Academic literature on the topic 'Social motor coordination'
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Journal articles on the topic "Social motor coordination"
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Schmidt, R. C., Paula Fitzpatrick, Robert Caron, and Joanna Mergeche. "Understanding social motor coordination." Human Movement Science 30, no. 5 (October 2011): 834–45. http://dx.doi.org/10.1016/j.humov.2010.05.014.
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Marin, Ludovic, Johann Issartel, and Thierry Chaminade. "Interpersonal motor coordination." Interaction Studies 10, no. 3 (December 10, 2009): 479–504. http://dx.doi.org/10.1075/is.10.3.09mar.
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Here, we propose that bidirectionality in implicit motor coordination between humanoid robots and humans could enhance the social competence of human–robot interactions. We first detail some questions pertaining to human–robot interactions, introducing the Uncanny Valley hypothesis. After introducing a framework pertinent for the understanding of natural social interactions, motor resonance, we examine two behaviors derived from this framework: motor coordination, investigated in and informative about human–human interaction, and motor interference, which demonstrate the relevance of the motor resonance framework to describe human perception of humanoid robots. These two lines of investigation are then put together to “close the loop” by proposing to implement a key feature of motor coordination, bidirectionality, in robots’ behavior. Finally, we discuss the feasibility of implementing motor coordination between humanoid robots and humans, and the consequences of this implementation in enhancing the social competence of robots interacting with humans. Keywords: interpersonal interaction, motor resonance, motor coordination, motor interference, social robotics, anthropomorphism
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Varlet, Manuel, Ludovic Marin, Stéphane Raffard, R. C. Schmidt, Delphine Capdevielle, Jean-Philippe Boulenger, Jonathan Del-Monte, and Benoît G. Bardy. "Impairments of Social Motor Coordination in Schizophrenia." PLoS ONE 7, no. 1 (January 17, 2012): e29772. http://dx.doi.org/10.1371/journal.pone.0029772.
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Varlet, Manuel, Ludovic Marin, Stephane Raffard, Richard C. Schmidt, Delphine Capdevielle, Jean-Philippe Boulenger, Jonathan Del-Monte, and Benoit G. Bardy. "Disorders of Social Motor Coordination in Schizophrenia." BIO Web of Conferences 1 (2011): 00091. http://dx.doi.org/10.1051/bioconf/20110100091.
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Pfeiffer, Rita, Mark Wallace, and Miriam Lense. "Social motor coordination during adult-child interactions." Annals of the New York Academy of Sciences 1423, no. 1 (May 4, 2018): 275–83. http://dx.doi.org/10.1111/nyas.13651.
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Fine, Justin M., and Eric L. Amazeen. "Stabilizing perceptual-motor asymmetries during social coordination." Human Movement Science 34 (April 2014): 91–108. http://dx.doi.org/10.1016/j.humov.2014.01.004.
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Faßbender, Daniel M., Katharina Kreffter, Simon Götz, Maurus Hagemeister, Stefanie Lisak-Wahl, Thuy Ha Nguyen, Theodor Stemper, and Simone Weyers. "Is the Level of Motor Development at School Entry Related to the Use of Municipal Exercise Programs? A Social-Differential Analysis." International Journal of Environmental Research and Public Health 19, no. 5 (March 5, 2022): 3047. http://dx.doi.org/10.3390/ijerph19053047.
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Children’s motor development is socially unevenly distributed despite many municipal exercise programs (EXP). It has not been sufficiently investigated whether and how they appeal to children from different social backgrounds. This study investigates the use of municipal EXP in preschool age and the association between participation and motor development considering social circumstances. In school entry health examinations, parents were asked about participating in various EXP (response = 65.5%; n = 6480). Motor development, i.e., body coordination and visual-motor coordination, were assessed by a social pediatric development screening, and social circumstances by migration background (MB) and parental education (PE). Poisson regression estimated adjusted Incidence Rate Ratios (IRR; 95% confidence interval, 95%—CI) for relationships between social circumstances and participation in programs and participation and body coordination/visual-motor coordination. Children with MB (IRR 0.73; 95%—CI 0.71–0.75) and low PE (IRR 0.45; 95%—CI 0.40–0.50) used EXP less often. Children participating less often have a finding in body- (IRR 0.76; 95%-CI 0.63–0.90) and visual-motor coordination (IRR 0.47; 95%—CI 0.35–0.62). Significant effects were found for children with and without MB and higher PE. Municipalities should make EXP more attractive for families with MB and low PE.
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Knežević, Dora. "Motor abilities of children with childhood apraxia of speech." Hrvatska revija za rehabilitacijska istraživanja 58, no. 2 (December 22, 2022): 81–91. http://dx.doi.org/10.31299/hrri.58.2.5.
