Relevant bibliographies by topics / Motor sequence task

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Motor sequence task'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Motor sequence task"

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Bera, Krishn, Anuj Shukla, and Raju S. Bapi. "Motor Chunking in Internally Guided Sequencing." Brain Sciences 11, no. 3 (February 26, 2021): 292. http://dx.doi.org/10.3390/brainsci11030292.

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Motor skill learning involves the acquisition of sequential motor movements with practice. Studies have shown that we learn to execute these sequences efficiently by chaining several elementary actions in sub-sequences called motor chunks. Several experimental paradigms, such as serial reaction task, discrete sequence production, and m × n task, have investigated motor chunking in externally specified sequencing where the environment or task paradigm provides the sequence of stimuli, i.e., the responses are stimulus driven. In this study, we examine motor chunking in a class of more realistic motor tasks that involve internally guided sequencing where the sequence of motor actions is self-generated or internally specified. We employ a grid-navigation task as an exemplar of internally guided sequencing to investigate practice-driven performance improvements due to motor chunking. The participants performed the grid-sailing task (GST) (Fermin et al., 2010), which required navigating (by executing sequential keypresses) a 10 × 10 grid from start to goal position while using a particular type of key mapping between the three cursor movement directions and the three keyboard buttons. We provide empirical evidence for motor chunking in grid-navigation tasks by showing the emergence of subject-specific, unique temporal patterns in response times. Our findings show spontaneous chunking without pre-specified or externally guided structures while replicating the earlier results with a less constrained, internally guided sequencing paradigm.
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Whitfield, Jason A., and Alexander M. Goberman. "Speech Motor Sequence Learning: Effect of Parkinson Disease and Normal Aging on Dual-Task Performance." Journal of Speech, Language, and Hearing Research 60, no. 6S (June 22, 2017): 1752–65. http://dx.doi.org/10.1044/2017_jslhr-s-16-0246.

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Purpose Everyday communication is carried out concurrently with other tasks. Therefore, determining how dual tasks interfere with newly learned speech motor skills can offer insight into the cognitive mechanisms underlying speech motor learning in Parkinson disease (PD). The current investigation examines a recently learned speech motor sequence under dual-task conditions. Method A previously learned sequence of 6 monosyllabic nonwords was examined using a dual-task paradigm. Participants repeated the sequence while concurrently performing a visuomotor task, and performance on both tasks was measured in single- and dual-task conditions. Results The younger adult group exhibited little to no dual-task interference on the accuracy and duration of the sequence. The older adult group exhibited variability in dual-task costs, with the group as a whole exhibiting an intermediate, though significant, amount of dual-task interference. The PD group exhibited the largest degree of bidirectional dual-task interference among all the groups. Conclusions These data suggest that PD affects the later stages of speech motor learning, as the dual-task condition interfered with production of the recently learned sequence beyond the effect of normal aging. Because the basal ganglia is critical for the later stages of motor sequence learning, the observed deficits may result from the underlying neural dysfunction associated with PD.
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Bo, J., and R. D. Seidler. "Visuospatial Working Memory Capacity Predicts the Organization of Acquired Explicit Motor Sequences." Journal of Neurophysiology 101, no. 6 (June 2009): 3116–25. http://dx.doi.org/10.1152/jn.00006.2009.

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Studies have suggested that cognitive processes such as working memory and temporal control contribute to motor sequence learning. These processes engage overlapping brain regions with sequence learning, but concrete evidence has been lacking. In this study, we determined whether limits in visuospatial working memory capacity and temporal control abilities affect the temporal organization of explicitly acquired motor sequences. Participants performed an explicit sequence learning task, a visuospatial working memory task, and a continuous tapping timing task. We found that visuospatial working memory capacity, but not the CV from the timing task, correlated with the rate of motor sequence learning and the chunking pattern observed in the learned sequence. These results show that individual differences in short-term visuospatial working memory capacity, but not temporal control, predict the temporal structure of explicitly acquired motor sequences.
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BERGER, ANDREA, MICHELLE SADEH, GABRIEL TZUR, AVINOAM SHUPER, LIORA KORNREICH, DOV INBAR, IAN J. COHEN, et al. "Motor and non-motor sequence learning in children and adolescents with cerebellar damage." Journal of the International Neuropsychological Society 11, no. 4 (July 2005): 482–87. http://dx.doi.org/10.1017/s1355617705050587.

