Schools, consisting of 113 year 7 students, was tested for their ability in representational and memory drawing, and a sample of good drawers was chosen by a panel of five Independent judges. The drawing ability of the "Good" Drawers Sample was tested by means of Field's Visual Information Transformation Test (VIT), and the visual perceptual processes were tested using MacGregor's Perceptual Index.(MPI) A statistical analysis of the ranked scores was made using the Kruskal Wallis Analysis of Variance, the Spearman Rho rank order correlation, and the Mann Whitney U Test.

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Swart, Sariza. "The relationship among three perceptual-motor skills in children aged six years referred for occupational therapy in Tshwane East." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/51282.

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Purpose: The primary aim of this research study was to establish whether a relationship exists between the visual-motor integration subtest when measured with the Beery-Buktenica Developmental Test of Visual Motor Integration, 4th edition, and the copying and eye-hand coordination subtests, when measured with the Developmental Test of Visual Perception, 2nd edition. The secondary aim of this research study was to establish whether handedness and gender have an effect on the relationship between these three perceptual-motor skills. Method: This retrospective cross-sectional study used retrospective data collected over a four-year-period, between 2009 and 2012, at a private occupational therapy practice in Tshwane East. The total sample size consisted of 106 participants that were referred for occupational therapy evaluations during the time period. The sample was divided into subgroups for grade, handedness and gender. Multivariable regression analysis was used to establish whether a relationship exists between visual-motor integration, copying and eye-hand coordination. Random-effects generalised least squares regression analysis was used to establish the effect of handedness and gender on the relationship between visual-motor integration, eye-hand coordination and copying. Results: Results indicated reasonable agreement between the subtests of visual-motor integration and copying. Poor agreement was established between the subtests of visual-motor integration and eye-hand coordination, and the subtests of copying and eye-hand coordination. Statistically significant relationships were established between visual-motor integration, eye-hand coordination and copying for the total sample and subgroups of Grade R and Grade 1. Shared variance of 52.1% was established between the visual-motor integration and the copying subtest. The relationship between visual-motor integration and eye-hand coordination weakened for Grade 1 participants. This was also observed in the relationship between copying and eye-hand coordination. No statistically significant results were obtained for handedness and gender with regard to the relationships between visual-motor integration, eye-hand coordination and copying. Conclusions: The results of the study indicated the importance of using all three subtests during occupational therapy evaluations. In view of the statistically significant relationships that were found to exist, the tests proved mutually supportive during occupational therapy evaluations. The negative relationship between visual-motor integration and eye-hand coordination for Grade 1 participants may be related to handwriting competency. Handedness and gender differences could not be related to the three perceptual-motor subtests. Limitations: Firstly, the study population and study setting posed limitations toward generalisability. Secondly, the retrospective study design proved some limitations pertaining to the measurement instruments, data collection tools and re-scoring of the measurement instruments. Recommendations: For more meaningful interpretations the study population should include children without developmental or school-related difficulties. This would aid toward better generalisability. A retrospective study design should be selected with caution. KEYWORDS: Perceptual-motor skills, visual-motor integration, eye-hand coordination, copying, handwriting, handedness, gender, Beery-Buktenica Developmental Test of Visual Motor Integration 4th edition, Developmental Test of Visual Perception 2nd edition.
Dissertation (MOccTher)-- University of Pretoria, 2016.
Occupational Therapy
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Books on the topic "Perceptual skills"

1

Gardner, Morrison F. TAPS-UL: Test of Auditory-Perceptual Skills-Upper Level : manual. Burlingame, Calif: Psychological and Educational Publications, 1994.

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Fumagalli, Matteo. Increasing Perceptual Skills of Robots Through Proximal Force/Torque Sensors. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-01122-6.

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Gardner, Morrison F. TVPS-UL, test of visual-perceptual skills (non-motor) upper level: Manual. Burlingame, Calif: Psychological and Educational Publications, Inc., 1992.

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Kivikangas, Glenn R. Differential contribution of inferences of physical activity and personality upon perceptual-motor skills. Sudbury, Ont: Laurentian University, Department of Psychology, 1996.