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Previous studies on fine and gross motor skills of children with childhood apraxia of speech (CAS) have reported inconclusive results. In this study, we investigate the motor abilities of children with CAS by focusing on three distinct motor factors: control during movement, fine motor skills/handwriting, and general coordination. Participants included 25 children with CAS and 20 age-matched typically developing (TD) children between the ages of 5 and 7 years. Motor abilities were evaluated using a parent questionnaire - the Croatian version of The Developmental Coordination Disorder Questionnaire (DCDQ-HR). Compared to age-matched TD children, those with CAS showed significantly poorer overall motor ability based on the DCDQ-HR, as well as on all three motor factors: control during movement, fine motor skills/handwriting, and general coordination. Even though their results were worse than TD children, they were still within the range that indicates normal motor abilities. Among the three motor factors considered, children with CAS exhibited significant problems with fine motor skills/handwriting. Children with CAS may not be categorised as children with motor deficits, but they exhibit poor overall motor abilities, especially fine motor skills, compared to TD children. This study supports the premise that co-occurring language impairment is an important variable to consider when discussing motor abilities in CAS.
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Cummins, Ariane, Jan P. Piek, and Murray J. Dyck. "Motor coordination, empathy, and social behaviour in school-aged children." Developmental Medicine & Child Neurology 47, no. 7 (February 13, 2007): 437–42. http://dx.doi.org/10.1111/j.1469-8749.2005.tb01168.x.
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Piek, Jan P., Greer S. Bradbury, Sharon C. Elsley, and Lucinda Tate. "Motor Coordination and Social–Emotional Behaviour in Preschool‐aged Children." International Journal of Disability, Development and Education 55, no. 2 (May 7, 2008): 143–51. http://dx.doi.org/10.1080/10349120802033592.
Full textDissertations / Theses on the topic "Social motor coordination"
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Cantell, Marja. "Developmental coordination disorder in adolescence : perceptual-motor, academic and social outcomes of early motor delay." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264123.
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Gueugnon, Mathieu. "Improvisation socio-motrice : quels impacts sur le comportement moteur ?" Thesis, Montpellier, 2016. http://www.theses.fr/2016MONT4002/document.
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Ce travail de thèse étudie l’improvisation socio-motrice, entre deux personnes. Nos capacités d’improvisation reflètent notre faculté à interagir avec autrui en adaptant nos réponses comportementales à celles de l’autre. Deux paramètres rendent compte de ces capacités : la créativité motrice, c’est-à-dire la richesse des mouvements, et la coordination interpersonnelle. Bien que fondamentaux dans le succès de nos interactions sociales, leur investigation conjointe, jamais réalisée, semble nécessaire. Le but de cette thèse était donc d’investiguer les comportements moteurs inter- et intra-personnels en situation d’improvisation. Pour cela, nous avons d’abord : (i) recueilli et défini les méthodes d’analyse de la créativité motrice et de la coordination, (ii) analysé les capacités d’improvisation et leur acquisition, (iii) mesuré l’effet de l’improvisation sur l’organisation posturale de chacun, et finalement (iv) évalué les capacités d’improvisation en présence d’un déficit d’interaction sociale (associé à la schizophrénie). Pris ensemble, nos résultats indiquent que l’improvisation socio-motrice est un bon témoin de nos interactions sociales. Nous montrons précisément que les capacités d’improvisation permettent de discriminer un individu sain d’un individu souffrant de déficit social. La coordination interpersonnelle semble jouer un rôle fondamental, aussi bien dans l’acquisition de l’improvisation que dans la stabilité posturale qui la sous-tend. Ces résultats sont discutés à travers l’approche des patrons dynamiques de coordination. Nous proposons un modèle simplifié de l’improvisation intégrant la coordination et la créativité. Nos conclusions offrent des perspectives permettant de mieux comprendre et améliorer nos interactions sociales, en présence ou non de désordres sociauxThis work investigates the socio-motor improvisation that occurs between two people. Improvisation capacities rely on our ability to interact with others by adapting our own behavioral answers to those of the other. Two parameters display these capacities: motor creativity (i.e., the richness of our movements) and interpersonal coordination. Although these two parameters are fundamental in the success of social interaction, they were never investigated jointly. This was the goal of our thesis. We aimed to explore intra- and interpersonal motor behaviors during improvisation. To do so, (i) we reviewed existing methods analyzing creativity and coordination, and proposed new ones, (ii) we measured improvisation capacities and their possible acquisition, (iii) we evaluated the influence of improvisation on postural organization of each person and (iv) we assessed the ability to improvise in presence of social deficits (associated with schizophrenia). Taken together, our results demonstrate that socio-motor improvisation is a good candidate to capture our social interactions. More precisely, we show that such capacities could discriminate healthy people from patients suffering from social deficits. Interpersonal coordination seems fundamental since it improves improvisation capacities and postural stability during social interaction. These results are discussed in the conceptual framework of the dynamical approach to movement coordination. We propose a simplified model of socio-motor improvisation including creativity and coordination. Finally, our conclusions offer new perspectives for the understanding and the improvement of social interactions, in presence or not of social disorders
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Del, Monte Jonathan. "Effet des pathologies mentales sur les comportements sociaux non-verbaux dans la communication humaine." Thesis, Montpellier 3, 2013. http://www.theses.fr/2013MON30102.
