Results for ' motor skill'

981 found
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  1.  17
    Fine Motor Skills and Lexical Processing in Children and Adults.Rebecca E. Winter, Heidrun Stoeger & Sebastian P. Suggate - 2021 - Frontiers in Psychology 12.
    Children’s fine motor skills link to cognitive development, however, research on their involvement in language processing, also with adults, is scarce. Lexical items are processed differently depending on the degree of sensorimotor information inherent in the words’ meanings, such as whether these imply a body-object interaction or a body-part association. Accordingly, three studies examined whether lexical processing was affected by FMS, BOIness, and body-part associations in children and adults. Analyses showed a differential link between FMS and lexical processing as (...)
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  2. Motor skill depends on knowledge of facts.Jason Stanley & John W. Krakauer - 2013 - Frontiers in Human Neuroscience 7.
  3.  18
    Relationship Between Gross Motor Skills and Inhibitory Control in Preschool Children: A Pilot Study.Jiajia Liu, Yiyan Li, Tang Zhou, Yanhua Lu, Menghao Sang, Longkai Li, Chunyi Fang, Wenwen Hu, Xiaojiao Sun, Minghui Quan & Jinyan Liu - 2022 - Frontiers in Human Neuroscience 16.
    PurposeGross motor skills and inhibitory control which are both development in preschool stage is significant for preschooler to healthy growth. However, the evidence of relationship between them in preschoolers are still insufficient, most of studies only focus on youth. Thus, the aim of this research is to examine the association between GMS and IC in preschool children.MethodsThis cross-sectional study used baseline data from a previous intervention study of preschoolers conducted in 2018. GMS were assessed by using the Test for (...)
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  4. Fine motor skills for children with Down syndrome: A guide for parents and professionals.[author unknown] - 2016
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  5.  87
    Motor Skill and Moral Virtue.Ellen Fridland - 2017 - Royal Institute of Philosophy Supplement 80:139-170.
    Virtue ethicists often appeal to practical skill as a way of understanding the nature of virtue. An important commitment of a skill account of virtue is that virtue is learned through practice and not through study, memorization, or reflection alone. In what follows, I will argue that virtue ethicists have only given us half the story. In particular, in focusing on outputs, or on the right actions or responses to moral situations, virtue ethicists have overlooked a crucial facet (...)
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  6. Embodiment and fundamental motor skills in eSports.Ivo van Hilvoorde & Niek Pot - 2016 - Sport, Ethics and Philosophy 10 (1):14-27.
    Electronic sports and other variants of ‘digital sports’ have increased in popularity all over the world and may even come to challenge hegemonic concepts of sport. More relevant than the apparent opposition between ‘physical’ and ‘non-physical’ is the question what kind of embodiment is manifested within virtual environments. In this paper, we argue that eSports do require the learning and performance of motor skills and that embodiment within a virtual environment may be considered playful or even athletic. The type (...)
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  7.  9
    Basic Motor Skills in Learning Mini-Athletics in Children 4-6 Years of Age from Zone 1 of Ecuador.Ángel Aníbal Sailema Torres, Silvia Beatriz Acosta Bones, Esmeralda Giovanna Zapata Mocha & Castro Pantoja Edison Andrés - forthcoming - Evolutionary Studies in Imaginative Culture:1326-1339.
    The objective of the research project is to determine the incidence of the variables of "Basic motor skills in the learning of mini-athletics in children 4-6 years old, the research is methodologically based under a non-experimental design, by correlational and cutting scope cross-sectional, taken a sample of 300 children distributed in male and female genders of the zonal coordination 1 (Carchi, Esmeraldas, Imbabura and Sucumbíos) The instrument to evaluate the first study variable was the "retest" test validated and considered (...)
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  8.  26
    (1 other version)Acquisition of motor skill: II. Rotary pursuit performance with continuous practice before and after a single rest.Robert B. Ammons - 1947 - Journal of Experimental Psychology 37 (5):393.
  9.  34
    A neuropsychological theory of motor skill learning.Daniel B. Willingham - 1998 - Psychological Review 105 (3):558-584.
