Journal articles: 'Perceptual skills'

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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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Viktorin, Jan, and Lucie Loosová. "Perceptual Motor Skills in Children and Pupils with Mild Intellectual Disabilities." Multidisciplinary Journal of School Education 9, (2) 18 (December 31, 2020): 79–95. http://dx.doi.org/10.35765/mjse.2020.0918.04.

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This literature review analyzes eight specialized papers which focus on issues of the perceptual motor skills of children and pupils with mild intellectual disabilities. Children and pupils with mild intellectual disabilities have deficits in perceptual motor skills. The deficits of adaptive and intellectual skills of these children and pupils may be greater (mainly because of their conceptual and abstract reasoning) than their relative deficits of perceptual motor skills. Stronger perceptual motor skills in children and pupils with mild intellectual disabilities may be the target of school intervention as a means of alleviating problems in adaptive functions.

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Kioumourtzoglou, Efthimis, Vasiliki Derri, George Tzetzls, and Yannis Theodorakis. "Cognitive, Perceptual, and Motor Abilities in Skilled Basketball Performance." Perceptual and Motor Skills 86, no. 3 (June 1998): 771–86. http://dx.doi.org/10.2466/pms.1998.86.3.771.

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The differences among athletes of differing skill should assist successful identification and selection of the best athletes in a specific sport. For the purpose of this study, a laboratory study was conducted with a group of 13 men on the elite male national team of basketball players, 22 to 23 years of age, and a control group of 15 men of equal age (physical education class) to assess differences in their scores on cognitive skills (memory-retention, memory-grouping analytic ability), perceptual skills (speed of perception, prediction, selective attention, response selection), and motor skills (dynamic balance, whole body coordination, wrist-finger dexterity, rhythmic ability). Analysis showed that elite male basketball players scored higher on hand coordination and lower on dynamic balance given their anthropometric measurements. Elite players were better on memory-retention, selective attention, and on prediction measures than the control group. The above skills are important in basketball performance. Researchers may examine whether other factors contribute more in the development of perceptual and cognitive skills.

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Guzmán, José F., Ana M. Pablos, and Carlos Pablos. "Perceptual-Cognitive Skills and Performance in Orienteering." Perceptual and Motor Skills 107, no. 1 (August 2008): 159–64. http://dx.doi.org/10.2466/pms.107.1.159-164.

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GUZMAN, JOSE F. "PERCEPTUAL-COGNITIVE SKILLS AND PERFORMANCE IN ORIENTEERING." Perceptual and Motor Skills 107, no. 5 (2008): 159. http://dx.doi.org/10.2466/pms.107.5.159-164.

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Rosenbaum, David A., Richard A. Carlson, and Rick O. Gilmore. "Acquisition of Intellectual and Perceptual-Motor Skills." Annual Review of Psychology 52, no. 1 (February 2001): 453–70. http://dx.doi.org/10.1146/annurev.psych.52.1.453.

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Roucher, Nancy. "Perceptual Skills: Foundation for an Arts Curriculum." Design For Arts in Education 87, no. 4 (April 1986): 38–40. http://dx.doi.org/10.1080/07320973.1986.9937374.

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Deliens, G., R. Schmitz, and P. Peigneux. "Interocular transfer of perceptual skills after sleep." Journal of Vision 14, no. 1 (January 24, 2014): 23. http://dx.doi.org/10.1167/14.1.23.

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Singh, Pramod, and Subir Debnath. "Relationship of Visual and Nonvisual Kinesthesis to the Performance of Perceptual Motor Skills." International Journal of Scientific Research 2, no. 4 (June 1, 2012): 326–28. http://dx.doi.org/10.15373/22778179/apr2013/118.

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Cammisa, Kathryne M. "Educational Kinesiology with Learning Disabled Children: An Efficacy Study." Perceptual and Motor Skills 78, no. 1 (February 1994): 105–6. http://dx.doi.org/10.2466/pms.1994.78.1.105.

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Educational Kinesiology is a treatment using specific movements to access different parts of the brain in maximizing learning potential. It has been recommended for use with learning disabled children; however, studies validating its effects are limited. The school records of 25 students each with a diagnosis of specific learning disability were examined for pre- and posttest scores on academic and perceptual motor skill measures following an Educational Kinesiology program. Analysis indicated significant improvement in perceptual motor skills following the Educational Kinesiology program. The change in academic skills was not significant. Educational Kinesiology is recommended as a treatment to improve perceptual motor function of learning disabled children. Other variables affecting this study as well as clinical and research implications are discussed.

