Perception, Action, and Intrinsic Motivation in Infants’ Motor-Skill Development

2021 ◽  
pp. 096372142110319
Author(s):  
Daniela Corbetta
Keyword(s):  
Intrinsic Motivation ◽  
Critical Role ◽  
Visual Space ◽  
Progressive Alignment ◽  
Motor Action ◽  
Hands On ◽  
Motor Skill Development ◽  
Contingent Event ◽  
Complex Forms ◽  
Perception Action

Perception, action, and intrinsic motivation play an essential role in early development, promoting the creation and refinement of new and more complex forms of behaviors as infants try a range of sensorimotor patterns in their environment. I use the example of infants’ reaching to illustrate how goal-directed action emerges from the intersection of seemingly distinct visual and proprioceptive-tactile-motor spaces that form in the early months following birth. The intersection of these two spaces begins with a casual contingent event involving vision and action: when the hand happens to contact a target. This event, which marks the onset of reaching, provides new behavioral value, reinforces the motor action, and intrinsically motivates infants to attempt to reproduce the behavior. Subsequent repeated cycles of perception and action lead to the exploration of a range of motor responses and a progressive alignment of the visual space with the proprioceptive-tactile-motor space, ultimately fostering the selection and refinement of increasingly successful and refined reaching patterns. Extensive hands-on experience in the environment and learning about the immediate outcomes of actions play a critical role in shaping behavioral development.

Motivational Climate, Psychological Responses, and Motor Skill Development in Children’s Sport: A Field-Based Intervention Study

1995 ◽  
Vol 17 (3) ◽  
pp. 294-311 ◽  
Author(s):  
Marc Theeboom ◽  
Paul De Knop ◽  
Maureen R. Weiss
Keyword(s):  
Intrinsic Motivation ◽  
Motor Skill ◽  
Skill Development ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Traditional Group ◽  
Motor Skill Development ◽  
Positive Experiences ◽  
Mastery Motivational Climate ◽  
Depth Interviews

Recent research in educational psychology suggests that provision of a mastery motivational climate will maximize enjoyment, perceived competence, and intrinsic motivation in children (Ames, 1992a, 1992b, 1992c). Minimal research has been conducted to test this proposition in the physical domain. The purpose of this study was to examine the effectiveness of a performance versus mastery oriented teaching program on children’s enjoyment, perceived competence, intrinsic motivation, and motor skill development. Children (N = 119) 8 to 12 years of age were randomly assigned to one of the two programs for 3 weeks during an organized sports program. Results revealed that children in the mastery oriented group reported significantly higher levels of enjoyment and exhibited better motor skills than those in the performance oriented group. In-depth interviews further indicated that children in the mastery program were almost unanimous in reporting high levels of perceived competence and intrinsic motivation, while those from the traditional group showed less pronounced effects. These results provide empirical evidence that a mastery motivational climate can result in more positive experiences for young athletes as they learn new skills.

scholarly journals The Effects of Online Organic Chemistry Laboratory Videos on Students’ Perceptions and Intrinsic Motivation

2021 ◽  
Vol 4 (3) ◽  
pp. 239-255
Author(s):  
Yujuan Liu
Keyword(s):  
Organic Chemistry ◽  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Chemistry Laboratory ◽  
Large Effect Size ◽  
Written Comments ◽  
Hands On ◽  
Online Videos ◽  
Organic Chemistry Laboratory

The purpose of this exploratory study is to investigate students’ use and perceptions of online videos and intrinsic motivation toward the online videos in an organic chemistry laboratory course, which used online videos to assist students’ preparation and learning in the lab. Students’ responses to an anonymous survey showed that they watched the online videos one or more times based on their available time. Descriptive statistics showed that students had positive perceptions about the effect of online videos in terms of their preparation of labs, understanding the concepts, doing hands-on activities, and other aspects in the lab, which were consistent with their written comments. 44% of students showed positive intrinsic motivation toward the online videos according to items based on self-determination theory. Correlation results showed that the effect subscales were strongly related to each other, and students’ intrinsic motivation was significantly and positively related to students’ perceived effect of the online videos on their understanding and preparation with medium to large effect sizes. Inferential tests showed that students who had a positive perception of intrinsic motivation scored significantly higher on the understanding subscale with a medium to large effect size. The findings in this study suggest the online organic chemistry laboratory videos have significant potential to improve students learning and it is important to stimulate student intrinsic motivation toward the online videos which will help students benefits more from the effects of the online videos.