  10.  25
    Motor skill transfer as a function of intertask interval and pretransfer task difficulty.Gediminas Namikas & E. James Archer - 1960 - Journal of Experimental Psychology 59 (2):109.
  11. Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years.Nicola J. Pitchford, Chiara Papini, Laura A. Outhwaite & Anthea Gulliford - 2016 - Frontiers in Psychology 7.
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  12.  55
    Motor Skill Acquisition and Retention after Somatosensory Electrical Stimulation in Healthy Humans.Menno P. Veldman, Inge Zijdewind, Nicola A. Maffiuletti & Tibor Hortobágyi - 2016 - Frontiers in Human Neuroscience 10.
  13.  13
    Growth of a motor skill as a function of distribution of practice.John M. Digman - 1959 - Journal of Experimental Psychology 57 (5):310.
  14.  27
    Repetition Without Repetition: Challenges in Understanding Behavioral Flexibility in Motor Skill.Rajiv Ranganathan, Mei-Hua Lee & Karl M. Newell - 2020 - Frontiers in Psychology 11.
    A hallmark of skilled motor performance is behavioral flexibility – i.e., experts can not only produce a movement pattern to reliably achieve a given task goal, but also possess the ability to change that movement pattern to fit a new context. In this perspective article, we briefly highlight the factors that are critical to understanding behavioral flexibility, and its connection to movement variability, stability, and learning. We then address how practice strategies should be developed from a motor learning (...)
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  15.  24
    Transfer to a motor skill from practice on a pictured representation.R. M. Gagné & Harriet Foster - 1949 - Journal of Experimental Psychology 39 (3):342.
  16.  56
    Unreflective actions? complex motor skill acquisition to enhance spatial cognition.David Moreau - 2015 - Phenomenology and the Cognitive Sciences 14 (2):349-359.
    Cognitive science has recently moved toward action-integrated paradigms to account for some of its most remarkable findings. This novel approach has opened up new venues for the sport sciences. In particular, a large body of literature has investigated the relationship between complex motor practice and cognition, which in the sports domain has mostly concerned the effect of imagery and other forms of mental practice on motor skill acquisition and emotional control. Yet recent evidence indicates that this relationship (...)
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  17.  19
    Sex differences in motor skills.R. W. Husband & M. J. Ludden - 1931 - Journal of Experimental Psychology 14 (4):414.
  18.  20
    The aptitude hypothesis in motor skills.S. Seashore - 1931 - Journal of Experimental Psychology 14 (5):555.
  19. Contextual dependencies during motor skill acquisition-Gone but not forgotten.D. L. Wright, C. H. Shea, Y. Li & C. Whitacre - 1992 - Bulletin of the Psychonomic Society 30 (6):479-479.
  20.  89
    Implicit knowledge and motor skill: What people who know how to catch don’t know.Nick Reed, Peter McLeod & Zoltan Dienes - 2010 - Consciousness and Cognition 19 (1):63-76.
    People are unable to report how they decide whether to move backwards or forwards to catch a ball. When asked to imagine how their angle of elevation of gaze would change when they caught a ball, most people are unable to describe what happens although their interception strategy is based on controlling changes in this angle. Just after catching a ball, many people are unable to recognise a description of how their angle of gaze changed during the catch. Some people (...)
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  21.  39
    The Impact of Poor Motor Skills on Perceptual, Social and Cognitive Development: The Case of Developmental Coordination Disorder.Hayley C. Leonard - 2016 - Frontiers in Psychology 7:180501.
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  22.  48
    Using Video Game Telemetry Data to Research Motor Chunking, Action Latencies, and Complex Cognitive‐Motor Skill Learning.Joseph J. Thompson, C. M. McColeman, Ekaterina R. Stepanova & Mark R. Blair - 2017 - Topics in Cognitive Science 9 (2):467-484.