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Cerebellar involvement in motor and non-motor sequence learning was examined with serial reaction time tasks (SRT). Our sample consisted of 8 children and adolescents who had undergone surgical removal of a benign posterior fossa tumor (PFT) during childhood. None of them had undergone chemotherapy or cranial radiation therapy (CRT). Ages ranged from 1–11 years at surgery and 9–17 years at testing. The children were tested not earlier than 2.5 years after surgery (M= 5.9 years), enabling brain plasticity and recovery of functions. Their performance was compared with a matched control sample. The PFT group was not impaired in the implicit learning of sequences, as reflected in their performance in blocks with a repeated sequence, both before and after a random block. However, in the perceptual task, their performance deteriorated more than that of the control group when a random block was introduced, suggesting that it was more difficult for the patients to respond flexibly or change their response set when encountering changing task demands. These results are in line with another study by our group on task switching with the same patients. (JINS, 2005,11, 482–487.)
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Goettl, Barry P. "Contextual Interference Effects on Acquisition and Transfer of a Complex Motor Task." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 18 (October 1994): 1220–24. http://dx.doi.org/10.1177/154193129403801817.

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Research in motor skill and verbal memory suggests that random sequencing of trials results in retention and transfer that is superior to blocked presentation of trials. The contextual interference effect is based largely on relatively simple motor and verbal tasks. The present study explores the generalizability of the contextual interference effect to a complex flight simulator task. Subjects (66 males and 45 females) were assigned to three groups (i.e., whole-task, part-task blocked, and part-task sequenced) and trained on a desktop flight simulator. Part-task blocked subjects practiced 13 component tasks presented in blocks (low contextual interference), and part-task sequenced subjects practiced the same component tasks presented in a sequence that was repeated several times (high contextual interference). It was predicted that part-task sequenced subjects would show superior retention and transfer compared to blocked subjects. Results indicated that whole-task subjects showed the best retention and the two part-task groups did not differ. Additionally, all three groups showed equivalent performance on the transfer task. These results suggest that the contextual interference effect may not generalize to complex tasks.
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Ariani, Giacomo, and Jörn Diedrichsen. "Sequence learning is driven by improvements in motor planning." Journal of Neurophysiology 121, no. 6 (June 1, 2019): 2088–100. http://dx.doi.org/10.1152/jn.00041.2019.

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The ability to perform complex sequences of movements quickly and accurately is critical for many motor skills. Although training improves performance in a large variety of motor sequence tasks, the precise mechanisms behind such improvements are poorly understood. Here we investigated the contribution of single-action selection, sequence preplanning, online planning, and motor execution to performance in a discrete sequence production task. Five visually presented numbers cued a sequence of five finger presses, which had to be executed as quickly and accurately as possible. To study how sequence planning influenced sequence production, we manipulated the amount of time that participants were given to prepare each sequence by using a forced-response paradigm. Over 4 days, participants were trained on 10 sequences and tested on 80 novel sequences. Our results revealed that participants became faster in selecting individual finger presses. They also preplanned three or four sequence items into the future, and the speed of preplanning improved for trained, but not for untrained, sequences. Because preplanning capacity remained limited, the remaining sequence elements had to be planned online during sequence execution, a process that also improved with sequence-specific training. Overall, our results support the view that motor sequence learning effects are best characterized by improvements in planning processes that occur both before and concurrently with motor execution. NEW & NOTEWORTHY Complex skills often require the production of sequential movements. Although practice improves performance, it remains unclear how these improvements are achieved. Our findings show that learning effects in a sequence production task can be attributed to an enhanced ability to plan upcoming movements. These results shed new light on planning processes in the context of movement sequences and have important implications for our understanding of the neural mechanisms that underlie skill acquisition.
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Seidler, Rachael D. "Multiple Motor Learning Experiences Enhance Motor Adaptability." Journal of Cognitive Neuroscience 16, no. 1 (January 2004): 65–73. http://dx.doi.org/10.1162/089892904322755566.

