Relationship Between Sensory--Motor Skills and Cognitive Processing in ADHD

2006 ◽  
Author(s):  
Andrew S. Davis ◽  
Lisa A. Pass ◽  
W. Holmes Finch ◽  
Raymond S. Dean ◽  
Richard W. Woodcock
Keyword(s):  
Cognitive Processing ◽  
Motor Skills ◽  
Sensory Motor

scholarly journals Refractive disorders in children

2021 ◽  
Vol 70 (1) ◽  
pp. 5-9
Author(s):  
Larisa-Bianca Holhos ◽  
◽  
Mihaela Coroi ◽  
Teodora Holhos ◽  
Ioana Damian ◽  
...  
Keyword(s):  
Public Health ◽  
Motor Skills ◽  
Motor Development ◽  
Public Health Problem ◽  
Severe Form ◽  
Perceptual System ◽  
Refractive Errors ◽  
Visual Dysfunction ◽  
Sensory Motor ◽  
Complex Activities

According to current estimations, globally, there are around 150 million people with an uncorrected refractive disorder, which means 27% of the world’s population. Approximately 1.4 million of these are children and have a milder or more severe form of visual dysfunction secondary to refractive errors. Since 1990, refractive errors are considered to be a public health problem among children and cause visual dysfunction, with a prevalence of up to 43%. Vision maturation occurs in early childhood, when all the senses and motor skills work together to acquire language, first ideas about the environment and all the elements that define the person himself. Sight is a contributory perceptual system for the cognitive, social, sensory-motor development and for the assemblage of information about the environment. In the first years of life, the child increasingly discovers complex activities, requiring the ability to change the eyes fixation in space from one point to another and a normal binocular motility.

A Method For Extracting Sensory Motor Skills And Designing A Training System

2009 ◽  
Vol 2 (8) ◽  
pp. 5-26
Author(s):  
Daisuke Doyo ◽  
Atushi Ohara ◽  
Keisuke Shida ◽  
Toshiyuki Matsumoto ◽  
Kazuo Otomo
Keyword(s):  
Motor Skills ◽  
Training System ◽  
Sensory Motor

Motivated Learning for Computational Intelligence

2012 ◽  
pp. 120-146 ◽  
Author(s):  
Janusz A. Starzyk
Keyword(s):  
Reinforcement Learning ◽  
Motor Skills ◽  
Computational Intelligence ◽  
Intelligent Systems ◽  
Model Building ◽  
Value Functions ◽  
Changing Environments ◽  
Learning Techniques ◽  
Sensory Motor ◽  
External Reward

This chapter describes a motivated learning (ML) method that advances model building and learning techniques required for intelligent systems. Motivated learning addresses critical limitations of reinforcement learning (RL), the more common approach to coordinating a machine’s interaction with an unknown environment. RL maximizes the external reward by approximating multidimensional value functions; however, it does not work well in dynamically changing environments. The ML method overcomes RL problems by triggering internal motivations, and creating abstract goals and internal reward systems to stimulate learning. The chapter addresses the important question of how to motivate an agent to learn and enhance its own complexity? A mechanism is presented that extends low-level sensory-motor interactions towards advanced perception and motor skills, resulting in the emergence of desired cognitive properties. ML is compared to RL using a rapidly changing environment in which the agent needs to manage its motivations as well as choose and implement goals in order to succeed.

Evaluation of Sensory and Motor Skills in Neurosurgery Applicants Using a Virtual Reality Neurosurgical Simulator: The Sensory-Motor Quotient

2015 ◽  
Vol 72 (6) ◽  
pp. 1165-1171 ◽  
Author(s):  
Ben Z. Roitberg ◽  
Patrick Kania ◽  
Cristian Luciano ◽  
Naga Dharmavaram ◽  
Pat Banerjee
Keyword(s):  
Virtual Reality ◽  
Motor Skills ◽  
Sensory Motor

Neuropsychological function in patients with Gerstmann-Sträussler-Scheinker disease from the Indiana Kindred (F198S)

1997 ◽  
Vol 3 (2) ◽  
pp. 169-178 ◽  
Author(s):  
FREDERICK W. UNVERZAGT ◽  
MARTIN R. FARLOW ◽  
JAMES NORTON ◽  
STEPHEN R. DLOUHY ◽  
KATHERINE YOUNG ◽  
...  
Keyword(s):  
Cognitive Processing ◽  
Motor Skills ◽  
Cognitive Deficits ◽  
Neuropsychological Test ◽  
Secondary Memory ◽  
Neuropsychological Function ◽  
Cerebral Dysfunction ◽  
Wide Range ◽  
Clinically Significant ◽  
Cognitive Processing Speed

Three patients with Gerstmann-Sträussler-Scheinker disease (GSS) caused by a serine-for-phenylalanine substitution at codon 198 of the prion protein gene (PRNP) were compared to 9 age- and education-matched non-mutation-carriers from the same large Indiana kindred (GSS–IK) on a comprehensive neuropsychological test battery. Clinically significant impairments in intelligence, secondary memory, attention and cognitive processing speed, executive ability, and manual motor skills were noted in 2 patients. The wide range and the severity of the cognitive deficits indicated generalized cerebral dysfunction consistent with global dementia. One patient, symptomatic for less than 1 year, had more selective deficits involving memory, motor skills, and verbal fluency, suggesting early subcortical involvement. (JINS, 1997, 3, 169–178.)

Sensory motor inhibition as a prerequisite for theory-of-mind: A comparison of clinical and normal preschoolers differing in sensory motor abilities

2006 ◽  
Vol 30 (2) ◽  
pp. 178-190 ◽  
Author(s):  
Athanasios Chasiotis ◽  
Florian Kiessling ◽  
Vera Winter ◽  
Jan Hofer
Keyword(s):  
Theory Of Mind ◽  
Motor Skills ◽  
Executive Control ◽  
Clinical Sample ◽  
Control Group ◽  
Motor Inhibition ◽  
Regression Analyses ◽  
Motor Abilities ◽  
Inhibitory Ability ◽  
Sensory Motor

After distinguishing between neocortical abilities for executive control and subcortical sensory motor skills for proprioceptive and vestibular integration, we compare a sample of 116 normal preschoolers with a sample of 31 preschoolers receiving occupational therapeutical treatment. This is done in an experimental design controlled for age (mean: 49 months), sex, SES, linguistic abilities, and intelligence. Inhibition and theory-of-mind are measured with test batteries. Results show that children having deficits in sensory motor inhibition are less competent in conflict inhibition and in theoryof-mind. Regression analyses reveal that in the clinical sample conflict inhibition is a significantly stronger predictor of theory-of-mind than in the control group. These results point at a basic sensory motor inhibitory ability as a prerequisite for the development of theory-of-mind.

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