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Caserta, Ryan J., Jessica Young, and Christopher M. Janelle. "Old Dogs, New Tricks: Training the Perceptual Skills of Senior Tennis Players." Journal of Sport and Exercise Psychology 29, no. 4 (August 2007): 479–97. http://dx.doi.org/10.1123/jsep.29.4.479.

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The purpose of the study was to determine whether multidimensional perceptual-cognitive skills training, including situational awareness, anticipation, and decision making, improves on-court performance in older adults when compared with a physical training program, including stroke and footwork development. Senior tennis players (N = 27) were randomly assigned to one of three groups: perceptual-cognitive skills training, technique-footwork training, or no training. Results indicated that participants receiving perceptual-cognitive skills training had significantly faster response speeds, higher percentage of accurate responses, and higher percentage of performance decision making in posttest match situations. Findings provide clear evidence that perceptual-cognitive skills can be trained in aged individuals. Implications and suggestions for future research are offered.

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Santos, Emanuelle Mandú Meira dos, Bruna Constantino, Marina Monzani da Rocha, and Marco Fabio Mastroeni. "Predictors of low perceptual-motor skills in children at 4-5 years of age." Revista Brasileira de Saúde Materno Infantil 20, no. 3 (September 2020): 759–67. http://dx.doi.org/10.1590/1806-93042020000300006.

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Abstract Objectives: the purpose of this study was to evaluate the predictors of low perceptual-motor skills in children at preschool age. Methods: this is a cross-sectional study nested in a birth cohort involving mother-child pairs. The children’s perceptual-motor skills were assessed individually in their homes when they were 4-5 years old using the Pre-Literacy Skills and Knowledge Test (THCP®), a vali-dated Brazilian instrument. Logistic regression analysis was used to estimate the association between cognitive perceptual-motor skills and potential maternal and child risk factors. Results: of the 199 children included in the study, 53.8% were boys, 90.8% attended school, and 91.1% were enrolled in a public school. Among the children, 114 (57.3%), 41 (20.6%) and 44 (22.1%) had low, moderate and high perceptual-motor skills, respectively. Multivariate logistic regression analysis revealed greater odds of children at preschool age having low perceptual motor skills for boys (OR=2.10; CI95%= 1.14-3.88), children who did not attend school (OR=4.61; CI95%= 1.21-17.49), and those with a household income <5 minimum wages (MW) (OR=4.28; CI95%= 1.49-12.26). Conclusions: our study showed that male gender, not attending school and a monthly household income <5 MW were predictors of low perceptual-motor skills in children at 4-5 years of age.

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Sulistyaningrum, Noorita Dwi. "Peseptual Motor Disabilitas Kecerdasan Pada Keterampilan Activity Of Daily Living." PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran 2, no. 2 (October 30, 2018): 125. http://dx.doi.org/10.26858/pembelajar.v2i2.5726.

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This study aims to determine and describe the power of the perceptual motor in students with intellectual disabilities in skills activity of daily living (ADL). Research methods used is descriptive study with quantitative approach. The data in this study were collected through 3 (three) data collection techniques namely test, observation, and interview. Participants in this study consisted of 2 students with grade 2 SDLB intellectual disabilities with an age range of 8-12 years. The results obtained from this study indicate that perceptual motors in students with intellectual disabilities for activity of daily living (ADL) skills are still incomplete, requiring practice for ability perceptual motor. This is evidenced, from the results of perceptual motor for self-construction skills wearing buttoned clothes of 4.5 (perceptual motor is not yet complete), wearing socks of 5 (perceptual motor is complete) and wearing shoes of 4 (perceptual motor is not yet complete). Based on the results of the study, the overall score of 4.5 is categorized as having ability perceptual motor is not yet complete, thus requiring various exercises to have the power perceptual motor

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van Maarseveen, Mariëtte J. J., Raôul R. D. Oudejans, David L. Mann, and Geert J. P. Savelsbergh. "Perceptual-cognitive skill and the in situ performance of soccer players." Quarterly Journal of Experimental Psychology 71, no. 2 (January 1, 2018): 455–70. http://dx.doi.org/10.1080/17470218.2016.1255236.

