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251.
Currently, only two motor tests have norms extending into young adulthood – the McCarron Assessment of Neuromuscular Development (MAND, McCarron 1997) and the Bruininks Oseretsky Test of Motor Proficiency-2 (BOT-2, Bruininks & Bruininks, 2005). Research into the motor difficulties in early adulthood and health outcomes has been impeded because there is no agreed gold standard motor test for this group. The purposes of this study were to compare the discrimination accuracy, classification agreement, and predictive values, and gender distribution and prevalence of each test in identifying motor impairment (MI) in relation to DSM-V diagnostic criteria for DCD. Ninety-one young, healthy adults (M = 21.4 years, SD = 3.3) were recruited. Those classified as MI by each test scored at one standard deviation or more below the overall mean standard score. Small, statistically significant correlations were found between the MAND and BOT-2 SF tests for score rank (r = 0.370, p = 0.01) and standard score values (r = 0.404; p = 0.01). The overall decision agreement for non-MI cases was relatively high at 85% but very low for MI cases (4.4%). Unexpectedly, gender was balanced in MI cases. BOT-2 SF identified twice as many MI cases than MAND (13.2% vs 6.6%), yet overall comparative test specificity was high (89%). Predictive values for MAND, compared against BOT-2 SF as the standard, indicated broad independence between these tests and overall, the decision statistics indicated that the two tests identified different adult cohorts with MI. Objective classification of adult motor proficiency using a gold standard assessment tool including complex and ecologically valid tasks is still elusive. 相似文献
252.
Children with impaired motor coordination (or Development Coordination Disorder – DCD) have difficulty with the predictive control of movements, evidenced by cross-sectional studies that show impaired motor imagery and action planning abilities. What remains unclear is whether this deficit in predictive control reflects immaturity of the motor system (a developmental delay) or some deviation from normal development (a disorder). To advance this discussion the present study used a longitudinal design to examine the development of motor imagery and action planning in children with DCD. Thirty children were included in the DCD group (aged 6–11 years) and age- and gender-matched to 30 controls. The DCD group had a mABC-2 score ≤ 16th percentile, the control group > 20th percentile. Motor imagery was assessed with the hand rotation task, action planning with a test for end-state comfort. Children participated in three measurements, with one year in between measurements. Results showed that children with DCD were slower and less accurate than their typically developing peers in all subsequent years but were able to improve their motor imagery ability over time. Furthermore, children with DCD showed less planning for ESC at the start of the present study, but were able to catch up with their peers during two-year follow up. These results exemplify that improvement of motor imagery and action planning ability is possible in DCD, and they lend theoretical support to the use of new training techniques that focus on training motor imagery to improve motor skills in children with DCD. 相似文献
253.
The purpose of this study was to elucidate whether the anticipatory postural adjustment (APA) and focal step movement of gait initiation are produced as a single process or different processes and whether the APA receives an inhibitory drive from the ongoing stop process of gait initiation. Healthy humans initiated gait in response to a first visual cue that instructed the initial swing leg. In some trials, a switch or stop cue was also provided after the first cue. When the stop cue was provided, participants withheld gait initiation. When the switch cue was provided, participants immediately switched the initial swing leg. In both the stop and switch tasks, the APA in response to the first cue, represented by the S1 period of the displacement of the center of pressure, appeared in more than half of the trials in which the withholding of gait initiation or switching of the initial swing leg was successfully completed. These findings indicate that the APA and focal step movement of gait initiation are produced as a dual process. In trials in which the APA in response to the first cue appeared, the amplitude and duration of the APA were decreased when the participants switched the initial swing leg or withheld gait initiation. This finding indicates that the ongoing stop process of gait initiation produces an inhibitory drive over the APA. The decreases in the amplitude and duration of the APA during the switching of the initial swing leg were similar to those during the withholding of gait initiation; moreover, the decreases during the switching of the initial swing leg were positively correlated with the decreases during the withholding of gait initiation. Thus, the stop processes during switching the initial swing leg and withholding gait initiation likely share a common inhibitory mechanism over the APA. 相似文献
254.
Rosa M. Angulo-Barroso Susana Peciña Xu Lin Mingyan Li Julia Sturza Jie Shao 《Cognition & emotion》2017,31(5):1031-1040
To study the interplay between motor learning and emotional responses of young infants, we developed a contingent learning paradigm that included two related, difficult, operant tasks. We also coded facial expression to characterise emotional response to learning. In a sample of nine-month-old healthy Chinese infants, 44.7% achieved learning threshold during this challenging arm-conditioning test. Some evidence of learning was observed at the beginning of the second task. The lowest period of negative emotions coincided with the period of maximum movement responses after the initiation of the second task, and movement responses negatively correlated with the frequency of negative emotions. Positive emotions, while generally low throughout the task, increased during peak performance especially for learners. Peak frequency of movement responses was positively correlated with the frequency of positive emotions. Despite the weak evidence of learning this difficult task, our results from the learners would suggest that increasing positive emotions, and perhaps down-regulating negative emotional responses, may be important for improving performance and learning a complex operant task in infancy. Further studies are necessary to determine the role of emotions in learning difficult tasks in infancy. 相似文献
255.