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L’objectif de ce travail porte sur l’évaluation des comportements sociaux non-verbauxdans la pathologie schizophrénique. Pour cela, nous avons utilisé la Motor-Affective-Social-Scale (Trémeau et al., 2008) dans le but d’évaluer les gestes co-verbaux qui accompagnent lediscours (sourires et gestes des mains spontanés et expression faciale volontaire), ainsi que leparadigme expérimental des pendules (Schmidt & O’Brien, 1997) permettant d’évaluer lastabilité des coordinations motrices interpersonnelles (CMI). Nos études 1 & 2 démontrentque la schizophrénie induit une réduction significative des gestes co-verbaux, ainsi qu’unediminution de la stabilité des CMI. Nos études 3 & 4 mettent en évidence que la diminutionde la stabilité des CMI dans la schizophrénie est également présente chez les apparentés depremier degré et ce, en dehors de toute influence de l’âge chronologique. Ces résultatssuggèrent que les déficits de CMI pourraient être considérés comme de potentiels phénotypesintermédiaires de la schizophrénie. Enfin, les études 5 & 6 suggèrent qu’il est possible defavoriser la production des comportements sociaux non-verbaux ainsi que de favoriser lastabilité des CMI chez les patients en utilisant une tâche expérimentale d’amorçage socialnon-conscient. Ces travaux ont permis de compléter les connaissances théoriques, de mettreen lumière l’importance des comportements moteurs, de mettre en évidence un nouveaumarqueur phénotypique et d’explorer une nouvelle voie de prise en charge des troubles dufonctionnement social dans la schizophrénieThe aim of this work was to assess the social motor behaviors in schizophrenia. In ourexperimental situations, we used the Motor-Affective-Social-Scale (Trémeau et al., 2008) toassess the social motor behaviors (spontaneous smiles and hand gestures and voluntary facialexpression) and the hand-held pendulum task (Schmidt & O’Brien, 1997) to assess theinterpersonal social motor coordination. In studies 1 & 2, we showed a social behaviorsreduction and interpersonal social motor coordination impairment in schizophrenia. In studies3 & 4, we showed that first degree-relatives of schizophrenia patients have a similarinterpersonal social motor impairment. These results suggested that interpersonal social motorcoordination could be a potential intermediate phenotype of schizophrenia. Finally, thesestudies 5 & 6 showed that the social motor behaviors, including interpersonal social motorcoordination, could be significantly promoted using pro-social priming effect. In conclusion,this dissertation allowed us to better understand the schizophrenia disorder, to demonstrate thenecessity of taking into account the motor dimensions in mental disorders with socialinteraction deficits, to suggest that intentional interpersonal coordination impairments mightbe a potential motor intermediate phenotype of schizophrenia and to propose a newrehabilitation protocol to improving the social functioning in schizophrenia
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Hassebrock, Justin A. "Informationally Coupled Social Problem Solving: The Role of Fractal Structure and Complexity Matching During Interpersonal Coordination." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563189930963608.
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Varlet, Manuel. "Dynamique des coordinations interpersonnelles : influence des contraintes informationnelles." Thesis, Montpellier 1, 2011. http://www.theses.fr/2011MON14003/document.
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Résumé. Nos mouvements sont souvent coordonnés avec ceux d'autres personnes. Ces coordinations interpersonnelles influencent la performance dans certaines activités sportives mais également le succès de nos interactions sociales dans la vie quotidienne. Les recherches passées ont permis de mieux comprendre les processus perceptivo-moteurs qui sous-tendent le contrôle des coordinations interpersonnelles et d'identifier l'influence de certaines contraintes informationnelles comme la façon avec laquelle un acteur prélève de l'information sur les mouvements observés. Il reste néanmoins souvent difficile de comprendre pourquoi nos mouvements se coordonnent plus facilement avec ceux de certaines personnes. A travers le cadre conceptuel et méthodologique de l'approche dynamique, nous tentons au cours de cette thèse de mieux comprendre les contraintes informationnelles qui influencent la dynamique des coordinations interpersonnelles. Pris ensemble, les résultats de nos études montrent que les coordinations interpersonnelles ne dépendent pas uniquement de la manière dont l'information est prélevée mais aussi de la nature de cette information. Nous mettons en évidence que les propriétés des mouvements avec lesquels nous nous coordonnons influencent les coordinations interpersonnelles. La dynamique de coordination dépend de la nature discrète ou continue, de l'amplitude, et de la coordination intrapersonnelle des mouvements des personnes avec lesquelles nous interagissons. Nous montrons également que le prélèvement de l'information, et plus généralement les processus perceptivo-moteurs sous-tendant les coordinations interpersonnelles sont affectés par la pathologie, ici la schizophrénie, mais sont améliorés par l'apprentissage, ici une habileté sportive. Ces résultats contribuent à une meilleure compréhension des contraintes informationnelles influençant la dynamique des coordinations interpersonnelles. Ils nous permettent de proposer des pistes prometteuses pour l'aide aux personnes montrant un déficit d'interaction socialeAbstract. Our movements are often coordinated to those of other people. Such interpersonal coordination influences the performance in sport activities but also the success of our everyday social interactions. Previous research led to a better understanding of the perceptivo-motor processes underlying the control of interpersonal coordination and identified the influence of some informational constraints such as how an actor pick up information on the movements observed. It is however often difficult to understand why our movements are more easily coordinated to those of some people. Using the conceptual and methodological framework of the dynamical approach, we aim in this thesis at further understanding the informational constraints influencing the interpersonal coordination dynamics. Collectively, the results of our studies show that interpersonal coordination does not depend only on how information is picked up but also on the nature of this information. We show that the properties of the movements with those we coordinate influence interpersonal coordination. The coordination dynamics depend on the discrete or continuous nature, the amplitude, and the intrapersonal coordination of the movements of the people with who we interact. We also show that the pick up of the information, and more generally, the percetivo-motor processes underlying interpersonal coordination are affected by the pathology such as schizophrenia, and improved by learning, sport skills for example. These results lead to a better understanding of the informational constraints influencing interpersonal coordination dynamics. They represent promising research directions to help people having a deficit of social interactions
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Lodal, Katherine. "An exploration of the relationship between motor skills difficulties and wellbeing, educational and social outcomes." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-the-relationship-between-motor-skills-difficulties-and-wellbeing-educational-and-social-outcomes(b129f00e-c8c4-4c87-9704-b1c53902010a).html.