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Traditional motor learning theory emphasizes that skill learning is specific to the context and task performed. Recent data suggest, however, that subjects exposed to a variety of motor learning paradigms may be able to acquire general, transferable knowledge about skill learning processes. I tested this idea by having subjects learn five different motor tasks, three that were similar to each other and two that were not related. A group of experimental subjects first performed a joystick-aiming task requiring adaptation to three different visuomotor rotations, with a return to the null conditions between each exposure. They then performed the same joystick-aiming task but had to adapt to a change in display gain instead of rotation. Lastly, the subjects used the joystickaiming task to learn a repeating sequence of movements. Two groups of control subjects performed the same number of trials, but learned only the gain change or the movement sequence. Experimental subjects showed generalization of learning across the three visuomotor rotations. Experimental subjects also exhibited transfer of learning ability to the gain change and the movement sequence, resulting in faster learning than that seen in the control subjects. However, transient perturbations affected the movements of the experimental subjects to a greater extent than those of the control subjects. These data demonstrate that humans can acquire a general enhancement in motor skill learning capacity through experience, but it comes with a cost. Although movement becomes more adaptable following multiple learning experiences, it also becomes less stable to external perturbation.
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Grafton, Scott T., Eliot Hazeltine, and Richard Ivry. "Functional Mapping of Sequence Learning in Normal Humans." Journal of Cognitive Neuroscience 7, no. 4 (October 1995): 497–510. http://dx.doi.org/10.1162/jocn.1995.7.4.497.

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The brain localization of motor sequence learning was studied in normal subjects with positron emission tomography. Subjects performed a serial reaction time (SRT) task by responding to a series of stimuli that occurred at four different spatial positions. The stimulus locations were either determined randomly or according to a 6-element sequence that cycled continuously. The SRT task was performed under two conditions. With attentional interference from a secondary counting task there was no development of awareness of the sequence. Learning-related increases of cerebral blood flow were located in contralateral motor effector areas including motor cortex, supplementary motor area, and putamen, consistent with the hypothesis that nondeclarative motor learning occurs in cerebral areas that control limb movements. Additional cortical sites included the rostral prefrontal cortex and parietal cortex. The SRT learning task was then repeated with a new sequence and no attentional interference. In this condition, 7 of 12 subjects developed awareness of the sequence. Learning-related blood flow increases were present in right dorsolateral prefrontal cortex, right premotor cortex, right ventral putamen, and biparieto-occipital cortex. The right dorsolateral prefrontal and parietal areas have been previously implicated in spatial working memory and right prefrontal cortex is also implicated in retrieval tasks of verbal episodic memory. Awareness of the sequence at the end of learning was associated with greater activity in bilateral parietal, superior temporal, and right premotor cortex. Motor learning can take place in different cerebral areas, contingent on the attentional demands of the task.
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Silva, Andrew E., Brandon K. Barakat, Luis O. Jimenez, and Ladan Shams. "Multisensory Congruency Enhances Explicit Awareness in a Sequence Learning Task." Multisensory Research 30, no. 7-8 (2017): 681–89. http://dx.doi.org/10.1163/22134808-00002587.

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We examined the effect of audiovisual training on learning a repeated sequence of motor responses. Participants were trained with either congruent or incongruent audiovisual cues to produce motor responses. Learning was tested by comparing reaction times to untrained sequences and by asking participants to recreate the trained sequence. A strong association was found between the two measures and the majority of high-scoring participants belonged to the congruent audiovisual condition. Because the second measure requires explicit knowledge of the trained sequence, we conclude that audiovisual congruency facilitates explicit learning.
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Prashad, Shikha, Yue Du, and Jane E. Clark. "Sequence Structure Has a Differential Effect on Underlying Motor Learning Processes." Journal of Motor Learning and Development 9, no. 1 (April 1, 2021): 38–57. http://dx.doi.org/10.1123/jmld.2020-0031.

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Current methods to understand implicit motor sequence learning inadequately assess motor skill acquisition in daily life. Using fixed sequences in the serial reaction time task is not ideal as participants may become aware of the sequence, thereby changing the learning from implicit to explicit. Probabilistic sequences, in which stimuli are linked by statistical, rather than deterministic, associations can ensure that learning remains implicit. Additionally, the processes underlying the learning of motor sequences may differ based on sequence structure. Here, the authors compared the learning of fixed and probabilistic sequences to randomly ordered stimuli using a modified serial reaction time task. Both the fixed and probabilistic sequence groups exhibited learning as indicated by decreased response time and variability. In the initial stage of learning, fixed sequences exhibited both online and offline gains in response time; however, only the offline gain was observed during the learning of probabilistic sequences. These results indicated that probabilistic structures may be learned differently from fixed structures and have important implications for our current understanding of motor learning. Probabilistic sequences more accurately reflect motor skill acquisition in daily life, offer ecological validity to the serial reaction time framework, and advance our understanding of motor learning.
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Dissertations / Theses on the topic "Motor sequence task"

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Whitfield, Jason A. "Speech Motor Sequence Learning in Parkinson Disease and Normal Aging: Acquisition, Consolidation, and Automatization." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1408980634.

