Methodological Investigation of Vibration Effects on Performance of Three Tasks

1981 ◽  
Vol 25 (1) ◽  
pp. 342-346
Author(s):  
John C. Guignard ◽  
Alvah C. Bittner ◽  
Robert C. Carter
Keyword(s):  
Cognitive Skills ◽  
Motor Coordination ◽  
Frequency Function ◽  
Whole Body ◽  
Fine Motor ◽  
Current Standard ◽  
Mental Computation ◽  
Decrement Effect ◽  
Visual Motor ◽  
Iso 2631

Twenty young Navy enlisted male volunteers were first rehearsed and then tested before, during, and after whole-body vibration. Fourteen were tested only at 8 Hz, and six were tested at 8 Hz/0.21 g rms, 16 Hz/0.43 g rms and 32 Hz/0.85 g rms, using three paper-and-pencil tasks involving visual, motor, and cognitive skills. The tasks were “Spoke”, a speed of tapping test; “Aiming”, a test of fine motor coordination; and “Coding”, involving mental computation. Results showed an approximately equal decrement effect across conditions in the Spoke and Coding (but not Aiming) tests that conforms with the frequency function embodied in the current international standard (ISO 2631:1978) on human exposure to vibration; but that a modicum of previous vibration experience may be necessary before reliable data are obtained in this kind of testing. Implications for methodology and for the application of the current standard are briefly discussed.

Methodological Investigation of Vibration Effects on Performance of Three Tasks

1982 ◽  
Vol 1 (1) ◽  
pp. 12-18 ◽  
Author(s):  
John C. Guignard ◽  
Alvah C. Bittner ◽  
Robert C. Carter
Keyword(s):  
Cognitive Skills ◽  
Motor Coordination ◽  
Reliable Data ◽  
Frequency Function ◽  
Whole Body ◽  
Fine Motor ◽  
Current Standard ◽  
Mental Computation ◽  
Visual Motor ◽  
Iso 2631

Twenty young Naval enlisted male volunteers were first rehearsed and then tested before, during, and after vertical (z-axis) whole-body vibration. Fourteen were tested only at 8 Hz, and six were tested at 8 Hz/0.21 gz rms, 16 Hz/0.43 gz rms and 32 Hz/0.85 gz rms, using three paper-and-pencil tasks involving visual, motor, and cognitive skills. The tasks were ‘Spoke’, a speed of tapping test; “Aiming”, a test of fine motor coordination; and “Coding”, involving mental computation. Results showed an approximately equal decrement across conditions in the Spoke and Coding (but not Aiming) tests that conforms with the frequency function embodied in the current international standard (ISO 2631–1978) on human exposure to vibration. In addition, it was found that a modicum of vibration experience may be necessary before reliable data are obtained in this kind of testing. Implications for methodology and for the application of the current standard are briefly discussed.

Learning Disabled Students in Physical Education

1985 ◽  
Vol 2 (4) ◽  
pp. 283-291 ◽  
Author(s):  
Claudine Sherrill ◽  
Jean L. Pyfer
Keyword(s):  
Motor Control ◽  
Physical Education ◽  
Motor Coordination ◽  
Social Play ◽  
Learning Disabled ◽  
Self Concept ◽  
Fine Motor ◽  
Disabled Students ◽  
Fine Motor Coordination ◽  
Visual Motor

Many learning disabled students demonstrate psychological/behavioral and perceptual motor characteristics that affect physical education placement and programming. Among the characteristics exhibited by these students are hyperactivity, disorders of attention, impulsivity, poor self-concept, social imperception, delay in social play development, and deficiencies in body equilibrium, visual motor control, bilateral coordination, repetitive finger movements, and fine motor coordination. Activities found to benefit learning disabled students are jogging, relaxation, highly structured teacher-directed routines, and noncompetitive games, all of which must be carefully sequenced. Testing must be done to determine the type and extent of the learning disabled students’ problems, and activities must be selected on the basis of the results of such tests.

scholarly journals Assessing the Share of Impaired Visual Function, Fine Motor Coordination and Visual-motor Integration in Dyslexic Children with the Eta/Mu Model