Infants' Age and Walking Experience Shapes Perception-Action Coupling When Crossing Obstacles

2018 ◽  
Vol 126 (2) ◽  
pp. 185-201
Author(s):  
Ana P. B. Vieira ◽  
Raquel P. Carvalho ◽  
Ana M. F. Barela ◽  
José A. Barela
Keyword(s):  
Relative Phase ◽  
Sensory Information ◽  
Interlimb Coordination ◽  
Horizontal Distance ◽  
Motor Action ◽  
Vertical Distance ◽  
Step Over ◽  
Action Coupling ◽  
Perception Action

This study examined the effects of age and walking experience on infants' ability to step over an obstacle. We videotaped 30 infants with one (mean [ M] age = 12.6 months), three ( M age = 14.7 months), and six months ( M age = 17.7 months) of walking experience walking on a pathway with and without an obstacle. We found a shorter stride and slower velocity for infants with one month of walking experience and for the walking condition with an obstacle than for other experience groups or for walking without an obstacle. Across all groups, the horizontal distance between an infant's foot and the obstacle was larger for the trailing leg than for the leading leg. The vertical distance for both legs was similar among 1-month walkers, increased for 3-month walkers, and was similar for the trailing leg of the 6-month walker group. The percentage of the interlimb coordination relative phase for the leading limb was smaller for 3- and 6-month walker groups. In conclusion, age and walking experience contribute to improving coupling between sensory information and motor action and to organization for stepping over an obstacle in infants.

scholarly journals Decision-making in Shiatsu bodywork: complementariness of embodied coupling and conceptual inference

2021 ◽  
Author(s):  
Michael Kimmel ◽  
Christine Irran
Keyword(s):  
Decision Making ◽  
Cognitive Science ◽  
Cognitive Resources ◽  
Knowledge Based ◽  
Local Resources ◽  
Hands On ◽  
Non Local ◽  
Comprehensive Intervention ◽  
Action Coupling ◽  
Perception Action

Abstract“4E” cognitive science has demonstrated that embodied coupling offers powerful resources for reasoning. Despite a surge of studies, little empirical attention is paid to discussing the precise scope of these resources and their possible complementariness with traditional knowledge-based inference. We use decision-making in Shiatsu practice – a bodywork method that employs hands-on interaction with a client – to showcase how the two types of cognitive resources can mesh and offer alternative paths to a task: “Local” resources such as embodied presence, empathy, attunement, as well as skilled perception-action coupling are not only central for implementing a successful therapeutic intervention. The immediate coupling with a client also offers basic means of deciding about fitting and meaningful interventions. Yet, when comprehensive intervention strategies are at stake, Shiatsu decision making must be complemented through “non-local” resources, notably inferences rooted in anatomy/physiology knowledge, categories, heuristics, and mental models. To draw out implications for “4E” cognitive science, we argue that “local” embodied coupling and “non-local” conceptual inferences can functionally complement, inform, and scaffold each other in a dialectic process.

HOW AND WHEN DOES JOB CHALLENGE PROMOTE THE INNOVATIVE BEHAVIOUR OF PUBLIC SECTOR EMPLOYEES?

2021 ◽  
pp. 2150069
Author(s):  
SHAKER BANI-MELHEM ◽  
RAWAN ABUKHAIT ◽  
FARIDAHWATI MOHD. SHAMSUDIN ◽  
MOHD AHMAD AL-HAWARI
Keyword(s):  
Public Sector ◽  
Intrinsic Motivation ◽  
Critical Role ◽  
The Public ◽  
Moderated Mediation Model ◽  
Public Sector Employees ◽  
Innovative Behaviour ◽  
Managerial Implications ◽  
Time Lagged

Previous research is inconclusive about when and how job challenge affects innovative behaviour. To address this inconsistency, we primarily draw on the job characteristics theory (JCT) and job demands–resources model (JD–R model) to examine the effect of job challenge on intrinsic motivation and employee innovative behaviour as well as the moderating role of supervisor coaching behaviour. We employ a time-lagged research design to collect data from 318 public sector employees in the UAE. Our finding offers support for a moderated mediation model in which job challenge has a positive and significant effect on innovative behaviour. The study also shows that the association between job challenge and innovative behaviour via intrinsic motivation is stronger under high supervisor coaching behaviour. The findings provide prescriptive insights into the critical role that supervisor coaching behaviours play in clarifying when and how job challenge affects innovative behaviour and indicate relevant managerial implications aimed at encouraging innovative behaviour in the public sector.

