Dissertations / Theses on the topic 'Attention. Motor ability'

Although drug therapy is the more common treatment of ADHD (attention deficit hyperactivity disorder), and has been shown to reduce symptoms, the benefits of the theraputic drugs are temporary, and the therapy can have adverse side effects. For these reasons, many prefer not to use drug therapy for ADHD. Alternative treatments have been shown to have some efficacy, especially when used in conjunction with drug therapy. Dynamic Systems theory suggests that an intervention which combines graphomotor exercises with music may have a positive effect on a child's behavior and attention. A 2 x 2 pretest-posttest design tested the hypothesis that both children diagnosed with ADHD as well as children without ADHD would significantly improve on measures of attention, behavior inhibition and handwriting when those children received the graphomotor and music intervention. The intervention was designed according to the instructions in the handbook "Training the Brain to Pay Attention the Write Way" authored by Farmer and published by Writebrain Press in Denver, Colorado in 1993.

It is widely thought that emotional stimuli receive privileged neural status compared to their non-affective counterparts. This prioritization, however, comes at a cost, as the neural capacity of the human brain is finite; the prioritization of any one object comes at the expense of other concurrent objects in the visual array competing for awareness (Desimone & Duncan, 1995). Despite this reality, little work has examined the functional benefit derived from the perceptual prioritization of affective information. Why do we preferentially attend to emotional faces? According to evolutionary accounts, emotions originated as adaptations towards action, helping to prepare the organism for movement (Darwin, 1872; Frijda, 1986). The current dissertation examines this from the perceptive of visual neuroscience and motor cognition. Chapters 1 and 2 examine the mechanisms involved during the perceptual prioritization of emotional content in the context of action system modulation. Chapters 3 and 4 then directly examine emotions effect on oculomotor action output. Results across the studies are discussed in the context of evolutionary theories related to biological origins of emotional expression.

碩士
國立臺東大學
體育教學碩士在職專班
102
The purpose of this study was to understand the change of the diabolo curriculum for students with intellectual disability . The case of this study was a student in the third grade had a mild intellectual disability manual. The information of this study was collected from the Diabolo class twice a week in 10 weeks. In quantification, first, compared the data of the before and the after the Quick Neurological Screening Test and the learning effect of the perceptual motor ability. Second, the A-B-A of the Single subject research, surveyed the result of the attention by visual analysis. In qualitative data, all data were from the reflections of teaching, the collections from the observer and interviews with teachers. The data of this study were classified, arranged and summarized by descriptive statistics and content analysis.The results were below:1.The Diabolo class could improved the perceptual motor ability, visual perceptual motor ability, auditory perceptual motor ability and kinesthetic perceptual motor ability of the students who were intellectual disability.2.The Diabolo class could improved the focused attention of the student with ID. According to the qualitative data, to simplified the lesson, the helped from the tutorial and classmates, it also could improved the focused attention. When the students increased the skills and interests, the attentions as well.The conclusion:The Diabolo class had a highly effective to the perceptual motor ability and the focused attention for the students with intellectual disability.

碩士
國立新竹教育大學
特殊教育學系碩士班
104
This study aimed to determine the effectiveness of toys and games camp in enhancing the attention and visual-motor integration (VMI) of children with attention deficit disorder (ADD). The objective of this study was to investigate the performance regarding attention and VMI levels among children with ADD before and after participating in a toys and games camp intervention. One-group pretest-posttest design approach was adopted. The research participants were 17 children from early intervention institutions as well as public and private preschools in Hsinchu County, who were suspected of having ADD, had being enrolled in the toys and games camp by their parents, have received the attention deficit and hyperactivity test, and achieved a standard score of 8 or more on the screening subtest. The independent variable was the toys and games camp, and a 10-day camp was administered. The changes in the participants’ performance before and after teaching were evaluated using the Conners Kiddie Continuous Performance Test 2nd Edition (K-CPT2) and the Berry-Buktenica Developmental Test of Visual-Motor Integration (VMI). The changes in performance were employed as the dependent variable to analyze the effectiveness of the toys and games camp activity. The main research findings are described as follows. 1. Regarding attention, after receiving toys and games camp intervention, the participating children with attention deficit disorder improved in the K-CPT2 test, with 3 out of the 5 dimensions achieving a level of significance. 2. Concerning VMI, after receiving toys and games camp intervention, the participants improved in 3 VMI subtests and achieved a level of significance. 3. According to parents’ feedback after toys and games camp activity, the parents responded positively toward the children’s training outcome and the camp activity. This result indicates that the parents approved of the activity. Finally, the researchers of this study discussed the research results and provided recommendations concerning teaching practice and future research.