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Many studies have shown that experts possess better perceptual-cognitive skills than novices (e.g., in anticipation, decision making, pattern recall), but it remains unclear whether a relationship exists between performance on those tests of perceptual-cognitive skill and actual on-field performance. In this study, we assessed the in situ performance of skilled soccer players and related the outcomes to measures of anticipation, decision making, and pattern recall. In addition, we examined gaze behaviour when performing the perceptual-cognitive tests to better understand whether the underlying processes were related when those perceptual-cognitive tasks were performed. The results revealed that on-field performance could not be predicted on the basis of performance on the perceptual-cognitive tests. Moreover, there were no strong correlations between the level of performance on the different tests. The analysis of gaze behaviour revealed differences in search rate, fixation duration, fixation order, gaze entropy, and percentage viewing time when performing the test of pattern recall, suggesting that it is driven by different processes to those used for anticipation and decision making. Altogether, the results suggest that the perceptual-cognitive tests may not be as strong determinants of actual performance as may have previously been assumed.

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Plaisted Grant, Kate, and Greg Davis. "Perception and apperception in autism: rejecting the inverse assumption." Philosophical Transactions of the Royal Society B: Biological Sciences 364, no. 1522 (May 27, 2009): 1393–98. http://dx.doi.org/10.1098/rstb.2009.0001.

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In addition to those with savant skills, many individuals with autism spectrum conditions (ASCs) show superior perceptual and attentional skills relative to the general population. These superior skills and savant abilities raise important theoretical questions, including whether they develop as compensations for other underdeveloped cognitive mechanisms, and whether one skill is inversely related to another weakness via a common underlying neurocognitive mechanism. We discuss studies of perception and visual processing that show that this inverse hypothesis rarely holds true. Instead, they suggest that enhanced performance is not always accompanied by a complementary deficit and that there are undeniable difficulties in some aspects of perception that are not related to compensating strengths. Our discussion emphasizes the qualitative differences in perceptual processing revealed in these studies between individuals with and without ASCs. We argue that this research is important not only in furthering our understanding of the nature of the qualitative differences in perceptual processing in ASCs, but can also be used to highlight to society at large the exceptional skills and talent that individuals with ASCs are able to contribute in domains such as engineering, computing and mathematics that are highly valued in industry.

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Mongrain, Steven, and Lionel Standing. "Impairment of Cognition, Risk-Taking, and Self-Perception by Alcohol." Perceptual and Motor Skills 69, no. 1 (August 1989): 199–210. http://dx.doi.org/10.2466/pms.1989.69.1.199.

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The effects of alcohol on risk-taking, visual signal detection, and perceptual-motor skills were examined under controlled conditions. Skill in two videogame tasks (driving and racquetball simulations) was unaffected by a massive dose of alcohol, whereas risk-taking in the driving task was increased. Alcohol also impaired performance on the signal-detection task, decreasing both perceptual vigilance and caution ( d' and beta). The dependent measures yielded minor correlations with personality and biographical variables, although men were more skilled and riskier in their behaviour than women. A second experiment employing the signal-detection task indicated that even moderate doses of alcohol can significantly impair visual perception and perceptual decision making. Both studies showed that subjects who receive a massive dose of alcohol (bac .12% or .16%) significantly underestimate the amount consumed, and rate themselves as being much less than totally drunk.

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Sousa, Vanessa de, and Fabián J. M. Rueda. "The Relationship Between Perceptual Motor Skills and Attention." Paidéia (Ribeirão Preto) 27, no. 66 (April 2017): 24–32. http://dx.doi.org/10.1590/1982-432727662017046201704.

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Abstract: Although the relationship between perceptual motor skills and attention is reported in the literature, few studies have empirically explored this association. Thus, the objective of this study was to investigate the relationship between these constructs, using the Bender-Gestalt Test: Gradual Scoring System (B-SPG) and the Psychological Battery for Attention Assessment (BPA). The participants were 320 children from four public schools in a city located in the South of the state of Minas Gerais, with ages ranging from seven to 10 years (M = 8.39, SD = 1.10) and 196 (55.9 %) female. The results showed negative, moderate and significant correlations between the total scores of the instruments, indicating the relationship between the constructs. Although the data has confirmed the existence of a relationship between perceptual motor skills and attention, further studies with samples from other regions are necessary.

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Schoemaker, Marina M., Marleen van der Wees, Boudien Flapper, Nienke Verheij-Jansen, Sonja Scholten-Jaegers, and Reint H. Geuze. "Perceptual skills of children with developmental coordination disorder." Human Movement Science 20, no. 1-2 (March 2001): 111–33. http://dx.doi.org/10.1016/s0167-9457(01)00031-8.