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This thesis explores the relationship between motor difficulties and wider educational, social and emotional outcomes. The first two sections have been prepared in accordance with author guidelines of the journals proposed for submission. The first paper presents a systematic review of the literature examining the effects of poor motor skills on self-esteem (global and/or domain specific) in children and adolescents. Four databases were searched for articles focusing on motor skills and self-esteem in children and adolescents. 26 potentially relevant studies were identified and from the 26, eight studies met the inclusion criteria. A synthesis of the studies reveals that there appears to be a relationship between motor skills and self-esteem, however this relationship is complex and likely to vary depending on age, gender and co-morbidity. Implications for EP practice are discussed. The second paper is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore outcomes for four KS2 children with motor skills difficulties who participated in the MMSP. The children's motor skills, social skills, academic outcomes and self-esteem were assessed using standardized measures pre and post intervention and at follow up. Semi-structured interviews and a focus group were used to elicit the views of pupils, the class teacher and the group leader. Results indicated improvements in some motor skill domains which were sustained at follow up. Qualitative data highlights perceived improvement in children's social skills, confidence, and use of meta-cognitive strategies. Further research is needed into outcomes of the MMSP on children's social skills and self-esteem. The third paper discusses the dissemination of the research, providing a summary of the research development implications from the research at, the research site and at a wider Local Authority level. A strategy for promoting the dissemination and impact of the research will be discussed.
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Tuncgenc, Bahar. "Movement synchrony, social bonding and pro-sociality in ontogeny." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:b766e5a0-9cbe-4af2-b545-3e87c3d6d573.
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Human sociality, with its wide scope, early ontogeny and pervasiveness across cultures, is remarkable from an evolutionary perspective. We form bonds with other individuals and live in large social groups. We help, empathise with and share our resources with others, who are unfamiliar and genetically unrelated to us. It has been suggested that interpersonal coordination and rhythmic synchronisation of movements may be one proximate mechanism that enables such widespread human sociality and facilitates cooperation. In the last decade, considerable research has examined the effect of movement synchrony on social bonding and cooperation. However, when this thesis started, there was virtually no experimental study investigating the ontogeny of the movement synchrony-social bonding link, which is proposed to have deep evolutionary roots and important, long-lasting consequences in social life. This thesis aims to investigate the effects of movement synchrony on social bonding and cooperative behaviour across different time points in ontogeny. Three experimental studies were conducted examining infancy, early childhood and middle childhood. Each study explored a different aspect of social bonding and cooperation based on the motor, social and cognitive developments that mark that age group. Study 1a found that at 12 months of age, infants prefer individuals who move in synchrony with them, when the individuals are social entities, but not when they are non-social. Study 1b showed no preferences for synchrony at 9 months in either social or non-social contexts, however. Study 2 revealed that in early childhood, performing synchronous movements actively with a peer facilitates helping behaviour among the children, as well as eye contact and mutual smiling during the interaction. Finally, Study 3 showed that the social bonding effects of movement synchrony applied to inter- group settings and that performing synchronous movements with out-groups increased bonding towards the out-group in middle childhood. This thesis followed an interdisciplinary, integrative and naturalistic approach, where (i) literature from a wide range of disciplines motivated and guided the present research; (ii) links between motor, social and cognitive aspects of development, which are often investigated separately, are formed; and (iii) the experiments were designed in ways that represent the real-life occurrences of the investigated phenomena. The current findings provide the first substantial evidence that movement synchrony facilitates social bonding and cooperation in childhood and thereby provides a foundation for future research.
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Gielniak, Michael Joseph. "Adaptation of task-aware, communicative variance for motion control in social humanoid robotic applications." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/43591.
