The Role of Visual-Spatial Abilities in the Performance of Certain Motor Skills

Two experiments investigated the role of spatial abilities on uninhabited ground vehicle (UGV) performance under two different viewing conditions: direct line of sight and teleoperation. The ability to operate a mobile robot was indexed by task completion time and total number of course collisions. Results showed that participants with higher spatial abilities exhibited superior performance in both direct line of sight and teleoperation. Performance under direct line of sight was correlated with both spatial relations and spatial visualization, whereas performance during teleoperation was only correlated with spatial relations ability. Understanding the roles of spatial abilities under different viewing conditions will aid in the advancement of selection criteria and training paradigms for robot operators.

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A Response Evocation Program for /ɝ/

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.4001.92 ◽

1975 ◽

Vol 40 (1) ◽

pp. 92-105 ◽

Cited By ~ 19

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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Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000208 ◽

2015 ◽

Vol 223 (2) ◽

pp. 102-109 ◽

Cited By ~ 13

Author(s):

Evelyn H. Kroesbergen ◽

Marloes van Dijk

Keyword(s):

Working Memory ◽

Learning Disabilities ◽

Spatial Working Memory ◽

Number Sense ◽

Mathematical Learning ◽

Visual Spatial ◽

Mathematical Learning Disabilities ◽

Visual Spatial Working Memory ◽

And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

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Investigating the Relationship between Visual Spatial Abilities and Robot Operation during Direct Line of Sight and Teleoperation

PsycEXTRA Dataset ◽

10.1037/e578522012-057 ◽

2009 ◽

Author(s):

Lindsay O. Long ◽

Joshua A. Gomer ◽

Kristin S. Moore ◽

Christopher C. Pagano

Keyword(s):

Spatial Abilities ◽

Line Of Sight ◽

Visual Spatial ◽

The Relationship

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Learning by Doing: The Use of Distance, Corners and Length in Rewarded Geometric Tasks by Zebrafish (Danio rerio)

Animals ◽

10.3390/ani11072001 ◽

2021 ◽

Vol 11 (7) ◽

pp. 2001

Author(s):

Greta Baratti ◽

Angelo Rizzo ◽

Maria Elena Miletto Petrazzini ◽

Valeria Anna Sovrano

Keyword(s):

Danio Rerio ◽

Three Dimensional ◽

Reference Memory ◽

Spatial Abilities ◽

Learning By Doing ◽

Surface Distance ◽

Extended Surfaces ◽

Unequal Length ◽

Over Time

Zebrafish spontaneously use distance and directional relationships among three-dimensional extended surfaces to reorient within a rectangular arena. However, they fail to take advantage of either an array of freestanding corners or an array of unequal-length surfaces to search for a no-longer-present goal under a spontaneous cued memory procedure, being unable to use the information supplied by corners and length without some kind of rewarded training. The present study aimed to tease apart the geometric components characterizing a rectangular enclosure under a procedure recruiting the reference memory, thus training zebrafish in fragmented layouts that provided differences in surface distance, corners, and length. Results showed that fish, besides the distance, easily learned to use both corners and length if subjected to a rewarded exit task over time, suggesting that they can represent all the geometrically informative parts of a rectangular arena when consistently exposed to them. Altogether, these findings highlight crucially important issues apropos the employment of different behavioral protocols (spontaneous choice versus training over time) to assess spatial abilities of zebrafish, further paving the way to deepen the role of visual and nonvisual encodings of isolated geometric components in relation to macrostructural boundaries.

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Twin-To-Twin Transfusion Syndrome Donor and Recipient and Their Subsequent Cognitive Functioning in Late Childhood as Juvenile Athletes—A Case Study

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18052545 ◽

2021 ◽

Vol 18 (5) ◽

pp. 2545

Author(s):

Ilona Bidzan-Bluma

Keyword(s):

Cognitive Functioning ◽

Motor Skills ◽

Cognitive Functions ◽

Late Childhood ◽

Semantic Fluency ◽

Motor Functioning ◽

Gross Motor Skills ◽

History Of

Objective: It is estimated that twin-to-twin transfusion syndrome (TTTS) occurs in 10–15% of monochorionic twin pregnancies. One of the fetuses takes on the role of donor and the other of recipient. The treatment administered involves serial amnioreduction and laser photocoagulation of the communicating blood vessels. After TTTS, children may have deficiencies in psychomotor functioning, in particular in cognitive functions, expressive language, and motor skills. Few scientific reports indicate that twins after TTTS do not demonstrate significant differences in tests which measure intellectual functioning. Methods: The cognitive functioning of twins in the late childhood period was compared using the following tools: an analysis of their medical history, an interview with their parents, and neuropsychological tests allowing the evaluation of their whole profile of cognitive functions. Case Study: Cognitive functioning in the late childhood period was analyzed in a pair of 11-year-old male twins (juvenile athletes), a donor and a recipient, who had developed TTTS syndrome in the prenatal period. Results: Comparison of the cognitive functioning profile of the donor and recipient revealed that children with a history of TTTS develop normally in terms of cognitive and motor functioning in late childhood. A comparative analysis of the donor and recipient was more favorable for the recipient, who had a higher level of general intelligence, visual–motor memory, and semantic fluency. Conclusions: The fact that both the donor and the recipient chose to pursue athletics suggests that gross motor skills are their strongest suit. Playing sports as a method of rehabilitation of cognitive function of children born prematurely after TTTS could contribute to the improvement of cognitive functioning.

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