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Miller-Sims, Vanessa C., and Sarah W. Bottjer. "Development of Auditory-Vocal Perceptual Skills in Songbirds." PLoS ONE 7, no. 12 (December 20, 2012): e52365. http://dx.doi.org/10.1371/journal.pone.0052365.

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Mostafa, Eman. "Perceptual Visual Skills in Delayed Language Developed Children." Egyptian Journal of Ear, Nose, Throat and Allied Sciences 18, no. 2 (July 2017): 127–29. http://dx.doi.org/10.1016/j.ejenta.2017.07.005.

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Fadde, Peter J., and Leonard Zaichkowsky. "Training perceptual-cognitive skills in sports using technology." Journal of Sport Psychology in Action 9, no. 4 (October 2, 2018): 239–48. http://dx.doi.org/10.1080/21520704.2018.1509162.

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BROADBENT, DAVID P., JOE CAUSER, PAUL R. FORD, and A. MARK WILLIAMS. "Contextual Interference Effect on Perceptual–Cognitive Skills Training." Medicine & Science in Sports & Exercise 47, no. 6 (June 2015): 1243–50. http://dx.doi.org/10.1249/mss.0000000000000530.

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Gupta, Anita, Saibal Kumar Saha, Neeta Dhusia Sharma, and Ajeya Jha. "Perceptual Differences Across Various Stakeholder Groups." International Journal of Asian Business and Information Management 12, no. 3 (July 2021): 43–66. http://dx.doi.org/10.4018/ijabim.20210701.oa4.

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In 2009, National Skill Development (NSD) Policy was reformed to modify the vocational education system in India. The skills development and entrepreneurship policy developed in 2015 tries to solve the challenges of skill development by inspiring early signs, development, and variations. The present study is based on a primary survey conducted in four districts of Sikkim involving 600 respondents from amongst the various stakeholders and examines whether there is any significant difference in the expressed belief held by stake-holders vis-à-vis the challenges identified in the skill eco space in Sikkim. These challenges are namely resistance to relocation by Sikkim's youth for employment, stigma against labor-oriented jobs, preference for government jobs, belief that skilling is for low academic achievers, and lack of industrial opportunities and development in the State of Sikkim. The findings can be utilized for suggesting recommendations and way forward to remove these barriers for better outreach and effective implementation of various schemes by adopting suitable practices.

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Howe, Tsu-Hsin, Hao-Ling Chen, Candy Chieh Lee, Ying-Dar Chen, and Tien-Ni Wang. "The Computerized Perceptual Motor Skills Assessment: A new visual perceptual motor skills evaluation tool for children in early elementary grades." Research in Developmental Disabilities 69 (October 2017): 30–38. http://dx.doi.org/10.1016/j.ridd.2017.07.010.

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Petrakis, Elizabeth. "Sex Differences and Specificity of Anticipation of Coincidence." Perceptual and Motor Skills 61, no. 3_suppl (December 1985): 1135–38. http://dx.doi.org/10.2466/pms.1985.61.3f.1135.

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This investigation was conducted to determine if anticipation of coincidence as measured by the Bassin timer relates to “real world” skill of ball batting and to investigate further sex differences in perceptual-motor skills. 24 varsity athletes from a Midwest university's baseball and softball teams were tested on the Bassin timer and their batting averages were obtained from their respective coaches. A nonsignificant correlation suggests that the task on the Bassin timer is different from the anticipation of coincidence in hitting a softball or baseball. Evidence suggested that prior experience rather than sex may contribute to differences between men and women in perceptual-motor skills.

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Mardo, Elite, Galia Avidan, and Bat-Sheva Hadad. "Adults’ Markers of Face Processing Are Present at Age 6 and Are Interconnected Along Development." Perception 47, no. 10-11 (September 14, 2018): 1002–28. http://dx.doi.org/10.1177/0301006618794943.

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Recent studies on the development of face processing argue for a late, quantitative, domain-specific development of face processing, and face memory in particular. Most previous findings were based on separately tracking the developmental course of face perception skills, comparing performance across different age groups. Here, we adopted a different approach studying the mechanisms underlying the development of face processing by focusing on how different face skills are interrelated over the years (age 6 to adulthood). Specifically, we examined correlations within and between different categories of tasks: face domain-specific skills involving face recognition based on long-term representations (famous face), and short-term memory retention (Cambridge Face Memory Test), perceptual face-specific marker (inversion effect), global effects in scene perception (global–local task), and the perception of facial expressions. Factor analysis revealed that face identity skills have a similar pattern of interrelations throughout development, identifying two factors: a face domain-specific factor comprising adultlike markers of face processing and a general factor incorporating related, but nonspecific perceptual skills. Domain-specific age-related changes in face recognition entailing short- and long-term retention of face representations were observed, along with mature perceptual face-specific markers and more general perceptual effects predicting face perception skills already at age 6. The results suggest that the domain-specific changes in face processing are unlikely to result from developmental changes in perceptual skills driving face recognition. Instead, development may either involve improvement in the ability to retain face representations in memory or changes in the interactions between the perceptual representations of faces and their representations in long-term memory.