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Gonzalez, Claudia Cristina. "Linking brain and behaviour in motor sequence learning tasks." Thesis, University of Leeds, 2012. http://etheses.whiterose.ac.uk/3603/.

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Sequence learning is a fundamental brain function that allows for the acquisition of a wide range of skills. Unlearned movements become faster and more accurate with repetition, due to a process called prediction. Predictive behaviour observed in the eye and hand compensates for the inherent temporal delays in the sensorimotor system and allows for the generation of motor actions prior to visual guidance. We investigated predictive behaviour and the brain areas associated with this processing in (i) the oculomotor system (Eye Only (EO): saccade vs. pursuit) and (ii) during eye and hand coordination (EH). Participants were asked to track a continuous moving target in predictable or random sequence conditions. EO and EH experiments were divided into 1) EO behavioural and 2) EO fMRI findings, and 3) EH behavioural and 4) EH fMRI findings. Results provide new insights into how individuals predict when learning a sequence of target movements, which is not limited to short--‐term memory capacities and that forms a link between shorter and longer--‐term motor skill learning. Furthermore, brain imaging results revealed distinct levels of activation within and between brain areas for repeated and randomized sequences that reflect the distinct timing threshold and adaptation levels needed for the two oculomotor systems. EH results revealed similar predictive behaviour in the eye and the hand, but also demonstrated enhanced coupling between the two motor systems during sequence learning. EH brain imaging findings have provided novel insights into the brain areas involved in coordination, and those areas more associated with sequence learning. Results show evidence of common predictive networks used for the eye and hand during learning.
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Handa, Atul. "Spatially Similar Practice Immediately Following Motor Sequence Learning Eliminates Offline Gains." Thesis, 2012. http://hdl.handle.net/1969.1/148265.

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Robust offline performance gains, beyond those that would be anticipated by being exposed to additional physical practice, have been reported during procedural learning. However, practice of unrelated procedural task performance within 4-6 hour after initial practice has been revealed to eliminate offline improvement. The present experiment assessed the relative impact of experiencing supplemental practice of a spatially or a motorically-similar procedural task immediately following practice of a target motor sequence task. Based on a contemporary model of procedural skill acquisition forwarded by Hikosaka and colleagues, we assumed exposure to a spatial compatible motor sequence rather than interfering would support rapid improvement in the production of the spatial variant of the target task without compromising important memory processes, which are conducted offline to improve delayed performance of the target task. Findings revealed the often demonstrated offline gain when the target task was performed in the absence of interfering task practice as well as the elimination of such gains when target task practice was followed with additional practice of either a novel or motorically-similar motor sequence task. While immediate performance of the spatially-similar task was facilitated by preceding target task training, offline gains for the target task no longer emerged. These data are consistent with a central premise of Hikosaka et al.’s model that a spatial reference system plays an important role early during motor sequence learning but highlight the sensitivity of offline gains to task practice order.
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Book chapters on the topic "Motor sequence task"

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Passingham, Richard E. "Prefrontal Cortex." In Understanding the Prefrontal Cortex, 287–330. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198844570.003.0008.