2019 ◽  
pp. 1-13
Author(s):  
Carlo Aleci ◽  
Francesca Vai
Keyword(s):  
Motor Coordination ◽  
Motor Impairment ◽  
Rehabilitation Program ◽  
Second Order ◽  
Motor Domain ◽  
Fine Motor ◽  
Motor Deficits ◽  
First Order ◽  
Visual Motor Integration ◽  
Visual Motor

Aims: A computational model aimed to estimate the proportion of visual/motor deficits (first-order defects) and visual-motor abnormal integration (second-order defect) in dyslexic children is described. Study Design: Single-masked case-control study. Place and Duration of Study: Sample: Service of Neuro-Ophthalmology, University of Turin, between December 2017 and November 2018. Methodology: Twenty subjects (age 8-10) were administered a set of tests that recruit the visual and motor domain in different proportions. The score obtained in each trial is weighed by the correspondent share of visuoperceptive and motor recruitment. This way two indexes are obtained: Eta (h) and Mu (m), that quantify the expected and estimated damage of the two functions across the range of average performance. The difference between the expected and estimated level of damage in the two domains represents the quota of selective visuoperceptive / motor impairment of the subject. In turn, no or negligible difference in the presence of abnormal z-score would reveal impaired visual-motor integration with no evident visual or motor damage. Results: The model detected a prevalent first-order defect in the visuo perceptive or motor domain in 58% of the cases (visuo perceptive alteration: 27%, motor alteration: 73%), and a prevalent second-order defect in the remaining 42% of the subjects. Internal consistency was adequate for research and screening purpose (Cronbach’s coefficient alpha: from 0.77 to 0.84). Conclusion: The Eta/Mu model seems a promising tool to detect cases of visual and motor alteration as well as the level of visual-motor integration in dyslexic children. Further effort is needed to improve test-retest reliability by examining larger samples, so as to make it suitable to customize the rehabilitation program of children suffering from learning disabilities.

scholarly journals Analyzing Writing Difficulties in The Beginning Writing of Second Grade Elementary School Students

2019 ◽  
Vol 3 (2) ◽  
pp. 1-6
Author(s):  
Ida Farida ◽  
Dayu Retno Puspita ◽  
Septy Nurfadhillah
Keyword(s):  
Visual Memory ◽  
Motor Coordination ◽  
Second Grade ◽  
Fine Motor ◽  
School Students ◽  
Writing Difficulties ◽  
Second Grade Students ◽  
Visual Motor ◽  
In The Beginning

This study aims to analyze difficulties and its causing factors from the beginning writing of second-grade students in one of the elementary schools in Tangerang, Indonesia. This research used descriptive qualitative method. The data collected from the research results were described in the form of words. The results of this study were found in 28 students' writings that have been analyzed, as many as 75% of students have been completed in learning to start writing and 25% of students have not finished writing in the beginning due to factors such as difficulties in fine motor skills, difficulty in perception of visual-motor coordination and visual memory difficulties. Students' difficulties were assessed from the aspect of beginning writing, namely: students' difficulty in the formation of formations, neatness of writing, spaces, form accuracy, proportions, and quality of writing lines.Keywords: Learning Difficulties; Writing; Writing Beginning. AbstrakPenelitian ini bertujuan untuk mengetahui kesulitan siswa dalam menulis permulaan dan faktor penyebab kesulitan menulis permulaan pada siswa kelas 2 di salah satu Sekolah Dasar di Tangerang. Metode yang digunakan dalam penelitian ini adalah metode kualitatif deskriptif, yaitu mengkaji dan menganalisis data secara objektif sesuai dengan data yang ditemukan dilapangan. Kemudian data yang terkumpul dari hasil penelitian di deskripsikan dalam bentuk kata-kata. Hasil penelitian ini di temukan pada 28 tulisan siswa yang telah dianalisis, sebanyak 75% siswa sudah tuntas dalam pembelajaran menulis permulaan dan 25 % siswa belum tuntas dalam menulis permulaan dikarenakan antara lain faktor kesulitan dalam motorik halus, kesulitan persepsi koordinasi visual motorik dan kesulitan visual memori dan kesulitan siswa dinilai dari aspek menulis permulaan yaitu: kesulitan siswa dalam susunan formasi, kerapian tulisan, spasi, ketepatan bentuk, proporsi dan kualitas garis tulisan.Kata Kunci: Kesulitan Belajar; Menulis; Menulis Permulaan.