scholarly journals Dialogic Teaching during Cooperative Inquiry-Based Science: A Case Study of a Year 6 Classroom

2020 ◽  
Vol 10 (11) ◽  
pp. 328
Author(s):  
Robyn M. Gillies
Keyword(s):  
Critical Role ◽  
Scientific Language ◽  
Effective Teacher ◽  
Dialogic Discourse ◽  
Dialogic Teaching ◽  
Inquiry Group ◽  
Cooperative Inquiry ◽  
Hands On ◽  
Dialogic Interaction

Teachers play a critical role in promoting dialogic interaction in their students. The purpose of this case study was to investigate how one very effective teacher taught two, cooperative, inquiry-based science units to her Year 6 class. In particular, the case study focused on how she used different discourses to capture students’ curiosity in the inquiry-based tasks, provided hands-on activities to enable them to test out their hypotheses and develop explanations for what they found in order to help them become more scientifically literate and have a broader understanding of the role of science in the world in which they live. The results showed that the students engaged constructively with their peers on the inquiry group tasks; they used the correct scientific language to discuss phenomena, make claims, and compared findings. Furthermore, they became more adept at expressing their opinions and providing explanations and justifications for the ‘scientific’ positions they had adopted across the six inquiry-based science lessons; core cognitive practices that support learning. This case study highlights the importance of utilizing both authoritative and dialogic discourse to challenge and scaffold students’ thinking to support enhanced understandings and reasoned argumentation during inquiry-based science. This case study fills a gap in the literature on how teachers can utilize different communicative approaches during inquiry-based science units to promote student engagement and learning.

scholarly journals The evolution of two types of play

2019 ◽  
Vol 30 (5) ◽  
pp. 1388-1397 ◽  
Author(s):  
Paul E Smaldino ◽  
Elisabetta Palagi ◽  
Gordon M Burghardt ◽  
Sergio M Pellis
Keyword(s):  
Mathematical Model ◽  
Life History ◽  
General Framework ◽  
Time Course ◽  
Critical Role ◽  
Opportunity Costs ◽  
Animal Kingdom ◽  
Subsequent Evolution ◽  
Investment Returns ◽  
Complex Forms

Abstract Play is an important and understudied class of phenomena that likely serves a critical role in the ontogeny and maintenance of fitness-enhancing behaviors. Many species exhibit little or no play. Among those animals that do play, some exhibit only very simple forms, while others engage in complex play both solitarily and socially. Likewise, some animals play only as juveniles, while others continue to play as adults. We propose a general framework to explain interspecies variation in the evolution and emergence of simple vs. complex forms of play, supported by both a review of the empirical evidence and a novel mathematical model. The emergence of play requires that initial investment returns benefits that sufficiently compensate the opportunity costs associated with simple play. The subsequent evolution of complex play depends upon the interplay of several life-history factors related to the benefits, costs, and time course of play investment. We conclude with implications for understanding the evolution of play across the animal kingdom.

scholarly journals Structure of human Fe–S assembly subcomplex reveals unexpected cysteine desulfurase architecture and acyl-ACP–ISD11 interactions

2017 ◽  
Vol 114 (27) ◽  
pp. E5325-E5334 ◽  
Author(s):  
Seth A. Cory ◽  
Jonathan G. Van Vranken ◽  
Edward J. Brignole ◽  
Shachin Patra ◽  
Dennis R. Winge ◽  
...  
Keyword(s):  
Fatty Acid Biosynthesis ◽  
Quaternary Structure ◽  
Acyl Carrier Protein ◽  
Critical Role ◽  
Biosynthetic Pathways ◽  
Cluster Assembly ◽  
Hydrophobic Core ◽  
Electron Microscopic ◽  
Cysteine Desulfurase ◽  
Complex Forms