    Many theories of complex cognitive-motor skill learning are built on the notion that basic cognitive processes group actions into easy-to-perform sequences. The present work examines predictions derived from laboratory-based studies of motor chunking and motor preparation using data collected from the real-time strategy video game StarCraft 2. We examined 996,163 action sequences in the telemetry data of 3,317 players across seven levels of skill. As predicted, the latency to the first action is delayed relative to (...)
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  23.  31
    Acquisition of motor skill: III. Effects of initially distributed practice on rotary pursuit performance.Robert B. Ammons - 1950 - Journal of Experimental Psychology 40 (6):777.
  24.  23
    Guidance versus augmented feedback and motor skill.Norman B. Gordon - 1968 - Journal of Experimental Psychology 77 (1):24.
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  25.  14
    Motor Skills as Moderators of Core Symptoms in Autism Spectrum Disorders: Preliminary Data From an Exploratory Analysis With Artificial Neural Networks.Francesca Fulceri, Enzo Grossi, Annarita Contaldo, Antonio Narzisi, Fabio Apicella, Ilaria Parrini, Raffaella Tancredi, Sara Calderoni & Filippo Muratori - 2019 - Frontiers in Psychology 9.
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  26.  25
    Factors conditioning efficiency in a motor skill.R. L. Hoke - 1932 - Journal of Experimental Psychology 15 (3):316.
  27.  40
    Unreflective actions? complex motor skill acquisition to enhance spatial cognition.Massimiliano Cappuccio - 2015 - Phenomenology and the Cognitive Sciences 14 (2):349-359.
    Cognitive science has recently moved toward action-integrated paradigms to account for some of its most remarkable findings. This novel approach has opened up new venues for the sport sciences. In particular, a large body of literature has investigated the relationship between complex motor practice and cognition, which in the sports domain has mostly concerned the effect of imagery and other forms of mental practice on motor skill acquisition and emotional control. Yet recent evidence indicates that this relationship (...)
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  28.  25
    Certain factors underlying the acquisition of motor skill by pre-school children.Florence L. Goodenough & Clara L. Brian - 1929 - Journal of Experimental Psychology 12 (2):127.
  29.  20
    Association between fundamental motor skills and executive function in preschool children: A cross-sectional study.Xiaowei Han, Meiling Zhao, Zhe Kong & Jun Xie - 2022 - Frontiers in Psychology 13.
    ObjectiveThe main purpose of this study was to explore the association between early fundamental motor skills and executive function in preschool children.MethodsA total of 394 young children were evaluated. The FMS and EF were evaluated using the Test of Gross Motor Development-2 and the NIH Toolbox Cognition Battery, respectively.ResultsTotal FMS score was moderately and positively correlated with total EF score and was a significant predictor of total EF score. Specifically, locomotor skills were significant predictors of inhibition control, working (...)
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  30.  18
    Cognitive and Motor Learning in Internally-Guided Motor Skills.Krishn Bera, Anuj Shukla & Raju S. Bapi - 2021 - Frontiers in Psychology 12:604323.