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Johnstone, Jill A. Perceptual-motor activities for children: An evidence-based guide to building physical and cognitive skills. Champaign, IL: Human Kinetics, 2011.

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Talmage, Karen Loden. Climbing art obstacles in autism: Teaching visual-motor skills through visually structured art activities. Raleigh, NC: Tasks Galore Publishing Inc., 2007.

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Strode, Paige Settles. Ready, set, go!: Building readiness for visual, sensory, and motor skills. Bisbee, AZ: Imaginart International, 2002.

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J, Dean Alan. The association between perceptual and linguistic skills and reading achievement with specific reference to children with special educational needs. Wolverhampton: Wolverhampton Polytechnic, 1986.

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Travers, Robert Morris William. Training human intelligence: Developing exploratory and aesthetic skills. Holmes Beach, Fla: Learning Publications, 1985.

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Fumagalli, Matteo. Increasing perceptual skills of robots through proximal force/torque sensors: A study for the implementation of active compliance on the iCub humanoid robot. Cham: Springer, 2014.

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Book chapters on the topic "Perceptual skills"

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Stokes, Dustin, and Bence Nanay. "Perceptual Skills." In The Routledge Handbook of Philosophy of Skill And Expertise, 314–23. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Routledge handbooks in philosophy: Routledge, 2020. http://dx.doi.org/10.4324/9781315180809-31.

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Ben-Zaken, Sigal, Veronique Richard, and Gershon Tenenbaum. "Genetics and perceptual-cognitive skills." In Genetics and the Psychology of Motor Performance, 144–68. First edition. | New York : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9781315114682-8.

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Hong, Chia Swee, and Heidi Rumford. "Enhancing spatial and early visual perceptual skills." In Sensory Motor Activities for Early Development, 103–19. Second edition. | Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429299735-6.

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Flach, John M. "Consistent Mapping, Invariants, And The Training Of Perceptual-Motor Skills." In Recent Research in Psychology, 131–37. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-4756-2_13.

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Tempest, Stephanie, and Linda Maskill. "Complex Perceptual Functions: Body Scheme and Agnosia, Constructional Skills and Neglect." In Neuropsychology for Occupational Therapists, 113–22. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119557036.ch7.

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Abernethy, Bruce, and Jean Côté. "Expert Perceptual and Decision-Making Skills: Effects of Structured Activities and Play." In Encyclopedia of the Sciences of Learning, 1235–38. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1688.

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Gray, Rob. "Virtual environments and their role in developing perceptual-cognitive skills in sports." In Anticipation and Decision Making in Sport, 342–58. New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315146270-19.

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Seifert, Ludovic, Dominic Orth, Chris Button, Eric Brymer, and Keith Davids. "An Ecological Dynamics Framework for the Acquisition of Perceptual–Motor Skills in Climbing." In Extreme Sports Medicine, 365–82. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28265-7_28.

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Vice, Jack, Anna Skinner, Chris Berka, Lauren Reinerman-Jones, Daniel Barber, Nicholas Pojman, Veasna Tan, Marc Sebrechts, and Corinna Lathan. "Use of Neurophysiological Metrics within a Real and Virtual Perceptual Skills Task to Determine Optimal Simulation Fidelity Requirements." In Virtual and Mixed Reality - New Trends, 387–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22021-0_43.

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Seah, Betsy, and Wenru Wang. "SHAPE: A Healthy Aging Community Project Designed Based on the Salutogenic Theory." In Health Promotion in Health Care – Vital Theories and Research, 329–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63135-2_23.