scholarly journals Visual motor integration: generation, development, and its importance for ophthalmology

2021 ◽  
Vol 21 (1) ◽  
pp. 14-17
Author(s):  
E.A. Egorov ◽  
◽  
T.B. Romanova ◽  
E.G. Rybakova ◽  
◽  
...  
Keyword(s):  
Motor Coordination ◽  
Human Life ◽  
Head Injuries ◽  
Cerebrovascular Disorders ◽  
Fine Motor ◽  
Visual Functions ◽  
Visual Motor Coordination ◽  
Visual Motor Integration ◽  
Optical Correction ◽  
Visual Motor

Visual motor coordination (VMC) is the coordination of the motions and their elements resulting from the collaborative and simultaneous activity of the visual and motor analyzers required for daily activities, sports, and professional activities. The development of VMI begins in the early childhood and proceeds throughout human life being the most active within the first 10 years. VMC is a part of visual motor integration (VMI) defined as a complex combination of skills to correctly execute the movements of arms, legs, and body. The potential causes of impaired VMI are arrested development due to living conditions, organization of teaching, individual developmental or health characteristics; nervous system diseases (i.e., head injuries, cerebrovascular disorders, intoxication etc.); and, in particular, visual impairments. Since the quality of visual functions is an important component of good VMC, its generation and development require adequate vision correction. It was demonstrated that the degree of myopia may affect school performance in the areas requiring VMI. Optical correction of ametropias improves VMC. This should be considered when managing patients (in particular, children) with refractive errors. Keywords: visual motor coordination, visual and motor analyzers, visual functions, optical correction, micro-level orientation, fine motor skills, synchronization. For citation: Egorov E.A., Romanova T.B., Rybakova E.G. Visual motor integration: generation, development, and its importance for ophthalmology. Russian Journal of Clinical Ophthalmology. 2021;21(1):14–17. DOI: 10.32364/2311-7729-2021-21-1-14-17.

Cognitive and Academic Outcomes Following Childhood Cortical Stroke

2019 ◽  
Vol 34 (14) ◽  
pp. 897-906 ◽  
Author(s):  
Rachel K. Peterson ◽  
Tricia S. Williams ◽  
Kyla P. McDonald ◽  
Nomazulu Dlamini ◽  
Robyn Westmacott
Keyword(s):  
Cognitive Skills ◽  
Maternal Education ◽  
Motor Coordination ◽  
Cognitive Outcomes ◽  
Intellectual Ability ◽  
Fine Motor ◽  
Cortical Region ◽  
Arterial Ischemic Stroke ◽  
Stroke Research ◽  
Fine Motor Coordination

The majority of pediatric neuropsychological stroke research has focused on perinatal stroke outcomes given its relative frequency. Meanwhile, childhood-onset stroke is under-represented in the literature, resulting in limited knowledge about its neurocognitive sequelae. This retrospective study examined cognitive outcomes in children and youth (n = 27) with childhood arterial ischemic stroke (stroke occurring between 29 days and 18 years of life) isolated to the cortical region. Intellectual, academic, language, visual-perception, visual-motor integration, fine motor coordination, and executive function scores were examined relative to normative means. Results indicate that although these children are doing well in terms of general intellectual ability, they demonstrate lower scores on tasks of processing speed and fine motor coordination. Exploratory analysis also revealed that of the personal and neurologic factors examined, age at stroke was positively correlated with perceptual reasoning and fine motor control, age at assessment was negatively correlated with math calculation abilities, and maternal education was positively correlated with working memory and parent-reported behavioral regulation and impulse inhibition abilities. While neurologic variables were not predictive of cognitive neuropsychological outcomes, those with significant poorer performance had higher rates of medium/large, right-sided lesions with frontal lobe involvement. Our results highlight the overall resilience of the injured developing brain but also the vulnerability of specific cognitive skills within this unique population.

Sign in / Sign up

Export Citation Format

Share Document