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An algorithm for generating communicative, human-like motion for social humanoid robots was developed. Anticipation, exaggeration, and secondary motion were demonstrated as examples of communication. Spatiotemporal correspondence was presented as a metric for human-like motion, and the metric was used to both synthesize and evaluate motion. An algorithm for generating an infinite number of variants from a single exemplar was established to avoid repetitive motion. The algorithm was made task-aware by including the functionality of satisfying constraints. User studies were performed with the algorithm using human participants. Results showed that communicative, human-like motion can be harnessed to direct partner attention and communicate state information. Furthermore, communicative, human-like motion for social robots produced by the algorithm allows humans partners to feel more engaged in the interaction, recognize motion earlier, label intent sooner, and remember interaction details more accurately.
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Silva, Crhistiane Andressa da. "Efeitos de vocaliza??es de co-espec?ficos e do escuro sobre o ritmo circadiano da atividade motora em sag?is (Callithrix jacchus)." Universidade Federal do Rio Grande do Norte, 2007. http://repositorio.ufrn.br:8080/jspui/handle/123456789/17254.
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The principal zeitgeber for most of species is the light-dark photocycle (LD), though other environment factors as food availability, temperature and social cues may act. Daily adjustment of the circadian pacemaker may result from integration of environmental photic and non-photic cues with homeostatic cues. Characterization of non-photic effects on circadian timing system in diurnal mammals is scarce in relation to nocturnal, especially for ecologically significant cues. Thus, we analyzed the effect of conspecific vocalizations and darkness on circadian activity rhythm (CAR) in the diurnal primate Callithirx jacchus. With this objective 7 male adults were isolated in a room with controlled illumination, temperature (26,8 ? 0,2?C) and humidity (81,6 ? 3,6%), and partial acoustic isolation. Initially they were under LD 12:12 (~300:2 lux), and subsequently under constant illumination (~2 lux). Two pulses of conspecific vocalizations were applied in total darkness, separated by 22 days, at 7:30 h (external time) during 1 h. They induced phase delays at circadian times (CTs) 1 and 10 and predominantly phase advances at CTs 9 and 15. After that, two dark pulses were applied, separated by 14 days, during 1 h at 7:30 h (external time). These pulses induced phase delays at CTs 2, 3 and 18, predominantly phase advances at CTs 8, 10 and 19, and no change at CT 14. However, marmosets CAR showed oscillations in endogenous period and active phase duration influenced by vocalizations from animals outside the experimental room, which interfered on the phase responses to pulses. Furthermore, social masking and relative coordination with colony were observed. Therefore, phase responses obtained in this work cannot be attributed only to pulses. Afterwards, pulses of conspecific vocalizations were applied in total darkness at 19:00 h (external time), during 1 h for 5 consecutive days, and after 21 days, for 30 consecutive days, on attempt to synchronize the CAR. No animal was synchronized by these daily pulses, although oscillations in endogenous period were observed for all. This result may be due to habituation. Other possibility is the absence of social significance of the vocalizations for the animals due to random reproduction, since each vocalization has a function that could be lost by a mixture of sounds. In conclusion, conspecific vocalizations induce social masking and relative coordination in marmosets CAR, acting as weak zeitgeber
O principal zeitgeber para a maioria das esp?cies ? o ciclo claro-escuro (CE), por?m outros fatores ambientais como disponibilidade de alimento, temperatura e pistas sociais podem atuar. O ajuste di?rio do marcapasso circadiano deve resultar da integra??o de pistas ambientais, f?ticas e n?o-f?ticas, com pistas homeost?ticas. Como a caracteriza??o do efeito de est?mulos n?o-f?ticos sobre o sistema de temporiza??o circadiano em mam?feros diurnos ? escassa em rela??o aos noturnos, principalmente em rela??o a pistas com significado ecol?gico, analisamos o efeito de vocaliza??es de co-espec?ficos e do escuro sobre o ritmo circadiano de atividade motora (RCA) do primata diurno Callithrix jacchus. Com esse objetivo, foram isolados 7 machos adultos em uma sala com ilumina??o, temperatura (26,8 ? 0,2?C) e umidade (81,6 ? 3,6%) controladas e isolamento ac?stico parcial. Inicialmente os animais ficaram sob CE 12:12 (~300:2 lux) e posteriormente sob claro constante (~2 lux). Foram aplicados dois pulsos de vocaliza??es de co-espec?ficos em escuro total, com um intervalo de 22 dias, ?s 7:30 h (hor?rio local) durante 1 h. Esses pulsos desencadearam atrasos de fase nas horas circadianas (HCs) 1 e 10 e predominantemente avan?os de fase nas HCs 9 e 15. Depois foram aplicados dois pulsos de escuro, com um intervalo de 14 dias, ?s 7:30 h (hor?rio local) durante 1 h. Esses pulsos desencadearam atrasos de fase nas HCs 2, 3 e 18, predominantemente avan?os de fase nas HCs 8, 10 e 19, e nenhuma resposta na HC 14. Contudo, o RCA dos sag?is apresentou modula??es no per?odo end?geno e na dura??o da fase ativa por influ?ncia de vocaliza??es emitidas pelos animais de fora da sala, que interferiram nas respostas aos pulsos. Inclusive, foram observados mascaramento social positivo e coordena??o relativa com a col?nia. Portanto, as respostas de fase obtidas nesse trabalho n?o podem ser atribu?das apenas aos pulsos. Posteriormente foram aplicados pulsos de vocaliza??es de co-espec?ficos em escuro total ?s 19 h (hor?rio local), durante 1 h por 5 dias consecutivos, e ap?s 21 dias, por 30 dias consecutivos, para sincronizar o RCA. Nenhum animal sincronizou o RCA aos pulsos di?rios, embora tenham ocorrido modula??es no per?odo end?geno de todos. Esse resultado pode ter sido decorrente de habitua??o ao est?mulo. Outra possibilidade ? a falta de significado social para os animais devido ? reprodu??o aleat?ria das vocaliza??es, visto que cada vocaliza??o tem uma fun??o que pode ter sido perdida com a mistura dos sons. Concluindo, vocaliza??es de co-espec?ficos induzem mascaramento social e coordena??o relativa no RCA de sag?is, atuando como zeitgebers fracos
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"Asymmetries in Interpersonal Coordination: recruiting degrees-of-freedom stabilizes coordination." Master's thesis, 2013. http://hdl.handle.net/2286/R.I.18153.