In eukaryotes, sulfur is mobilized for incorporation into multiple biosynthetic pathways by a cysteine desulfurase complex that consists of a catalytic subunit (NFS1), LYR protein (ISD11), and acyl carrier protein (ACP). This NFS1–ISD11–ACP (SDA) complex forms the core of the iron–sulfur (Fe–S) assembly complex and associates with assembly proteins ISCU2, frataxin (FXN), and ferredoxin to synthesize Fe–S clusters. Here we present crystallographic and electron microscopic structures of the SDA complex coupled to enzyme kinetic and cell-based studies to provide structure-function properties of a mitochondrial cysteine desulfurase. Unlike prokaryotic cysteine desulfurases, the SDA structure adopts an unexpected architecture in which a pair of ISD11 subunits form the dimeric core of the SDA complex, which clarifies the critical role of ISD11 in eukaryotic assemblies. The different quaternary structure results in an incompletely formed substrate channel and solvent-exposed pyridoxal 5′-phosphate cofactor and provides a rationale for the allosteric activator function of FXN in eukaryotic systems. The structure also reveals the 4′-phosphopantetheine–conjugated acyl-group of ACP occupies the hydrophobic core of ISD11, explaining the basis of ACP stabilization. The unexpected architecture for the SDA complex provides a framework for understanding interactions with acceptor proteins for sulfur-containing biosynthetic pathways, elucidating mechanistic details of eukaryotic Fe–S cluster biosynthesis, and clarifying how defects in Fe–S cluster assembly lead to diseases such as Friedreich’s ataxia. Moreover, our results support a lock-and-key model in which LYR proteins associate with acyl-ACP as a mechanism for fatty acid biosynthesis to coordinate the expression, Fe–S cofactor maturation, and activity of the respiratory complexes.

Virtual Rehabilitation Environment Using Principles of Intrinsic Motivation and Game Design

2012 ◽  
Vol 21 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Matjaž Mihelj ◽  
Domen Novak ◽  
Maja Milavec ◽  
Jaka Ziherl ◽  
Andrej Olenšek ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Game Design ◽  
Relevant Information ◽  
Motor Action ◽  
Tactile Information ◽  
Virtual Rehabilitation ◽  
Acoustic Feedback ◽  
Pick And Place ◽  
Cognitive Challenge ◽  
To Receive

This paper presents a novel multimodal virtual rehabilitation environment. Its design and implementation are based on principles related to intrinsic motivation and game design. The system consists of visual, acoustic, and haptic modalities. Elements contributing to intrinsic motivation are carefully joined in the three modalities to increase patients' motivation during the long process of rehabilitation. The message in a bottle (MIB) virtual scenario is designed to allow interplay between motor and cognitive challenges in the exercising patient. The user first needs to perform a motor action to receive a cognitive challenge that is finally solved by a second motor action. Visual feedback provides the most relevant information related to the task. Acoustic feedback consists of environmental sounds, music, and spoken instructions or encouraging statements for the patient. The haptic modality generates tactile information related to the environment and provides various modes of assistance for the patient's arm movements. The MIB scenario was evaluated with 16 stroke patients, who rated it positively using the Intrinsic Motivation Inventory questionnaire. Additionally, the MIB scenario seems to elicit higher motivation than a simpler pick-and-place training task.

Technology Adoption in Engineering Design for Distance Education

2014 ◽  
Vol 3 (2) ◽  
pp. 54-64
Author(s):  
Amanullah M.T.O. ◽  
Jaideep Chandran ◽  
Alex Stojcevski
Keyword(s):  
Distance Education ◽  
Learning Experience ◽  
Critical Role ◽  
Full Time ◽  
Education Students ◽  
Use Of Technology ◽  
Laboratory Facilities ◽  
Hands On ◽  
Effective Use ◽  
Assessment Strategies

Technology plays a critical role in delivering modern education to the next generation. Proper and effective use of technology is extremely important especially for distance education. Students who enrol in distance mode have a number of limitations as most of them work full time along with the commitments to the family. Distance education in engineering has its own unique set of challenges; it has to ensure the learning outcomes are met through the content, delivery style and assessment strategies. It also has to ensure the distance students are provided a learning experience at par with on campus students in terms of access to laboratory facilities and hands on experience. The Project Oriented Design Based Learning model drives the learning through a design based project and employs a blended learning environment to address the challenges faced in distance engineering education. This paper discusses technology integration for the distance students based on the Project Oriented Design Based Learning.

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