Supriya Murali;Barbara Händel; 《Cognitive Science》2024,48(2):e13414
Spontaneous eye blinks are modulated around perceptual events. Our previous study, using a visual ambiguous stimulus, indicated that blink probability decreases before a reported perceptual switch. In the current study, we tested our hypothesis that an absence of blinks marks a time in which perceptual switches are facilitated in- and outside the visual domain. In three experiments, presenting either a visual motion quartet in light or darkness or a bistable auditory streaming stimulus, we found a co-occurrence of blink rate reduction with increased perceptual switch probability. In the visual domain, perceptual switches induced by a short interruption of visual input (blank) allowed an estimate of the timing of the perceptual event with respect to the motor response. This provided the first evidence that the blink reduction was not a consequence of the perceptual switch. Importantly, by showing that the time between switches and the previous blink was significantly longer than the inter-blink interval, our studies allowed to conclude that perceptual switches did not happen at random but followed a prolonged period of nonblinking. Correspondingly, blink rate and switch rate showed an inverse relationship. Our study supports the idea that the absence or presence of blinks maps perceptual processes independent of the sensory modality. 相似文献
256.
When participants are asked to make sensibility judgments on sentences that describe action toward the body (i.e., \"Mark dealt the cards to you\") or away from the body (i.e., \"You dealt the cards to Mark\"), they are faster to respond when the response requires an arm movement in the same direction as the action described by the sentence. This congruence effect is known as the Action–Sentence Compatibility Effect (ACE). This study reports 4 experiments that extend our understanding of the ACE by exploring how the time at which one prepares the motor response required for the sensibility judgment affects the magnitude of the ACE. Results show that the ACE arises only when participants have the opportunity to plan their motor response while they are processing the sentence. 相似文献
257.
Learning, and even more so by imitation, is an essential Cognitive Functions because it is carried out throughout life and allows us to adapt our behaviors from other beings through observation. In this work, we propose a model, and implementation of the cognitive function of imitation motor learning (IML), based on psychological and neuroscientific evidence. According to the evidence, learning by imitation includes imitation of action and imitation of action over an object sub-processes. The imitation of action consists of the movement of the limbs. The imitation of action over an object consists of the interaction with an object within the environment. We achieve an implementation of the proposed model for IML and endow a virtual entity with it. In order to validate the proposal, we use a case study to analyze the sub-processes performance. From results, we conclude that both imitation of action and imitation of action over an object sub-processes play an essential role in getting the agent to interact with stimuli within the environment. 相似文献
258.
The objective of this article is to present a conceptual motor-system cognitive architecture inspired in the human nervous system, and a cognitive architecture focused on the voluntary movement controlled by feed-forward. The article first focuses on describing the brain cortex areas that make up the motor system, presenting the supplementary motor area (SMA), premotor cortex and primary cortex, the tasks that these cortices do, and how they work together. Then, a cognitive architecture based on the information presented is shown. The areas in a computational level (functions, and algorithms used) are then described. Finally, a case study is presented, where the cognitive architecture proposed is used to execute a voluntary-movement-by-feed-forward-control task. 相似文献
259.
This study examined how providing different criteria for success affected perceived expectations of success, performance, and learning in a golf-putting task. Twenty-nine physical education students were divided into three experimental groups: (a) a large-circle (LC) group that practiced 10 blocks of five putts, each with a 40 cm diameter circle around the target; (b) a small circle (SC) group that practiced with a 10 cm diameter circle around the target; and (c) a control (C) group that practiced with a 25 cm diameter circle around the target. Forty-eight hours after practice, the participants performed a retention test and a transfer test with a 25 cm diameter circle. The transfer test included putting from a greater distance and from a different angle. Throughout the study, we asked the participants to tell us what they think their chances are to land 1, 2, 3, 4, and 5 balls out of 5 possible balls in each block. There were four main findings: (a) the SC group had lower expectancies of success compared with the LC and C groups in acquisition; (b) there were no group differences in performance or learning among groups; (c) golf club kinematic parameters worsened in the transfer test; and (d) the LC group reduced their expectancies of success from the retention to the transfer test, but the expectancies of the SC and C groups remained the same. We conclude that changes in success criteria affect expectancies of success but do not affect actual putting performance or learning. 相似文献
260.
Studies on normative feedback have shown superior motor learning outcomes for individuals who believe that they are performing better than others through increased self-efficacy. Nevertheless, the effects of normative feedback were never dissociated from the knowledge of results (KR) provided to the learners which potentially interacts with self-efficacy as well. Thus, we investigated whether the effects of normative feedback on motor learning, associated with self-efficacy, would be dependent on the amount of KR provided. Fifty-six participants were randomly assigned to four experimental groups in terms of KR frequency (100% and 33%) and normative feedback (positive and negative). In the acquisition phase, all groups received the average KR of their performance at the end of each block of trials (True feedback) and a fake KR based on their own performance (but said to be from a group of participants who practiced the same task) (False Feedback). The False Feedback indicated better or worse performance of the participant in comparison to the fake group, depending on their experimental group. Retention tests were performed immediately and after 24 h from the acquisition phase. To measure self-efficacy, a questionnaire on participant's efficacy was applied before the first block, after each block of trials and before the retention tests. The results revealed superiority of positive normative feedback and 100% KR frequency, compared to negative normative feedback and 100% KR frequency in the 24h retention test. No difference was found between the groups with a frequency of 33% of KR (positive and negative). All groups increased self-efficacy during practice, but there was no difference between groups at any stage of the study. We conclude that the effects of normative feedback on motor learning are dependent on the KR frequency. However, they were not associated with self-efficacy. 相似文献