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abstract: The current paper presents two studies that examine how asymmetries during interpersonal coordination are compensated for. It was predicted that destabilizing effects of asymmetries are stabilized through the recruitment and suppression of motor degrees-of-freedom (df). Experiment 1 examined this effect by having participants coordinate line movements of different orientations. Greater differences in asymmetries between participants yielded greater spatial deviation, resulting in the recruitment of df. Experiment 2 examined whether coordination of movements asymmetrical in shape (circle and line) yield simultaneous recruitment and suppression of df. This experiment also tested whether the initial stability of the performed movement alters the amount of change in df. Results showed that changes in df were exhibited as circles decreasing in circularity and lines increasing in circularity. Further, more changes in df were found circular (suppression) compared to line (recruitment) movements.Dissertation/Thesis
M.A. Psychology 2013
Books on the topic "Social motor coordination"
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Landscape of the mind: Human evolution and the archaeology of thought. New York: Columbia University Press, 2011.
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Sugden, David A., and Helen C. Soucie. Motor development. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199232482.003.0014.
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This chapter examines motor development from a number of perspectives. The first two sections overview a description followed by possible explanations of motor development. These sections are predicated on the assumption that two major questions permeate motor development: the first question asks what happens during development, describing and analysing the changes that occur; the second, a more difficult question, examines the possible explanations as to what are the mechanisms that are driving these changes. A third section provides an overview of recent work in the area of infant and early childhood development utilizing concepts from dynamic systems theory and ecological psychology. A fourth part examines two relatively recent ideas from early childhood and motor development. The first one promotes the idea of embodied cognition where a child’s physical, social, and linguistic interaction with the environment may be the root of flexible intelligent behaviour. The second one looks at the way in which some development is atypical, through an examination of precursors in early infancy being possible predictors for later problems. Finally, an example of atypical development is illustrated through a description of the condition known as developmental coordination disorder.
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Castellanos, Irina, David B. Pisoni, Chen Yu, Chi-hsin Chen, and Derek M. Houston. Embodied Cognition in Prelingually Deaf Children with Cochlear Implants. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0017.
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The theory of embodiment postulates that cognition emerges from multisensory interactions of an agent with its environment and as a result of multiple overlapping and time-locked sensory-motor activities. In this chapter, we discuss the complex multisensory system that may underlie young children’s novel word learning, how embodied attention may provide new insights into language learning after prelingual hearing loss, and how embodied attention may underlie learning in the classroom. We present new behavioral data demonstrating the coordination of sensory-motor behaviors in groups of young children with prelingual hearing loss (deaf, early implanted children with cochlear implants and hard-of-hearing children with hearing aids) and without hearing loss (two control groups of peers matched for chronological and hearing age). Our preliminary findings suggest that individual differences and variability in language outcomes may be traced to children’s coordination of auditory, visual, and motor behaviors with a social partner.
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Compston, Alastair. Development, degeneration, and regeneration of the central nervous system. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780198569381.003.0180.
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What does the nervous system do? Primitive organisms respond to threats by reflex withdrawal and explore their environment through goal-directed activities. They sense and respond to their internal environment in order to maintain homeostasis. From these origins emerge more sophisticated forms of discriminative sensation and the acquisition of special senses; precision in the efficiency of movement and coordination between separate elements of motor skills; and cognitive behaviours that anticipate, conceptualize, and enrich physical and social interactions with the environment.
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Hoffecker, John F. Landscape of the Mind. Columbia University Press, 2010.
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Butz, Martin V., and Esther F. Kutter. Language, Concepts, and Abstract Thought. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739692.003.0013.