碩士
國立新竹教育大學
特殊教育學系碩士班
103
The goal of this study is investigate the effect of using Lego training on attention and visual-motor integration ability of sensory processing disorder of children. This study was one-group pretest-posttest design. Three kinds of measurements were used in this study, which were Sensory Profile, attention questionnaire with elementary school students and The Berry-Buktenica Developmental Test of Visual-Motor Integration. Ninteen students with sensory processing disorder of children (aged 6~10 years old) are recruited. The treatment is Lego training course, which took place once a week during 10 weeks. The participants are tested by attention questionnaire with elementary school students, The Berry-Buktenica Developmental Test of Visual-Motor Integration, and The Minnesota Manual Dexterity Test for pre-test, post-test, and follow-up test. The test results were recorded as the dependent variable of this experiment. In the results of attention, the post-test have significant improve- ment on participants’ focusd attention, sustained attention, selective attention, alternating attention, and divided attention as well as whole attention test. The follow-up test was held after lessons ended for 4 weeks shows that for the aspect of focusd attention, sustained attention, selective attention, alternating attention, and divided attention as well as whole attention, there are no significant regression. When it comes to visual-motor integration ability, the post-test have significant improve- ment on participants’ visual-motor integration, visual perception, motor coordination, unilateral placing and training test improved significantly. And in the follow-up test after lessons ended for 4 weeks, the result shows that the maintenance of visual perception, unilateral placing and training test according to the difference between post-test and follow-up test. However, visual-motor integration and motor coordination have significant regression in the follow-up test. Besides, according to stu- dents’ interviews and observation during classes, Lego training course can motivate students, improve their maintenance on attention, and increase their social interaction.

碩士
正修科技大學
休閒與運動管理所
104
Purpose: This thesis aimed to investigate the effect of basis motor ability and attention on first grader, who educated an exercise and game curriculum in the morning and recess. Methods: The subjects were 54 first-grade students who were divided into 2 groups (experimental group and control group) at Rui-feng Elementary School in Kaohsiung City. The experimental group was received the exercise and game curriculum for 8 weeks, every morning (20 minutes), and recess (10 minutes); meanwhile, the control group did not receive the exercise and game curriculum. The two groups were received the basis motor ability test and attention test before and after the curriculum. The data collected from subjects were analyzed through descriptive statistics in order to establish basis information and the average and standard deviation of all the tests. By using paired t test and one way analysis of covariance (one way ANCOVA), the results were analyzed between the experimental group and the control group. Assuming it reached the significant level, proceeded the comparison of the average after adjustment. Results: The abilities of basic motor ability (balance, coordination, agility, speed, and power) and attention with statistically significant associations (p<.05) were affected by the exercise games in the morning and recess. The experimental group was superior to the control group. Conclusion: The exercise games in the morning and recess may effectively improve on lower grades of elementary students' basic motor ability and attention.

Vehicle accidents by means of Public transport annually leads to a large number of passenger deaths and life long disablement. AsDu Toit, Martina Petronella a result, there is a need for preventative measures by identifying the psychomotor abilities of bus drivers during the recruitment and selection process of employment. The study was conducted among 398 bus drivers employed by a large bus company. The Vienna Test Battery was administered. It was found that distance estimation, ability to recognize forms and figures, concentration ability, eye-hand feet coordination and two-hand coordination predicted the effectiveness of bus drivers successfully. It is suggested that further research should focus on client services, attitude of bus drivers and learning potential, as factors that influence the effectiveness of bus drivers.
Industrial psychology
M.A. (Industrial Psychology)

