Editorial: Mapping Human Sensory-Motor Skills for Manipulation Onto the Design and Control of Robots

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.

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Efficacy of Verbally Describing One’s Own Body Movement in Motor Skill Acquisition

Brain Sciences ◽

10.3390/brainsci9120356 ◽

2019 ◽

Vol 9 (12) ◽

pp. 356

Author(s):

Tsubasa Kawasaki ◽

Masashi Kono ◽

Ryosuke Tozawa

Keyword(s):

Motor Imagery ◽

Motor Skills ◽

Skill Acquisition ◽

Body Movement ◽

Upper Extremities ◽

Control Group ◽

Imagery Ability ◽

Motor Skill Acquisition ◽

Motor Error ◽

And Control

The present study examined whether (a) verbally describing one’s own body movement can be potentially effective for acquiring motor skills, and (b) if the effects are related to motor imagery. The participants in this study were 36 healthy young adults (21.2 ± 0.7 years), randomly assigned into two groups (describing and control). They performed a ball rotation activity, with the describing group being asked by the examiner to verbally describe their own ball rotation, while the control group was asked to read a magazine aloud. The participants’ ball rotation performances were measured before the intervention, then again immediately after, five minutes after, and one day after. In addition, participants’ motor imagery ability (mental chronometry) of their upper extremities was measured. The results showed that the number of successful ball rotations (motor smoothness) and the number of ball drops (motor error) significantly improved in the describing group. Moreover, improvement in motor skills had a significant correlation with motor imagery ability. This suggests that verbally describing an intervention is an effective tool for learning motor skills, and that motor imagery is a potential mechanism for such verbal descriptions.

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

American Journal of Business Education (AJBE) ◽

10.19030/ajbe.v2i8.4595 ◽

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

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A Model for the Evaluation of Sensory-Motor Skills Acquisition in Three-Dimensional Virtual Environments

2013 XV Symposium on Virtual and Augmented Reality ◽

10.1109/svr.2013.51 ◽

2013 ◽

Author(s):

Alexandre Martins dos Anjos ◽

Romero Tori ◽

Fatima L.S. Nunes

Keyword(s):

Virtual Environments ◽

Motor Skills ◽

Three Dimensional ◽

Skills Acquisition ◽

Sensory Motor

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Motor-induced Suppression of the Auditory Cortex

Journal of Cognitive Neuroscience ◽

10.1162/jocn.2009.21055 ◽

2009 ◽

Vol 21 (4) ◽

pp. 791-802 ◽

Cited By ~ 119

Author(s):

Sheye O. Aliu ◽

John F. Houde ◽

Srikantan S. Nagarajan

Keyword(s):

Auditory Cortex ◽

Auditory System ◽

Somatosensory System ◽

Motor Command ◽

Stimulus Onset ◽

Button Press ◽

Motor Processing ◽

Sensory Motor ◽

Sensory Responses ◽

And Control

Sensory responses to stimuli that are triggered by a self-initiated motor act are suppressed when compared with the response to the same stimuli triggered externally, a phenomenon referred to as motor-induced suppression (MIS) of sensory cortical feedback. Studies in the somatosensory system suggest that such suppression might be sensitive to delays between the motor act and the stimulus onset, and a recent study in the auditory system suggests that such MIS develops rapidly. In three MEG experiments, we characterize the properties of MIS by examining the M100 response from the auditory cortex to a simple tone triggered by a button press. In Experiment 1, we found that MIS develops for zero delays but does not generalize to nonzero delays. In Experiment 2, we found that MIS developed for 100-msec delays within 300 trials and occurs in excess of auditory habituation. In Experiment 3, we found that unlike MIS for zero delays, MIS for nonzero delays does not exhibit sensitivity to sensory, delay, or motor-command changes. These results are discussed in relation to suppression to self-produced speech and a general model of sensory motor processing and control.

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THE IMPACT OF SPORT GAMES EXERCISE PROGRAMS ON THE DEVELOPMENT OF SPECIFIC MOTOR ABILITIES IN ADOLESCENTS WITH INTELLECTUAL IMPAIRMENT

Facta Universitatis Series Physical Education and Sport ◽

10.22190/fupes190508022p ◽

2020 ◽

pp. 249

Author(s):

Aleksandar Pejčić ◽

Miodrag Kocić

Keyword(s):

Motor Skills ◽

Statistical Significance ◽

Exercise Program ◽

Experimental Program ◽

Control Group ◽

Mental Impairment ◽

Motor Abilities ◽

Significant Difference ◽

And Control ◽

The Impact

The aim of this study was to determine the effects of a sports games experimental program on improving specific motor abilities in adolescents with mental impairment. The study was conducted on a sample of 60 adolescents diagnosed with mild mental impairment, divided into two groups (experimental group EG, and control group CG) with an equal number of participants. The special program of sports games lasted for 12 weeks, with a weekly frequency of four times and a duration of 30 minutes per training. The participants of both groups were tested with the same variables within the specific motor skills for the sport of football and basketball. After a twelve-week experimental program of sports games, there were statistically significant improvements in the EG in the variables: SMFS, SMDR, SMCP with a statistical significance of r=0.000. The results of the ANOVA and MANOVA analyses indicated that after the application of the specific sports games program there was a statistically significant difference in the benefits for the EG compared to the CG, in the parameters of specific motor abilities with a statistical significance r=0.000 and the size of the impact. Based on these research results, it can be concluded that a specific exercise program conducted within twelve-week training of specifically dosed sports activities has significantly contributed the development of specific motor skills for football and basketball.

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The Effect of Eight-Weeks Coordinatıon Training on Tennis and Motor Skills Performance on 8-10 Years Children

10.53350/pjmhs211561578 ◽

2021 ◽

Vol 15 (6) ◽

pp. 1578-1582

Author(s):

Mine Gül ◽

Doğukan Çelik

Keyword(s):

Motor Skills ◽

Vertical Jump ◽

T Test ◽

Control Groups ◽

Standing Long Jump ◽

Significant Difference ◽

Coordination Training ◽

Long Jump ◽

And Control ◽

Experimental Group

Aim: To examine the effects of coordination applied to 8-10 years old female athletes on tennis and some motor skills. Metodology: The athletes were randomly divided into experiment and control groups by applying Dewitt-Dugan tennis test, standing long jump, vertical jump, 20m speed, T test and square test. In the study, while the control group only participated in club training for 8 weeks, 5 days a week and 60 min.and the experimental group added coordination training education. Data was collected and entered in SPSS 22.0. Results: There was a significant difference (p<0.05) in the parameters of all measurements of the experimental group in the standing long jump, vertical jump, 20m speed, t test and Dewitt-Dugan parameters and no significant change in the square test results (p>0.05). Among the final measurement values of the experimental and control groups, significant differences were found in favor of the experimental group in the values of standing long jump, vertical jump, 20m speed and Dewitt-Dugan parameters, except for the T test and the square test (p<0.05). Conclusion: It can be said that the 8-week coordination training applied to the experimental group has a positive effect on the motor characteristics and tennis skill, and specific coordination movements added to each unit training can be beneficial for the athletes. Keywords:Racket Sports, coordination, skill development, training, drills.

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