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Song, Sang-Hyup. "Effect of Perceptual Exercise Program on Basic Motor Skills in a Child with Intellectual Disability: Single Subject Research Design." Asian Journal of Kinesiology 22, no. 1 (January 31, 2020): 24–32. http://dx.doi.org/10.15758/ajk.2020.22.1.24.

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OBJECTIVES The purpose of this study was to identify the effect of perceptual exercise program on basic motor skills in a child with intellectual disability.METHODS One child with intellectual disability was participated in this study. Perceptual exercise program was performed 60 minutes per session, twice a week for 32 weeks. To evaluate the basic motor skills of the subject pre and post the exercise, subject was measured in six areas of operational skills including throwing, catching, kicking, hitting, bouncing, and rolling; two areas of movement skills including balance beam, walking backward; and two areas of stabilization skills including standing with one leg and escaping.RESULTS The subject who participated in this study gained 60% throwing, 60% catching, 80% kicking, 60% hitting, 80% bouncing, and 60% rolling was increased respectively in the operational skills and 80% balance beam, 100% walking backward in the movement skills, and 80% standing with one leg, 100% escaping in the stabilization skills.CONCLUSIONS Those results show that perceptual exercise program was positive influence on operational skills, movement skills and stabilization skills in a child with intellectual disability.

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McGregor, Karla K., and Richard G. Schwartz. "Converging Evidence for Underlying Phonological Representation in a Child Who Misarticulates." Journal of Speech, Language, and Hearing Research 35, no. 3 (June 1992): 596–603. http://dx.doi.org/10.1044/jshr.3503.596.

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The liquid, fricative, and affricate sounds in the phonological system of a single misarticulating child were the focus of converging analyses. These analyses included structured measures of perceptual and productive skills, language sampling, and acoustic analysis of seemingly homophonous forms. The results of perceptual and productive tasks indicated that the child’s perception of certain sounds was superior to his productions, but for other sounds, productive skill was superior to perceptual performance This child’s errors of production could be attributed to nonadultlike underlying representations A two-lexicon model of underlying representation best accounted for the data. The findings led to inferences about the child’s underlying perceptual and articulatory knowledge of fricative, affricate, and liquid sounds.

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Li, Jing, Lawrence E. M. Grierson, Mary X. Wu, Ronny Breuer, and Heather Carnahan. "Perceptual Motor Features of Expert Acupuncture Lifting-Thrusting Skills." Acupuncture in Medicine 31, no. 2 (June 2013): 172–77. http://dx.doi.org/10.1136/acupmed-2012-010265.

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Background Little is known with regard to how acupuncture skills are optimally taught, learnt and evaluated despite clear evidence that technical skill acquisition is important to trainee success in health professions. Objectives This study reports an investigation of the sensorimotor aspects of the acupuncture lifting-thrusting skill in order to highlight the important kinematic and kinetic features of the action. The study also explores the role of perceptual acuity in accurate acupuncture performance. Methods Twelve novice and 12 expert acupuncturists watched a standardised video demonstrating the mild reinforcing and reducing technique of lifting-thrusting on an acupuncture point and then performed 10 trials of the technique on an artificial skin pad mounted on a six-axis force transducer with an infrared light-emitting diode affixed to the index finger of their dominant hand. The force transducer measured the force applied by participants as they needled the acupuncture point while an optoelectric camera measured the position of the diode. Subsequently, the participants engaged in two tests of general perceptual acuity. Results Repeated measures analyses of variance indicated that experts are more consistent in their trial-by-trial amplitude (p=0.03) and lifting-thrusting velocity (p=0.029) than novices. Measures of perceptual acuity revealed no differences between novices and experts. Conclusions Movement amplitude and velocity consistency are the action features of the mild reinforcing and reducing lifting-thrusting skill that differentiate the performances of experts from novices. The acquisition of acupuncture expertise is a function of extended practice rather than any inherent perceptual ability.