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Language is probably the most complex form of universal communication. A finite set of words enables us to express a mere infinite number of thoughts and ideas, which we set together by obeying grammatical rules and compositional, semantic knowledge. This chapter addresses how human language abilities have evolved and how they develop. A short introduction to linguistics covers the most important conceptualized aspects, including language production, phonology, syntax, semantics, and pragmatics. The brain considers these linguistic aspects seemingly in parallel when producing and comprehending sentences. The brain develops some dedicated language modules, which strongly interact with other modules. Evolution appears to have recruited prelinguistic developmental neural structures and modified them into maximally language-suitable structures. Moreover, evolution has most likely evolved language to further facilitate social cooperation and coordination, including the further development of theories of the minds of others. Language develops in a human child building on prelinguistic concepts, which are based on motor control-oriented structures detailed in the previous chapter. A final look at actual linguistic communication emphasizes that an imaginary common ground and individual private grounds unfold between speaker and listener, characterizing what is actually commonly and privately communicated and understood.
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Mason, Peggy. Cerebellum. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190237493.003.0024.
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The cerebellum uses sensory feedback and information about intended actions to ensure coordinated and smooth movements despite changing conditions. An analogy between the cerebellum and an orchestral conductor is elaborated. The cerebellum’s involvement in forming and executing motor memories is presented. Cerebellar circuits through the cerebellar cortex and deep nuclei and the dependence of cerebellar learning on climbing fiber input to Purkinje cells are briefly described. Sensory reafference and motor efference copy are defined and their roles in coordinating movement introduced. Cerebellar symptoms including ataxia, dysmetria and dysdiadochokinesia, are discussed and a possible model for dysmetria is considered. The specific inputs to and outputs from the vermis, paravermis, and lateral lobes are detailed in a description of canonical cerebellar loops. Finally, evidence that the cerebellum is involved in modulating nonmotor functions such as language, affect, social cognition, and visceral control is presented for the reader’s consideration.
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Taylor, Eric. Developmental Neuropsychiatry. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198827801.001.0001.
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Neurodevelopmental disorders are a group of conditions involving alterations of behaviour, thinking, and emotions. They have onsets in early childhood, persistence into adult life, and high rates of altered cognitive and neurological function. They are frequent reasons for referral to psychiatry, paediatrics, and clinical psychology and often require team approaches to meet a variety of needs for service. This book includes accounts of the typical development and possible pathology of key functions whose alterations can underlie problems of mental development: motor function, attention, memory, executive function, communication, social understanding and empathy, reality testing, and emotional regulation. It goes on to descriptions of frequent clinical conditions: the spectra of attention deficit hyperactivity disorder (ADHD), autism, tic disorders, coordination and learning difficulties, intellectual disability, and the psychotic disorders of young people. There are descriptions of recognition, diagnosis, prevalence, pathophysiology, and consequences for later development. These conditions very often coexist and present as dimensions rather than categorical illnesses. The effects of brain disorders on mental life are then considered, with special attention to epilepsy, cerebral palsy, hydrocephalus, acquired traumatic injury to the head, localized structural lesions, and endocrine and genetic disorders. Widely used treatments, both psychological and physical, are described in the context of their value for meeting multiple, often overlapping needs. Consequences of the conditions for individuals’ psychosocial development are described: stigma; physical illness and injury; economic disadvantage; and family, peer, and school stresses. This book is aimed at clinicians of all disciplines, clinical students, and educators encountering neuropsychiatric problems in young people.
Book chapters on the topic "Social motor coordination"
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Fitter, Naomi T., Dylan T. Hawkes, and Katherine J. Kuchenbecker. "Rhythmic Timing in Playful Human-Robot Social Motor Coordination." In Social Robotics, 296–305. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47437-3_29.
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Romero, Veronica, Paula Fitzpatrick, R. C. Schmidt, and Michael J. Richardson. "Using Cross-Recurrence Quantification Analysis to Understand Social Motor CoordinationMotor Coordination in Children with Autism Spectrum DisorderAutism Spectrum Disorder." In Springer Proceedings in Physics, 227–40. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29922-8_12.
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"Impact of mental disorders on social motor behaviours." In Interpersonal Coordination and Performance in Social Systems, 229–43. Abingdon, Oxon ; New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315700304-24.
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Arbib, Michael A. "An action-oriented perspective on space and affordances." In When Brains Meet Buildings, 73–140. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780190060954.003.0002.
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Architects design spaces that offer perceptual cues, affordances, for our various effectivities. Lina Bo Bardi’s São Paulo Museum demonstrates how praxic and contemplative actions are interleaved—space is effective and affective. Navigation often extends beyond wayfinding to support ongoing behavior. Scripts set out the general rules for a particular kind of behavior, and may suggest places that a building must provide. Cognitive maps support wayfinding. Other maps in the brain represent sensory or motor patterns of activity. Juhani Pallasmaa’s reflections on The Thinking Hand lead into a view of how the brain mediates that thinking, modeling hand–eye coordination at two levels. The first coordinates perceptual and motor schemas. The body schema is an adaptable collage of perceptual and motor skills. The second coordinates the ventral “what” pathway that can support planning of actions, and the dorsal “how” pathway that links affordance-related details to motor control. A complementary challenge is understanding how schemas in the head relate to social schemas. Finally, the chapter compares the cognitive challenges in designing a building and in developing a computational brain model of cognitive processes.