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The key to the granular prefrontal (PF) cortex is that it sits at the top of the sensory processing hierarchy, the motor hierarchy, and the outcome hierarchy. This means that it is a position to learn abstract task rules. These relate to conditional tasks that involve sequences, associations, and attentional performance. Because they can learn abstract rules, primates can show specific behavioural transfer from one problem to another when the problems share the same logic. And, since the different PF areas are closely interconnected, the PF cortex provides a general-purpose mechanism for the rapid solution of novel tasks.
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"make a telephone call once a day for 5 days when they the two paradigms. Specifically, the exact motoric re-associated the activity with other routine daily events quirements of many naturally occurring intentions (so-called "conjunction" cues) than when internal or (e.g., "buy birthday present") may not be sufficiently other external cues (e.g., diaries) were used. The exact well specified at encoding (or throughout the role of daily structure in the fulfilment of delayed retention interval), to allow the representation of these intention tasks in young and older adults remains to be activities to benefit from the kind of preparatory established, however, particularly as Maylor's study did processing that we have argued supports the not include a comparison of the use and effectiveness representation of more well-defined (laboratory-based) of conjunction cues between these two age groups. It actions. Indeed, not all naturally occurring intentions is interesting to note in this regard that an attempt has involve action-based responses. Some of the activities been made to enhance older adults' prospective memory generated by participants in the prospective and performance in a laboratory setting by using tasks that retrospective fluency tasks, for example, could be are intended to mimic the richness and structure of daily classified as involving primarily verbal responses life events (e.g., Rendell & Craik, 2000). Age-related (e.g., to have a conversation with someone or to pass declines have still been obtained under these conditions, on a message), while others represent purely thought-however, perhaps because the tasks are not readily able based or cognitive tasks (e.g., "choose holiday to capture or recreate the familiarity and personal destination"). The exact role of preparatory motoric relevance of the individuals' own routines. processing in successful prospective remembering remains to be established, however, as laboratory Intention-superiority effects for naturally studies of the ISE have typically used experimenter-occurring and laboratory activities initiated retrieval, which removes the need for participants to remember to carry out the actions for The current findings reveal a clear age-associated themselves when a designated retrieval context impairment in the ability to access naturally occurring arrives. intentions in a speeded fluency task undertaken during the retention interval between intention formation and Conclusion completion. This is in contrast to the findings of Freeman and Ellis (in press-b), which demonstrated an equivalent In summary, this study revealed a clear age-related de-advantage for to-be-enacted laboratory-based actions cline in the ability to access intention representations over actions not intended for enactment in young and prior to completion, with more intended activities failing healthy older adults. We have argued elsewhere (e.g., to come to mind in the prospective fluency task for older Freeman & Ellis, in press-a) that there may be similarities adults than for young adults. There was no apparent between the advantage for to-be-enacted laboratory-age difference in the inaccessibility (or inhibition) of based actions and the advantage that is frequently already completed intentions, however, with both age observed for verbally presented action words that have groups demonstrating evidence of an intention-been enacted during encoding (the subject-performed completion effect. Despite reduced intention task effect; Cohen, 1981). More specifically, the accessibility during the retention interval, older adults intention-superiority effect for simple motor actions reported having carried out more of their intended intended for enactment after a short delay might reflect activities during the week than did young adults. the operation of covert motoric or SPT-type encoding Interestingly, this appeared to be the case primarily for or rehearsal operations aimed at preparing these actions intentions for which no specific retrieval aids had been for imminent execution. These could include operations used. One possibility is that older adults may for setting the parameters of the action schema to be compensate for impaired intention accessibility by executed in terms of its duration, direction, and force. relying more on the ongoing sequence of daily routine The absence of an age difference in the accessibility of events to support intention retrieval and execution. This laboratory-based intentions mirrors the finding of is consistent with the observation of an age-related reduced age-related declines in memory for SPTs and increase in the temporal organization of activities pro-suggests that covert motoric processing may be duced in the prospective fluency task. In line with this, undertaken relatively automatically for this type of while there was a correlation between intention acces-material. sibility and intention completion in young adults, sug-The apparent discrepancy between age differences gesting a role for the intention-superiority effect in in the ISE for naturally occurring and experimental prospective memory performance in this population, intentions might therefore reflect a fundamental there was no evidence of this relationship among older difference in the nature of the activities involved in adults." In Prospective Memory: The Delayed Realization of Intentions, 34. Psychology Press, 2003. http://dx.doi.org/10.4324/9780203506752-9.

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Conference papers on the topic "Motor sequence task"

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Nazaruk, Stanisława K., and Joanna Marchel. "EFFECTIVENESS IN THE DEVELOPMENT AND ACQUISITION OF MATHEMATICAL SKILLS IN CHILDREN IN RURAL AND URBAN PRESCHOOLS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.145.

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The aim of the research was to determine whether geometric skills of the children in rural preschools are at the same level as those of their peers in urban preschools. The research included 352 preschool-age children (5 to 7 years old) residing in Poland, both in cities and the countryside. The measurements were carried out in the Biała Podlaska Laboratory of Psycho-Motor Skills. A SensoMotoric Instrument (SMI) eye tracking device and the i ViewX platform registering data with a frame rate of 250 Hz were used. The device has a special measurement system which tracks and records eye movements in a sequence and at a pace of an analyzed person. With a view to demonstrate the differences between the correctness of task performance and the place of residence of the children, a Pearson’s Chi-squared test was performed. To evaluate the differences in the time of task execution, a single factor analysis of variance (ANOVA) and the Student’s t-test for independent samples were employed. In all of the analyzed cases, the level of statistical significance adopted was p=.05. The results of the research conducted on the studied group of children show that there are differences in the level of geometric skills between the children in rural and urban areas. It was established that a crucial factor which affected both the geometric knowledge and skills of the preschoolers were the place of residence, the age at which they started learning, and the duration of preschool education. Keywords: geometry teaching, mathematical skills, preschool-age child, preschool education.
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Yildirim, Yüksel, Chinyere Onwubiko, and Eugene F. Fichter. "Optimization of Polynomial Trajectories for Robotic Manipulators." In ASME 1991 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1991. http://dx.doi.org/10.1115/cie1991-0161.