    Several canonical experimental paradigms (e.g., serial reaction time task, discrete sequence production task,m×ntask) have been proposed to study the typical behavioral phenomenon and the nature of learning in sequential keypress tasks. A characteristic feature of most paradigms is that they are representative ofexternally-specifiedsequencing—motor tasks where the environment or task paradigm extrinsically provides the sequence of stimuli, i.e., the responses are stimulus-driven. Previous studies utilizing such canonical paradigms have largely overlooked the learning behaviors in a more realistic class of (...) tasks that involveinternally-guidedsequencing—where the sequence of motor actions is self-generated or internally-specified. In this work, we use the grid-navigation task as an instance of internally-guided sequencing to investigate the nature of learning in such paradigms. The participants performed Grid-Sailing Task (GST), which required navigating (by executing sequential keypresses) a 5 × 5 grid from start to goal (SG) position while using a particular key-mapping (KM) among the three cursor-movement directions and the three keyboard buttons. The participants performed two behavioral experiments—Single-SG and Mixed-SG condition. The Single-SG condition required performing GST on a single SG position repeatedly, whereas the Mixed-SG condition involved performing GST using the same KM on two novel SG positions presented in a random, inter-mixed manner. In the Single-SG condition, we show that motor learning contributes to the sequence-specific learning in GST with the repeated execution of the same trajectories. In the Mixed-SG condition, since the participants utilize the previously learned KM, we anticipate a transfer of learning from the Single-SG condition. The acquisition and transfer of a KM-specific internal model facilitates efficient trajectory planning on novel SG conditions. The acquisition of such a KM-specific internal model amounts to trajectory-independent cognitive learning in GST. We show that cognitive learning contributes to the learning in GST by showing transfer-related performance improvements in the Mixed-SG condition. In sum, we show the role of cognitive and motor learning processes in internally-guided sequencing and further make a case for using GST-like grid-navigation paradigms in investigating internally guided skill learning. (shrink)
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  31.  20
    Effects of transcranial direct current stimulation on motor skills learning in healthy adults through the activation of different brain regions: A systematic review.Shuo Qi, Zhiqiang Liang, Zhen Wei, Yu Liu & Xiaohui Wang - 2022 - Frontiers in Human Neuroscience 16:1021375.
    ObjectiveThis systematic review aims to analyze existing literature of the effects of transcranial direct current stimulation (tDCS) on motor skills learning of healthy adults and discuss the underlying neurophysiological mechanism that influences motor skills learning.MethodsThis systematic review has followed the recommendations of the Preferred Reporting Items for Systematic reviews and Meta-Analyses. The PubMed, EBSCO, and Web of Science databases were systematically searched for relevant studies that were published from database inception to May 2022. Studies were included based on (...)
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  32.  30
    Transfer of training from practice on components in a motor skill.R. M. Gagné & Harriet Foster - 1949 - Journal of Experimental Psychology 39 (1):47.
  33.  25
    Training effects in motor skills.C. W. Telford & H. Spangler - 1935 - Journal of Experimental Psychology 18 (1):141.
  34.  36
    Effects of visual and verbal cues on learning a motor skill.Lawrence Karlin & Rudolf G. Mortimer - 1962 - Journal of Experimental Psychology 64 (6):608.
  35. The Proactive Synergy Between Action Observation and Execution in the Acquisition of New Motor Skills.Maria Chiara Bazzini, Arturo Nuara, Emilia Scalona, Doriana De Marco, Giacomo Rizzolatti, Pietro Avanzini & Maddalena Fabbri-Destro - 2022 - Frontiers in Human Neuroscience 16:793849.
    Motor learning can be defined as a process that leads to relatively permanent changes in motor behavior through repeated interactions with the environment. Different strategies can be adopted to achieve motor learning: movements can be overtly practiced leading to an amelioration of motor performance; alternatively, covert strategies (e.g., action observation) can promote neuroplastic changes in the motor system even in the absence of real movement execution. However, whether a training regularly alternating action observation and execution (...)
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  36.  29
    Acquisition of motor skill: IV. Effects of repeated periods of massed practice.R. B. Ammons & Leslie Willig - 1956 - Journal of Experimental Psychology 51 (2):118.
  37. The effects of motor skill on object permanence.T. G. R. Bower & Jennifer G. Wishart - 1972 - Cognition 1 (2-3):165-172.
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  38. Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners.Elena Escolano-Pérez, Carmen R. Sánchez-López & Maria Luisa Herrero-Nivela - 2022 - Frontiers in Psychology 13.
    Fundamental motor skills of children can be affected by different variables, such as executive functions, gender and relative age. However, the effects of these variables on FMS have been scarce studied, especially in early childhood, and show inconsistent results. To clarify these relationships, this study was carried out. Its aim was to analyze whether EF, gender and relative age influenced FMS in 43 Spanish kindergarteners. A multimethod and mixed methods approach was used. Kindergarteners’ teachers completed the Childhood Executive Functioning (...)