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De Mojà, Carmelo A., Massimo Reitano, and Pantaleo De Marco. "Anxiety, Perceptual and Motor Skills in an Underwater Environment." Perceptual and Motor Skills 65, no. 2 (October 1987): 359–65. http://dx.doi.org/10.2466/pms.1987.65.2.359.

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This research has analyzed the perceptual and motor skills in an underwater environment at 30 m of 24 subjects differing in diving experience. The State-Trait Anxiety Inventory, Form X-1, was administered to evaluate possible changes in anxiety associated with hyperbaric conditions during the perceptual and motor task. Analysis indicates that in comparison with experienced divers, less experienced divers showed a performance decrement. No changes in anxiety were observed.

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Hodges, Nicola J., Pearson A. Wyder-Hodge, Shawn Hetherington, Joseph Baker, Zachary Besler, and Miriam Spering. "Topical Review: Perceptual-cognitive Skills, Methods, and Skill-based Comparisons in Interceptive Sports." Optometry and Vision Science 98, no. 7 (July 2021): 681–95. http://dx.doi.org/10.1097/opx.0000000000001727.

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Fusco, Natália, Giseli Donadon Germano, and Simone Aparecida Capellini. "Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia." CoDAS 27, no. 2 (April 2015): 128–34. http://dx.doi.org/10.1590/2317-1782/20152014013.

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Purpose: To verify the efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. Methods: The participants were 20 students from third to fifth grade of a public elementary school in Marília, São Paulo, aged from 8 years to 11 years and 11 months, distributed into the following groups: Group I (GI; 10 students with developmental dyslexia) and Group II (GII; 10 students with good academic performance). A perceptual and visual-motor intervention program was applied, which comprised exercises for visual-motor coordination, visual discrimination, visual memory, visual-spatial relationship, shape constancy, sequential memory, visual figure-ground coordination, and visual closure. In pre- and post-testing situations, both groups were submitted to the Test of Visual-Perceptual Skills (TVPS-3), and the quality of handwriting was analyzed using the Dysgraphia Scale. Results: The analyzed statistical results showed that both groups of students had dysgraphia in pretesting situation. In visual perceptual skills, GI presented a lower performance compared to GII, as well as in the quality of writing. After undergoing the intervention program, GI increased the average of correct answers in TVPS-3 and improved the quality of handwriting. Conclusion: The developed intervention program proved appropriate for being applied to students with dyslexia, and showed positive effects because it provided improved visual perception skills and quality of writing for students with developmental dyslexia.

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López Gómez, María José, Teresa Bajo Molina, Presentación Padilla Benítez, and Julio Santiago de Torres. "Predicting proficiency in signed language interpreting." Interpreting. International Journal of Research and Practice in Interpreting 9, no. 1 (June 1, 2007): 71–93. http://dx.doi.org/10.1075/intp.9.1.05lop.

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An empirical study was designed to identify which perceptual-motor, cognitive and personality factors may underlie both acquisition of a signed language as a B language and development of signed language interpreting skills. If abilities that are potentially needed are found, a previous assessment of candidates’ potential for developing signed-language interpreting skills could be useful in identifying which students are likely to obtain good results during training. Perceptual-motor and cognitive skills, personality factors and academic background were hypothesized as possible predictors of success. Results showed that perceptual-motor and cognitive abilities are more important than personality traits in predicting proficiency in learning a signed language and developing signed-language interpreting abilities. Perceptual-motor coordination is the most reliable factor for predicting signed language proficiency, followed by other cognitive and personal factors.

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Addy, Lois M. "A Perceptuo-Motor Approach to Handwriting." British Journal of Occupational Therapy 59, no. 9 (September 1996): 427–32. http://dx.doi.org/10.1177/030802269605900909.

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The process of handwriting involves the complicated coordination of motor, perceptual and cognitive skills, which do not develop spontaneously but require considerable explanation, experimentation, demonstration and practice. This is an area in which pupil support services and occupational therapists are increasingly being asked for advice. This article describes the evaluation of a unique programme of motor and perceptual exercises, which aims to develop the control and presentation of the written word. The ‘Teodorescu’ programme has been found to be beneficial in improving the handwriting of many children, including those with mild learning difficulties and those with perceptuo-motor weaknesses.

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Beveridge, Sandy K., and Sandy K. Gangstead. "Teaching Experience and Training in the Sports Skill Analysis Process." Journal of Teaching in Physical Education 7, no. 2 (January 1988): 103–14. http://dx.doi.org/10.1123/jtpe.7.2.103.