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Abstract This paper utilizes the modified pattern search method to solve the nonlinear optimization problem of design of minimum-time robot trajectories between given end states in a workspace containing obstacles. This method is applied to a collision-free path of a two-degree-of-freedom elbow manipulator. Bezier curves, B-spline curves, and parabolic blend curves are used to simplify end-effector path planning. Motion of the manipulator, represented by a sequence of Cartesian knots along the end-effector path, is first transformed into sets of joints displacements. Piecewise cubic spline functions are then fit to the sequence of joint displacements. The minimum-time trajectory planning problem is formulated as the problem of minimizing the total traveling time, taken as objective function, subject to constraints on joint positions, velocities, accelerations, jerks, motor torques, and end-effector acceleration. The computer program, ROBOPATH, has been developed to implement this algorithm for generating end-effector paths and joint trajectories for a manipulator with two links. The results show the modified pattern search method to be a very effective nonlinear optimization technique in design of minimum-time robot trajectories. Also, ROBOPATH can be a useful tool in the design of manipulators, robot tasks and workcells.
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Nikitin, Yury R., and Sergei A. Trefilov. "Diagnostics of robot drives based on DC motors by identifiability criterion of nonlinear discrete model in state space." In The VI International Forum "Instrumentation Engineering, Electronics and Telecommunications - 2020". Publishing House of Kalashnikov ISTU, 2020. http://dx.doi.org/10.22213/2658-3658-2020-24-31.

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The paper deals with the formation of contextual grammars in the methods of complex scene recognition. It proposes the use of multi-level grammar, which includes the task of syntactic analysis of image sequences and the task of syntactic analysis of a scene taking into account the multi-level movement of objects. It is shown that the formation of grammar, describing both the structural information of the image and the interaction of images, is associated with the need to develop an algorithm to output grammar on a given set of dynamic images, which represent a learning sample. As a result of training, structural descriptions of images and descriptions of their relations are formed and later used for syntactic analysis of complex structure events. It is postulated that for dynamic scenes with multi-level movement and complex structure, which is constantly changing in time, it is reasonable to apply context grammar rules, and in this connection arises the concept of multi-level context grammar. Some basic principles of the theory of formal grammars inherent in structural methods of recognition are described.
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Duminy, Nicolas, Sao Mai Nguyen, and Dominique Duhaut. "Learning a Set of Interrelated Tasks by Using Sequences of Motor Policies for a Strategic Intrinsically Motivated Learner." In 2018 Second IEEE International Conference on Robotic Computing (IRC). IEEE, 2018. http://dx.doi.org/10.1109/irc.2018.00061.

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Viscuso, Stefano, Lorenzo Garavaglia, and Simone Pittaccio. "A Neuro-Mechanical Model Comparing Traditional and Pseudoelastic Splinting of Spastic Joints." In ASME 2012 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/sbc2012-80240.

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Neuromuscular rehabilitation of patients with upper motor neuron syndromes (traumatic brain injury - TBI, stroke, cerebral palsy…) is based on multidisciplinary approaches aiming at preventing or contrasting the detrimental sequelae of paresis, contracture and spasticity. Due to the large individual variability of patients’ conditions and impairments it is generally difficult to have a quantitative grasp of the appropriate line of action to prescribe bracing in the most effective manner. This is an even more complex task when testing new therapeutic principles and using non-standardized devices. To this end, it is important to evaluate both instantaneous interaction (orthosis compliance to patient’s movement, localized pressure on the skin, reflex responses, etc.) and mid-long term evolution of the ill-posture (resting angle, reflex adaptation, range of motion, etc.). Accordingly, the current paper presents a model devised to investigate the interaction between the human body and two main types of othotic devices: traditional and pseudoelastic Ni-Ti based orthoses. The two devices represent different approaches to repositioning: traditional braces impose a joint angle and expect plastic relaxation, while pseudoelastic splints promote a plastic creep of tissues towards a more physiological posture without forcing the joints into any particular position. This idea has already been described in previous work [1] and ad-hoc devices have been constructed [2]. The focus here is on possible application scenarios.
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