Thinking and doing in cognitive archaeology: Giving skill its due

2002 ◽  
Vol 25 (3) ◽  
pp. 421-422 ◽  
Author(s):  
Dietrich Stout

Wynn shows that intentionally standardized artifacts (handaxes) provide evidence of the ability to conceptualize form (symmetry). However, such conceptual ability is not sufficient for the actual production of these forms. Stone knapping is a concrete skill that is acquired in the real world. Appreciation of its perceptual-motor foundations and the broader issues surrounding skill acquisition may lead to further important insights into human cognitive evolution.

Author(s):  
Aram Kim ◽  
Nicolas Schweighofer ◽  
James M. Finley

Abstract Background Virtual reality (VR) is a potentially promising tool for enhancing real-world locomotion in individuals with mobility impairment through its ability to provide personalized performance feedback and simulate real-world challenges. However, it is unknown whether novel locomotor skills learned in VR show sustained transfer to the real world. Here, as an initial step towards developing a VR-based clinical intervention, we study how young adults learn and transfer a treadmill-based virtual obstacle negotiation skill to the real world. Methods On Day 1, participants crossed virtual obstacles while walking on a treadmill, with the instruction to minimize foot clearance during obstacle crossing. Gradual changes in performance during training were fit via non-linear mixed effect models. Immediate transfer was measured by foot clearance during physical obstacle crossing while walking over-ground. Retention of the obstacle negotiation skill in VR and retention of over-ground transfer were assessed after 24 h. Results On Day 1, participants systematically reduced foot clearance throughout practice by an average of 5 cm (SD 4 cm) and transferred 3 cm (SD 1 cm) of this reduction to over-ground walking. The acquired reduction in foot clearance was also retained after 24 h in VR and over-ground. There was only a small, but significant 0.8 cm increase in foot clearance in VR and no significant increase in clearance over-ground on Day 2. Moreover, individual differences in final performance at the end of practice on Day 1 predicted retention both in VR and in the real environment. Conclusions Overall, our results support the use of VR for locomotor training as skills learned in a virtual environment readily transfer to real-world locomotion. Future work is needed to determine if VR-based locomotor training leads to sustained transfer in clinical populations with mobility impairments, such as individuals with Parkinson’s disease and stroke survivors.


2021 ◽  
Author(s):  
Yuki Ueyama ◽  
Masanori Harada

Abstract The first-person perspective (1PP) and third-person perspective (3PP) have both been adopted in video games. The 1PP can induce a strong sense of immersion, and the 3PP allows players to perceive distances easily. Virtual reality (VR) technologies have also adopted both perspectives to facilitate skill acquisition. However, how 1PP and 3PP views affect motor skills in the real world, as opposed to in games and virtual environments, remains unclear. This study examined the effects of the 1PP and 3PP on real-world dart-throwing accuracy after head-mounted display (HMD)-based practice tasks involving either the 1PP or 3PP. The 1PP group showed poorer dart-throwing performance, whereas the 3PP task had no effect on performance. Furthermore, while the effect of the 1PP task persisted for some time, that of task 3PP disappeared immediately. Therefore, the effects of 1PP VR practice tasks on motor control transfer more readily to the real world than do those of 3PP tasks.


2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.


2006 ◽  
Vol 40 (7) ◽  
pp. 47
Author(s):  
LEE SAVIO BEERS
Keyword(s):  

2016 ◽  
Author(s):  
Lawrence A. Cunningham
Keyword(s):  

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