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AbstractSalutogenesis introduces a paradigm that requires a perceptual change towards what creates health and how health can be facilitated. Removing the lens of pathogenesis, aging is an achievement to be embraced and older people are valued as assets for their wealth of experiences, resources, skills and knowledge. From the perspectives of older adults, the concept of healthy aging is multidimensional, comprising bio-psycho-social-spiritual health. Evidence shows that sense of coherence via resistance resources promotes health outcomes among older adults. However, very few works have attempted to operationalise the salutogenic theory to promote healthy aging among older community dwellers. This chapter provides a detailed description of the Salutogenic Healthy Aging Program Embracement (SHAPE) intervention for senior-only household dwellers. SHAPE represents an application of the salutogenic concepts: sense of coherence and resistance resources. SHAPE is an integrative person-centric multi-dimensional health resource program that employs an asset-based insight-oriented approach. Illustration of examples in which how the salutogenic concepts were operationalised in developing the SHAPE intervention approach, its content, activities and the conduction of the intervention are presented.

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Conference papers on the topic "Perceptual skills"

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Grosdemouge, Cristol, Peter Weyhrauch, James Niehaus, Steven Schwaitzberg, and Caroline G. L. Cao. "Design of Training Protocol for Perceptual and Technical Skills in a Minimally Invasive Surgery." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82869.

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This study investigates how the technical and perceptual skills in laparoscopic surgery, typically acquired separately in the initial learning phases, can be trained together. A task analysis and cognitive task analysis were conducted using a cholecystectomy procedure and a fundoplication procedure. An experiment was conducted to examine the interaction of technical and perceptual skill learning. Subjects were divided into three groups based on order of skills training: 1) technical-perceptual-combined skills training order, 2) perceptual-technical-combined skills training order, and 3) combined skills training. After the training sessions, performance was evaluated using the combined skill. Preliminary results indicate that performance of the group trained in the combined skills condition performed equally quickly as those who trained the technical and perceptual skills separately first. In addition, the number of technical errors and perceptual errors committed were lower. This suggests that surgical skills training may be more efficient if perceptual learning is combined with motor skills during the initial phases of training. This has implications for the design of surgical training simulators and surgical education in general.

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Edmunds, Timothy, and Dinesh K. Pai. "Perceptual Rendering for Learning Haptic Skills." In 2008 Symposium on Haptic Interfaces for Virtual Environment and Teleoperator Systems. IEEE, 2008. http://dx.doi.org/10.1109/haptics.2008.4479948.

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Sowden, Paul T., and Ian R. L. Davies. "Nature of perceptual skills in screening mammography: implications for training." In Medical Imaging 1995, edited by Harold L. Kundel. SPIE, 1995. http://dx.doi.org/10.1117/12.206844.

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Sudardiyono, Hari Yuliarto, Yudanto, and Sujarwo. "The Influence of Traditional Games on the Perceptual Motor Skills and Skill-related Physical Fitness." In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009788304400443.

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Izullah, Faramosh Rashid, Mika Koivisto, Artturi Aho, Teemu Laine, Heikki Hamalainen, Pekka Qvist, Aapo Peltola, Paula Pitkakangas, and Mika Luimula. "NeuroCar virtual driving environment: Simultaneous evaluation of driving skills and spatial perceptual-attentional capacity." In 2016 7th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2016. http://dx.doi.org/10.1109/coginfocom.2016.7804520.

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Kordigel Aberšek, Metka. "WRITING VERSUS TYPING IN THE BIOLOGY CLASSROOM: A CASE STUDY IN SLOVENIA." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.65.

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The act of writing is a complex cognitive process, relying on perceptual sensorimotor combinations (Mangen et. all, 2015). Writing is the process of externalizing the content of our thinking, what we know, what we think, what we feel … Writing always involves the skilful handling of mechanical/technical devices, and necessarily results in a visuographic representation: some kind of readable text in a form of letters or symbols (Mangen, Velay, 2010). The neuroscientific research points out writing is a process that requires the integration of visual, proprioceptive (haptics/kinaesthetic) and tactile information in order to be accomplished (Fogassi, Gallese, 2004). The acquisition of writing skills of previous generations involved a perceptual component, learning the shape of the letter, and a graphomotor component, learning the trajectory producing the letters shape (van Gallen, 1991) – the process, that is probably going to change with the Generation Z.