Female athletes exhibit three- to six-fold greater incidence of noncontact anterior cruciate ligament (ACL) injury relative to their male counterparts. The increased risk appears to stem from interactions between several risk factors, that can roughly be categorized as anatomic, biomechanical, hormonal, and neuromuscular. Neuromuscular risk factors have recently gained a greater focus, and include differences in the timing and magnitude of activation of lower extremity and trunk musculature. In addition to neuromuscular risk factors, the incidence of ACL injury is not evenly distributed across the menstrual cycle, suggesting that hormonal fluctuations may influence neuromuscular control. Finally, it is known that even well-trained athletes experience decrements in performance and postural control when forced to attend to multiple sensory stimuli, which is common in many sports. PURPOSE: To explore neuromuscular differences in the ways healthy and ACL-injured women respond to a secondary task requiring fine motor control and sustained mental focus (typing task). Our investigation encompassed three broad aims. First, we sought to determine whether ACL-injured individuals demonstrated similar reflex profiles to healthy individuals, as well as to determine whether the ACL-involved limb was similar to its uninvolved counterpart. Our second aim was to determine whether the typing task resulted in attenuated Hoffmann (H) reflex amplitudes, and to investigate whether any observed changes were similar in healthy and ACL-injured groups. Finally, our third broad aim was to utilize more complex H reflex analysis techniques to determine whether differences in spinal excitability existed at different points in the menstrual cycle. METHODS: Thirty nine recreationally active women (20 with prior unilateral noncontact ACL injury: 24.0 ± 4.5 years; 23.8 ± 4.5 kg•m⁻²; 4.1 ± 2.6 years post-injury; 19 with no history of knee injury: 23.8 ± 4.5 years; 23.1 ± 2.3 kg•m⁻²) agreed to participate, and were tested during days 2-5 (follicular phase) of the menstrual cycle. A sub-set of this original group (n=8; 24.0 ± 4.8 years; 22.0 ± 2.1 kg•m⁻²) also agreed to return for a second testing session 24-96 hours after ovulation (early luteal phase), in order to assess H reflex differences across the menstrual cycle. During each testing session, H reflex testing was used to explore spinal-level control mechanisms of the lower extremity musculature under both Rest and Task conditions. In the control group, the dominant limb was tested (CON-D) while in the ACL group, both the uninvolved (ACL-UN) and involved (ACL-INV) limbs were assessed. Differences between groups (Control vs. ACL) and within-groups (ACL-UN vs. ACL-INV) were explored. RESULTS: At rest, H reflex parameters in ACL-INV were generally similar to ACL-UN and to CON-D. However, differences in presynaptic inhibition were apparent in ACL-INV that imply reduced reflex plasticity. During the typing task, both the Control and ACL groups experienced attenuated H reflex parameters. In the sub-set of participants who were tested twice during the menstrual cycle, a significant increase in presynaptic inhibition was observed during the early luteal phase compared to the follicular phase. CONCLUSION: While individuals with prior ACL injury display similar H reflex profiles to healthy individuals, the ACL-involved limb may demonstrate less reflex plasticity in response to environmental changes. This lack of plasticity may potentially increase the risk of re-injury. In addition, an upper extremity task requiring fine motor control and sustained mental focus attenuates the H reflex in both groups. This attenuation has implications for lower-extremity neuromuscular control in dual-task environments. Finally, the increase in presynaptic inhibition observed during the early luteal phase may provide insight into why ACL injuries are not evenly distributed across the menstrual cycle.
Graduation date: 2012

Afrikaans text
Die doel van hierdie studie was om te bepaal wat die invloed van motoriese oefening op die leervermoë van die leerder in die grondslagfase is. Vyf en twintig leerders is ewekansig verdeel in `n eksperimentele en kontrole groep. Oor `n tydperk van vyf weke, voor die aanvang van elke leerafdeling, het die eksperimentele groep, saam met die onderwyseres, klaskamer gebaseerde motoriese oefeninge verrig terwyl die kontrole groep geen intervensie ontvang het nie. Die Copeland’s checklist for Attention Deficit Disorder vraelys is as voor- en natoets gebruik. Na die afloop van die empiriese ondersoek het die eksperimentele groep `n verbetering getoon in onoplettendheid/afleibaarheid, impulsiwiteit, ooraktiwiteit/hiperaktiwiteit, onderaktiwiteit en aandagvermoë, terwyl die kontrole groep oor dieselfde tydperk verswak het of onveranderd gebly het. Die veranderinge was egter nie statisties betekenisvol (p≤0.05) nie. Hierdie resultaat dui slegs op „n tedens dat motoriese oefening 'n positiewe effek op die leerders se leervermoë in die grondslagfase het.
Educational Studies
M. Ed. (Educational Studies)