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Rajamohana S. P., Dharani A., Anushree P., Santhiya B., and Umamaheswari K. "Machine Learning Techniques for Healthcare Applications." In Advances in Social Networking and Online Communities, 236–51. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7522-1.ch012.
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Autism spectrum disorder (ASD) is one of the common disorders in brain. Early detection of ASD improves the overall mental health, which is very important for the future of the child. ASD affects social coordination, emotions, and motor activity of an individual. This is due to the difficulties in getting self-evaluation results and expressive experiences. In the first case study in this chapter, an efficient method to automatically detect the expressive states of individuals with the help of physiological signals is explored. In the second case study of the chapter, the authors explore breast cancer prediction using SMO and IBK. Breast cancer is the second leading cause of cancer deaths in women worldwide and occurs in nearly one out of eight. In this proposed system, the tumor is the feature that is used to identify the breast cancer presence in women. Tumors are basically of two types (i.e., benign or malignant). In order to provide appropriate treatment to the patients, symptoms must be studied properly, and an automatic prediction system is required that will classify the tumor into benign or malignant using SMO and IBK.
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Xavier, Arun M., H. Sharath Chandra, and M. Vijay. "Craniofacial Growth and Development in Children." In Illustrated Pediatric Dentistry - Part 1, 192–221. BENTHAM SCIENCE PUBLISHERS, 2022. http://dx.doi.org/10.2174/9789815051483122010014.
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Human growth, development, and maturation are multifaceted processes that involve different aspects, including biological, physical, social, and intellectual aspects. Between conception and maturity, the size and complexity of the human body change dramatically. A multitude of changes in sensory, cognitive, and motor coordination are also associated with the development of an individual from infancy to adolescence and are related to brain growth and maturation. All the different facets of development are, however, interrelated. This chapter summarizes the various concepts, principles, theories, factors affecting growth and the parameters used to measure and assess maturity from time to time.
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Meltzoff, Andrew N. "Chapter 18 The Centrality of Motor Coordination and Proprioception in Social and Cognitive Development: from Shared Actions to Shared Minds." In Advances in Psychology, 463–96. Elsevier, 1993. http://dx.doi.org/10.1016/s0166-4115(08)60964-4.
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Clendinning, Elizabeth A. "Bimusicality and Beyond." In American Gamelan and the Ethnomusicological Imagination, 154–78. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043383.003.0008.
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The chapter examines roles for gamelan in music pedagogy outside ethnomusicology. First, the pedagogical benefits of teaching gamelan are compared to those of teaching African drum ensembles and steel pan, two other non-Western classical percussion traditions that are commonly taught in American colleges. Then, the benefits of teaching gamelan within percussion education, composition, and music education programs are considered as teachers who employ gamelan in their classroom discuss how they use the instruments. Pedagogical benefits for students include improving motor coordination, physical technique, focus, and cognition; improving their listening skills; and expanding their concepts of artistic collaboration or group social skills, in addition to instilling real possibilities for cross-cultural professional artistic collaboration.
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Taylor, Eric. "Development and Pathology of Key Functions." In Developmental Neuropsychiatry, 19–58. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198827801.003.0002.
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This chapter will describe some key functions that are vulnerable to genetic and environmental changes affecting the brain. Motor function, attention, memory, executive function, communication, social understanding and empathy, reality testing, and emotional regulation will be considered separately. Their typical development and the consequences of alterations for psychopathology will be described as the basis for understanding the complex and overlapping results of brain dysfunctions. The brain substrates for such functions are outlined. None of them is a unitary process. They have complex and developing relationships with the diagnoses of attention deficit, autism, language, coordination, learning, and tic disorders. All of them have significant roles to play beyond diagnoses in the development of children and young people.
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Simões-Silva, Vitor, Susana Alexandra Mendonça Gregório, Tarcisio de Tarco Moura Luz, Ana Francisca Casinhas Coutinho Lapa, and António Marques. "Gamification in Dementia and Mild Cognitive Impairment." In Advances in Medical Technologies and Clinical Practice, 112–31. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7472-0.ch008.
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The following chapter will address the use of gamification (specifically serious games), as well as its results and conditions of use, as an assessment and intervention tool for people with mild cognitive impairment (MCI) and dementia diagnosis. These games are effective for cognitive skills, such as attention, memory, executive functions, and speed processing. Besides this, physical (related to motor coordination and movement), social, psychological, and emotional (related to motivation, anxiety, depression, and stress) skills can be improved by serious games. It will be considered the contexts of the use of different games, such as Episodix, Panoramix, and some other games that are applied as serious games, like exergames. Besides, it will be also referred the different platforms associated with these games, such as mobile applications, videogames, virtual reality, and augmented reality.
Conference papers on the topic "Social motor coordination"
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Berges, Manuel Segura. "Analysis Of Motor Competence Via Coordination, Self-Perception Of Motor Competence In Primary Education Pupils." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.21.
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Guo, Bowen, and Chao Zhai. "Adaptive Event-Triggered Control of Virtual Player for Social Motor Coordination in Joint actions." In 2021 40th Chinese Control Conference (CCC). IEEE, 2021. http://dx.doi.org/10.23919/ccc52363.2021.9550034.
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