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  39.  19
    Neural Efficiency and Acquired Motor Skills: An fMRI Study of Expert Athletes.Lanlan Zhang, Fanghui Qiu, Hua Zhu, Mingqiang Xiang & Liangjun Zhou - 2019 - Frontiers in Psychology 10.
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  40.  38
    Further study of the retention of verbal and motor skills.Frances Van Dusen & Harold Schlosberg - 1948 - Journal of Experimental Psychology 38 (5):526.
  41.  16
    A Golden Age for Motor Skill Learning? Learning of an Unfamiliar Motor Task in 10-Year-Olds, Young Adults, and Adults, When Starting From Similar Baselines.Marius Solum, Håvard Lorås & Arve Vorland Pedersen - 2020 - Frontiers in Psychology 11.
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  42.  14
    Effect of Repetitive Passive Movement Before Motor Skill Training on Corticospinal Excitability and Motor Learning Depend on BDNF Polymorphisms.Manh Van Pham, Shota Miyaguchi, Hiraku Watanabe, Kei Saito, Naofumi Otsuru & Hideaki Onishi - 2021 - Frontiers in Human Neuroscience 15.
    A decrease in cortical excitability tends to be easily followed by an increase induced by external stimuli via a mechanism aimed at restoring it; this phenomenon is called “homeostatic plasticity.” In recent years, although intervention methods aimed at promoting motor learning using this phenomenon have been studied, an optimal intervention method has not been established. In the present study, we examined whether subsequent motor learning can be promoted further by a repetitive passive movement, which reduces the excitability of (...)
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  43.  12
    Effects of Group-Play Moderate to Vigorous Intensity Physical Activity Intervention on Executive Function and Motor Skills in 4- to 5-Year-Old Preschoolers: A Pilot Cluster Randomized Controlled Trial. [REVIEW]Jing Bai, Heqing Huang & Huahong Ouyang - 2022 - Frontiers in Psychology 13.
    The aim of the present study is to examine the effect of group-play intervention on executive function in preschoolers. This group-play intervention was integrated as moderate to vigorous physical activity and cognitively loaded exercise to promote EF in preschoolers. An 8-week group-play MVPA intervention program, consisting of a series of outdoor physical and cognitively loaded games, was designed to improve preschoolers’ EF. This intervention program was implemented in group-play form, and conducted by teachers who received standardized training before the intervention. (...)
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  44.  20
    Strategy enhancement of serial motor skill acquisition.Robert N. Singer, Franklin Hagenbeck & Richard F. Gerson - 1981 - Bulletin of the Psychonomic Society 18 (3):148-150.
  45.  25
    Do Gross and Fine Motor Skills Differentially Contribute to Language Outcomes? A Systematic Review.Sandy L. Gonzalez, Veronica Alvarez & Eliza L. Nelson - 2019 - Frontiers in Psychology 10.
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  46. Skill and motor control: intelligence all the way down.Ellen Fridland - 2017 - Philosophical Studies 174 (6):1-22.
    When reflecting on the nature of skilled action, it is easy to fall into familiar dichotomies such that one construes the flexibility and intelligence of skill at the level of intentional states while characterizing the automatic motor processes that constitute motor skill execution as learned but fixed, invariant, bottom-up, brute-causal responses. In this essay, I will argue that this picture of skilled, automatic, motor processes is overly simplistic. Specifically, I will argue that an adequate account (...)
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  47.  48
    Factors in the retention and relearning of perceptual-motor skill.Edwin A. Fleishman & James F. Parker - 1962 - Journal of Experimental Psychology 64 (3):215.
  48.  47
    Effects of counting and ordering habits on the acquisition of a simple motor skill.J. H. Bowen, T. G. Andrews & Sherman Ross - 1957 - Journal of Experimental Psychology 54 (2):121.
  49. The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample.Vincent O. Mancini, Daniela Rigoli, Brody Heritage, Lynne D. Roberts & Jan P. Piek - 2016 - Frontiers in Psychology 7.
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  50.  36
    The retention of verbal and of motor skills.H. J. Leavitt & H. Schlosberg - 1944 - Journal of Experimental Psychology 34 (5):404.
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