Mental imagery use by children and its influence on motor skills learning and performance enhancement

2007 ◽  
Author(s):  
Khaled Taktek
Keyword(s):  
Mental Imagery ◽  
Motor Skills ◽  
Performance Enhancement ◽  
And Performance ◽  
Skills Learning ◽  
Learning And Performance

scholarly journals The potential for genetic adaptations to language

2008 ◽  
Vol 31 (5) ◽  
pp. 529-530 ◽  
Author(s):  
Mark Pagel ◽  
Quentin D. Atkinson
Keyword(s):  
Social System ◽  
Language Skills ◽  
Human Language ◽  
And Performance ◽  
Skills Learning ◽  
Learning And Performance

AbstractWe suggest there is somewhat more potential than Christiansen & Chater (C&C) allow for genetic adaptations specific to language. Our uniquely cooperative social system requires sophisticated language skills. Learning and performance of some culturally transmitted elements in animals is genetically based, and we give examples of features of human language that evolve slowly enough that genetic adaptations to them may arise.

Fatigue in Learning and Performance of a Gross Tracking Task

1976 ◽  
Vol 42 (3_suppl) ◽  
pp. 1287-1294 ◽  
Author(s):  
L. R. T. Williams ◽  
E. L. Cooper
Keyword(s):  
Motor Skills ◽  
Exercise Bout ◽  
Learning Task ◽  
Tracking Task ◽  
Control Group ◽  
Physical Fatigue ◽  
And Performance ◽  
Experimental Group ◽  
Learning And Performance

A total of 75 10-sec. trials on a novel gross two-handed tracking task were given to 58 Ss over 2 days. Following the first 3 trials under control non-fatigue conditions, the experimental group performed a 4-min. initial exercise bout and further 1-min. bouts that were interpolated between 1-min. periods of continuous practice on the learning task. The control group followed the same procedures except that a vowel-cancelling task was substituted for the exercise task. The view that moderately heavy levels of physical fatigue cause little or no impairment in the learning and performance of motor skills which depend highly upon exteroceptive information was supported by the results.

The Cognitive and Motivational Effects of Imagery Training: A Matter of Perspective

2001 ◽  
Vol 15 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Jennifer L. Cumming ◽  
Diane M. Ste-Marie
Keyword(s):  
Training Program ◽  
Motor Skills ◽  
Visual Information ◽  
Imagery Training ◽  
Imagery Perspective ◽  
And Performance ◽  
Learning And Performance

The primary purpose of this study was to use synchronized skaters to examine the influence of imagery perspective on the cognitive and motivational functions of imagery during a five-week imagery training program. To this end, 16 novice synchronized skaters participated in an imagery intervention that incorporated both cognitive and motivational imagery. The Sport Imagery Questionnaire (SIQ: Hall, Mack, Paivio, & Hausenblas, 1998) was used to assess changes in the skaters’ use of cognitive and motivational images as a result of the training program. The results of a MANOVA indicated that skaters increased their use of cognitive specific and cognitive general imagery, regardless of their preferred imagery perspective. Furthermore, neither group showed changes in their use of imagery for motivational functions. The findings are discussed within the context of Hardy’s (1997) proposal that a particular imagery perspective is beneficial for the learning and performance of motor skills if it provides visual information that is otherwise not available to the performer.

A Response Evocation Program for /ɝ/

1975 ◽  
Vol 40 (1) ◽  
pp. 92-105 ◽  
Author(s):  
Lawrence D. Shriberg
Keyword(s):  
Service Delivery ◽  
Motor Skills ◽  
Task Analysis ◽  
Professional Issues ◽  
Clinical Experiences ◽  
Program Outcomes ◽  
Program Step ◽  
Skills Learning ◽  
Learning Principles

A response evocation program, some principles underlying its development and administration, and a review of some clinical experiences with the program are presented. Sixty-five children with developmental articulation errors of the /ɝ/ phoneme were administered the program by one of 19 clinicians. Approximately 70% of program administrations resulted in a child emitting a good /ɝ/ within six minutes. Approximately 10% of children who were given additional training on program step failures emitted good /ɝ/'s in subsequent sessions. These preliminary observations are discussed in relation to the role of task analysis and motor skills learning principles in response evocation, clinician influences in program outcomes, and professional issues in service delivery to children with developmental articulation errors.

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