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This study investigated the effects of teaching experience and instruction on visual retention and knowledge of selected sports skills. Prior to and after 30 hours of instruction, 31 experienced teachers and 29 undergraduates were administered the Utah Skills Analysis Test (USKAT) to assess both visual retention of performance and knowledge of correct motor patterns. Before instruction, teachers performed slightly better than undergraduates on the perceptual portion of USKAT, whereas there were no significant differences on the knowledge portion. A repeated measures analysis indicated significant treatment effects across groups on both perceptual and knowledge measures, with undergraduates exhibiting greater pretest to posttest gains than teachers on both dependent variables. A one-way ANOVA conducted on gain score data of subjects blocked into high, medium, and low functional performance levels based upon pretreatment scores revealed significant differences in perceptual performance between the blocks. It was concluded that (a) both teachers and undergraduates demonstrated the ability to improve performance in qualitative skills analysis, (b) undergraduates appear more responsive to specific instructional protocol than experienced teachers, and (c) entry level performance may influence the impact of the protocol on sport skill analysis performance.

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Leonard, Penelope, Cheryl Foxcroft, and Tertia Kroukamp. "Are Visual-Perceptual and Visual-Motor Skills Separate Abilities?" Perceptual and Motor Skills 67, no. 2 (October 1988): 423–26. http://dx.doi.org/10.2466/pms.1988.67.2.423.

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This study explored the independence of visual-perceptual and visual-motor abilities. Scores on the Motor-free Visual Perception Test were correlated by Pearson's method with scores on tests that weight the visual-perceptual, motor, and visual-motor components differently. Small but significant correlations were found between the Motor-free Visual Perception Test and tests of visual-motor integration, but there was no relationship between the motor-free test and tests of motor ability. These findings support the premise that tests of visual perception, visual-motor integration, and motor ability measure different skills.

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Reisberg, Kirkke, Eva-Maria Riso, and Jaak Jürimäe. "Physical Activity, Fitness, and Cognitive Performance of Estonian First-Grade Schoolchildren According Their MVPA Level in Kindergarten: A Longitudinal Study." International Journal of Environmental Research and Public Health 18, no. 14 (July 16, 2021): 7576. http://dx.doi.org/10.3390/ijerph18147576.

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Little is known about the longitudinal trajectories and associations regarding physical activity (PA), physical fitness (PF), and cognitive skills in childhood. Accelerometer-based PA, sedentary behavior (SB), PF, and cognitive skills were measured in Estonian children (n = 147) in kindergarten (6.6 years) and again at school (7.6 years). Children were subgrouped into lower and upper quartiles by their moderate-to-vigorous PA (MVPA) at 6.6 years. Children in the upper quartile had lower SB, higher PA, and greater muscular strength. Attending school, MVPA in the lower quartile improved. In both subgroups, most strength values and cognitive skills improved, while balance deteriorated in first grade. In the upper quartile, a greater MPA at 6.6 years predicted lower perceptual skills at 7.6 years. A greater SB at 6.6 years predicted higher verbal skills, light and moderate PA and MVPA, and lower verbal skills at 7.6 years after taking into account confounding factors such as the child’s sex, age, awake wear time (AWT), maternal education, and/or child’s sports participation. A vigorous PA at 6.6 years predicted perceptual (in upper quartile) or verbal (in lower quartile) skills at 7.6 years after controlling for similar confounders. No correlation for PF at 6.6 years and cognitive skills at 7.6 years existed; after adjusting for the above-mentioned confounders relative to upper/lower-limb strength, the 4 × 10 m shuttle run results predicted higher perceptual or verbal skills; static balance and cardiorespiratory fitness predicted lower verbal skills. Cardiorespiratory fitness predicted higher perceptual skills after controlling for sex, age, and AWT. Overall, PA and strength were constantly better and SB lower in the upper quartile, yet the lower quartile demonstrated improved MVPA in first grade, and both subgroups increased most components of their strength and cognitive skills in first grade. Higher levels of VPA at kindergarten predicted either better perceptual or verbal skills in first grade after controlling for confounders; the opposite associations were found for other PA levels and cognitive skills in the higher quartile. PF components at kindergarten predicted either superior or inferior cognitive skills in first grade after adjusting for confounders.

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Brady, Frank. "Sports Skill Classification, Gender, and Perceptual Style." Perceptual and Motor Skills 81, no. 2 (October 1995): 611–20. http://dx.doi.org/10.1177/003151259508100250.