Abstracts in Afrikaans and English
Inklusiewe onderrig ondersteun die insluiting van alle leerders met verskillende behoeftes en vaardighede in klaskamers, wat baie keer te groot, of te verskillend vir doeltreffende onderrig is. Beweging as deel van ‘n vroeë leerervaring is noodsaaklik vir optimale neurale ontwikkeling. Dit beïnvloed organisasie en stimuleer die spesifieke neurologiese sisteme nodig vir optimale funksionering en ontwikkeling van die brein. Sensoriese integrasie disfunksie word gesien as die wortel van baie leerprobleme. Die vestibulêre sisteem is direk verbind met die sensoriese en motoriese sisteme. ‘n Sensoriese integrasie disfunksie het ‘n duidelike invloed op die vestibulêre sisteem. Die vestibulêre sisteem het baie interkonneksies met baie dele in die brein, byvoorbeeld propriosepsie en die tassisteem. Doeltreffende funksionering van die sensoriese, motoriese en vestibulêre sisteme word verlang vir ‘n hoë vlak van prestasieverrigting in sport en akademie. Wanneer die vestibulêre sisteem gestimuleer word, het dit ‘n direkte positiewe invloed op die sensoriese en motoriese ontwikkeling van leerders. Die doel van hierdie studie was om te bepaal wat die persepsie van grondslagfase-onderwysers en ouers is oor die rol en voordele wat vestibulêre oefeninge te weeg kan bring in die motoriese en sensoriese ontwikkeling van leerders. Leerders in graad 1 van ‘n privaatskool, asook van grade 2 en 3 van ‘n plaasskool is gekies as deelnemers in die studie. Die keuse van leerders was op grond van die bereidwilligheid van hulle en hul ouers om aan die studie deel te neem. Leerders het ‘n vestibulêre oefenprogram drie maal per week gedoen vir die tydperk van agt weke. Observasie-vraelyste is deur onderwysers en ouers ingevul na afloop van die derde sessie elke week. Vir die vraelys het ouers en onderwysers gekyk na die verbetering in aandagspan, konsentrasie, luistervaardigheid, oogkontak, sosiale interaksie en samewerking. Onderhoude is met ouers en onderwysers gedoen na aanleiding van die observasievraelyste wat vir die agt weke voltooi is. Transkripsies van die onderhoude is gedoen en afleidings is gemaak deur analise van die observasie-vraelyste en die getranskribeerde onderhoude. Al ses die ontwikkelingsareas by beide skole het verbetering getoon oor die agt weke. Dit dui daarop dat vestibulêre oefeninge wel ‘n invloed op die sensoriese en motoriese ontwikkeling het.
Inclusive education promotes the inclusion of learners with different needs and capabilities in classes which are often too big and diverse for effective teaching. Movement as an early learning experience is necessary for optimal neural development. It influences organisation and stimulates the specific neurological systems required for optimal functioning and development of the brain. Sensory integrative dysfunction is believed to be at the root of many learning disorders. The vestibular system is directly connected with the sensory and motor systems. The vestibular system will be directly affected when a sensory integrations dysfunction presents. In fact, the vestibular system has many interconnections with almost every other part of the brain like proprioception and the tactile system. Proper functioning of the sensory, motor and vestibular systems is required for higher level performance in sport and academics. When the vestibular system is stimulated, it will result in a positive influence on the sensory and motor development of learners. The aim of this study is to determine the perceptions of foundation phase teachers and parents regarding the role or benefits of vestibular exercises in promoting learners’ motor and sensory development. Learners in Grade 1 of a private school and Grade 2 and 3 learners of a farm school in the northern Free State were selected as participants in the research. Learners were selected on the basis of the willingness of them and their parents to participate in the research. The participants did exercise sessions three times a week for thirty minutes over a period of eight weeks. Observation sheets were completed for all eight weeks, for the duration of the exercise program, by teachers and parents. These sheets were completed weekly after the third sessions in that week. The observation sheets listed concentration, attention span, listening, eye contact, cooperation, social interaction and self-esteem as developmental areas. Interviews were done after the period of eight weeks with the parents and teachers. The interviews conducted with both parties were taped and meticulously transcribed. This helped the researcher to get a better understanding of the study and to analise data and draw conclusions.All six areas of development showed improvement at both schools over the period of eight weeks. This indicates that stimulating the vestibular system promotes sensory and motor development.
Inclusive Education
M. Ed. (Inklusiewe Onderwys)