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Willyarto, Mario Nugroho, Ulani Yunus, Anggraeni S. Reksodipuro, and Suryadiputra Liawatimena. "Comparison Road Safety Education with and without IoT to Develop Perceptual Motor Skills in Early Childhood Children Aged 4-5." In 2019 International Conference of Artificial Intelligence and Information Technology (ICAIIT). IEEE, 2019. http://dx.doi.org/10.1109/icaiit.2019.8834486.

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Wilder, Bryan, Eric Horvitz, and Ece Kamar. "Learning to Complement Humans." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/212.

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A rising vision for AI in the open world centers on the development of systems that can complement humans for perceptual, diagnostic, and reasoning tasks. To date, systems aimed at complementing the skills of people have employed models trained to be as accurate as possible in isolation. We demonstrate how an end-to-end learning strategy can be harnessed to optimize the combined performance of human-machine teams by considering the distinct abilities of people and machines. The goal is to focus machine learning on problem instances that are difficult for humans, while recognizing instances that are difficult for the machine and seeking human input on them. We demonstrate in two real-world domains (scientific discovery and medical diagnosis) that human-machine teams built via these methods outperform the individual performance of machines and people. We then analyze conditions under which this complementarity is strongest, and which training methods amplify it. Taken together, our work provides the first systematic investigation of how machine learning systems can be trained to complement human reasoning.

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Binns, Jonathan R., Mark Habgood, Norman R. Saunders, Paula Cunningham, and John Mooney. "The Use of Sailing Simulation to Increase Participation." In SNAME 20th Chesapeake Sailing Yacht Symposium. SNAME, 2011. http://dx.doi.org/10.5957/csys-2011-013.

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Virtual Sailing (VS) has been producing the world’s only ride-on sailing simulator for 10 years. Based on fundamental principles of sailing dynamics the underlying simulation has shown great robustness permitting significant R&D to be performed and retrofitted to existing simulators. The initial intention of the VSail-Trainer was for fitness training and physiological evaluation of elite athletes. Although this has shown promise, with four sailors at the recent Olympics using and praising the simulator as a useful tool for fitness training, tactics and strategy development, the real value in terms of human interaction with sailing has been shown in recent years to be in introducing novice sailors to sailing. Perhaps the most exciting area that the simulator is finding extended use is in rehabilitation of spinal injury patients. For a recent spinal cord injury (SCI) patient the thought of getting into a small sailing boat must be daunting. However, combined with simulation hours the jump from wheelchair to water is becoming quite successful, with one recent participant transferring from simulator to on water sailing within 6 months and has recently been selected for the Skud 18 world championships in July 2010 and then qualifying her country (New Zealand) to compete in the 2012 Paralympics. The essential ingredients for the success of this simulator are: its level of immersion and the degree of active involvement of the participants. As sailing is a complex interaction of cognitive, motor and perceptual skills, the correct balance of immersion and interaction is crucial to an effective simulation. This paper will describe why the VSail-Trainer might just have this balance right.

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Davies, Ian R. L., Paul T. Sowden, Sean M. Hammond, and Janet Ansell. "Expertise in categorizing mammograms: a perceptual or conceptual skill?" In Medical Imaging 1994, edited by Harold L. Kundel. SPIE, 1994. http://dx.doi.org/10.1117/12.171743.

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Reports on the topic "Perceptual skills"

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Brown, Karen. The effect of perceptual-motor training on the perceptual-motor skills of emotionally disturbed children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1599.

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Turkon, Thomas. Cultural characteristics of learning and perceptual skills of Southeast Alaskan native 5-year-olds. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5410.

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Ackerman, Philip L. Psychomotor and Perceptual Speed Abilities and Skilled Performance. Fort Belvoir, VA: Defense Technical Information Center, February 1999. http://dx.doi.org/10.21236/ada360448.

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Lintern, G. A Perceptual Learning Approach to Skill Transfer for Manual Control. Fort Belvoir, VA: Defense Technical Information Center, January 1985. http://dx.doi.org/10.21236/ada154964.

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Grossberg, Stephen B. The Cognitive, Perceptual, and Neural Bases of Skilled Performance. Fort Belvoir, VA: Defense Technical Information Center, March 1991. http://dx.doi.org/10.21236/ada243052.

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