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This study was designed to examine the relationship of sport classification and gender to perceptual style. 102 male and female undergraduate students from open-skilled, closed-skilled and nonathletic groups were administered the Rod and Frame Test and the Embedded Figures Test. Analysis of variance indicated men to be more field independent than women on the Rod and Frame Test, while there were no gender differences on the Embedded Figures Test. Athletes performing open and closed skills scored significantly more field independent on the Rod and Frame Test than the nonathletes. There were no significant differences among the groups on the Embedded Figures Test. No correlation between the two measures of perceptual style was obtained.

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Demorest, Steven M., and Ann Clements. "Factors Influencing the Pitch-Matching of Junior High Boys." Journal of Research in Music Education 55, no. 3 (October 2007): 190–203. http://dx.doi.org/10.1177/002242940705500302.

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The skill of pitch-matching is a prerequisite for even the most casual musical participation. While singing accuracy has been carefully researched at the elementary level, there has been comparatively less research done with adolescents. The purpose of the study described here was to examine the influence of perceptual ability, task demands, and singing range on the pitch-matching performance of adolescent boys in various stages of the voice change. We found significant differences between certain, inconsistent, and uncertain singers in their perceptual skills and found that a contextual pitch-matching condition was significantly easier than a single-pitch condition. There was no difference by singing range. Future research should explore the progression of these skills longitudinally and continue to examine performance related to different task demands.

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Arifin, Mustofa, Hardi Suyitno, and Nuriana Rachmani Dewi (Nino Adhi). "Mathematics Creative Thinking Skills in Problem-Based Learning Model Reviewed from Learners’ Curiosity and Gender." Journal of Primary Education 9, no. 5 (December 31, 2020): 511–17. http://dx.doi.org/10.15294/jpe.v9i5.43223.

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Creative thinking skills are important to be trained in mathematics learning because solving math problems cannot be separated from these skills. This research described learners’ mathematics creative thinking skills reviewed by curiosity and gender. This research is sequential explanatory research with a mixed methods with quantitative and qualitative approaches. Thirty-five learners of the 10th graders learning group were given a curiosity test to discover their curiosity types. They were stimulated by problem-based learning to develop their mathematics creative thinking skills. The findings showed that learners had various mathematics, creative thinking skills. They were proven by epistemic, perceptual curiosity, and perceptual curiosity diverse learners for both males and females. They were creative. The male learners with epistemic curiosity diverse categories were also creative while the female was very creative. Based on this research, the mathematical creative thinking ability of female gender students with the epistemic curiosity type is more dominant than perceptual curiosity.

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de Waal, Elna, Anita E. Pienaar, and Dané Coetzee. "Influence of Different Visual Perceptual Constructs on Academic Achievement Among Learners in the NW-CHILD Study." Perceptual and Motor Skills 125, no. 5 (July 22, 2018): 966–88. http://dx.doi.org/10.1177/0031512518786806.

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Visual perception plays an important and integrating role in the development of cognitive abilities and perceptual-motor skills. Visual perception comprises different independent constructs that may function in an integrative manner. This study aimed to determine whether (and the extent to which) various visual-perceptual constructs influence the academic achievement of 12-year-old school children. In a cross-sectional analysis, we extracted only 2016 data from 581 learners (mean age = 12.92 years, SD = 0.42) who were participants in the North-West Child Health, Integrated with Learning and Development longitudinal study (2010–2016). We used the Test of Visual Perceptual Skills, Third Edition, the North-West Provincial Assessment and mid-year school examination reports to determine visual perceptual abilities and academic achievement of this participant group. We calculated correlations between visual perceptual constructs and academic performance using Spearman rank order correlations and separately analyzed the influence of gender and socioeconomic status with independent T tests. Different visual perceptual constructs did have significant influences on specific areas of academic learning and on academic achievement generally ( r = .26 to r = .41). Spatial relationships showed slightly greater correlations with academic achievement ( r = .15 to r = .33) than did other basic visual perceptual constructs, possibly because spatial relationships are not completely developed at age 12. Complex and basic visual perceptual skills had medium significant retrospective correlations with grade point average ( r = .40 and r = .41) and first additional language ( r = .30 and r = .33). We concluded that basic and complex visual perceptual constructs remain important for academic achievement in this age-group, while gender and socioeconomic status influence both visual perceptual abilities and academic achievement.

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Journal articles on the topic 'Perceptual skills'

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