Executive Systems Responsible for Visually Guided Movement

The various aspects when considering movement skill development include body control and awareness, technique, timing, anticipation and object manipulation. Body control is the ability to co-ordinate movements with precisions and balance and co-ordination are key. Whereas body awareness refers to the awareness and how conscious an individual is when performing an action. An element that can be claimed as the most important component involved in skill development is technique; as it is the method used to perform a skill and perform it well. Furthermore, anticipation is predicting what the impending actions will occur and timing is the way in which parts of a particular movement flow together. And lastly, object manipulation is the concern of

Attention is thought to be selective-focused on one subject at a time. Traditionally, it has been assumed that automatic processing is involuntary, it does not require attention, and is relatively fast; whereas, controlled processing is voluntary, does require attention, and is relatively slow. We can conclude from this that the more we repeat a certain material or tasks the more it becomes automatic and effortless to us.

The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas (“University of Connecticut”, n.d.). There are five levels: imitation, manipulation, precision, articulation, and naturalization. Imitation is to replicate an action of another; observe and mirror the action. Manipulation is recreating an activity from instruction or memory. Precision is performing a skill reliably, independent of help, and the action is quick, smooth, and accurate. Articulation is adapting and articulating competence to satisfy a new context or task. Naturalization is instinctive, effortless and unconscious mastery of an activity and related skills at a strategic level.

Each trial begins with the presentation of a fixation cross in the center of the screen, visible for 500 milliseconds. The fixation cross is removed and immediately followed by the word and color stimulus; this

During the practice phase of the study, participants were trained on how to respond to our motion stimuli within the testing apparatus for this study. Participants viewed dot motion in one of eight directions and blindly keyed in the corresponding direction of motion on a number pad with arrows taped onto it. The direction of the dots changed for each trial and was randomized. This task served two purposes: the first was to train the participants to use the blindly use the directional pad during the task and the second was to check for any possible visual deficits that may interfere with the experiment. Participants had to complete 16 test items without getting more than 2 wrong in order to move on to the next part of the study. One participant was not able to reach this performance requirement even after explicit coaching, and therefore did not continue with the study and was replaced.

In his classic book entitled Permanent Learning Lancelot (1944) proposed that psychomotor skill development requires a blending of the mind and muscle. He further explained that manipulative acts are guided by thought, and that a direct relationship exists between the quality of thought and the quality of manipulative performance. Watson (1980) agreed that psychomotor skill development involves both muscle and thinking skills. According to Watson, psychomotor skills are acquired through a three stage process: (1) early cognitive - usually of short duration and includes attention, observation, and thought about how and why the skill is performed, (2) lengthy practice or fixation - includes practice sessions aimed at shaping correct performance, and (3) final autonomous stage - correct performance becomes automatic, with increases in speed, accuracy, dexterity, timing, and greater understanding of application settings. Unfortunately, college students do not always reach the final autonomous stage. However, advanced stages of the skill acquisition process are often attainable.

Stimuli have been known to be everywhere throughout nature today, tragically we don't know about its nearness. Frequently we end up actualizing thoughtfulness regarding sift through the jolts that is not concerning and concentrate more on the boosts that hint at a much pivotal cautioning. Although it is expressed that regardless of how hard somebody needs to focus on a few boosts, it is conceivable that they may have issues to do as such in each circumstance. "When you shift your focus from one thing to another, a tiny "gap" in attention is created lasting about half a second. This gap is known as an attentional blink” (Shapiro, K. L. (1994). This content will give data on Attentional squint how it identifies with consideration, and explanation

In the Schema Theory, all of the information needed to make a movement decision. It is stored in the brain as a long-term memory. The schema theory challenges the open and closed loop theories. The author suggested that motor programs can be clustered and are changeable to respond to the situation. He also stated that the larger the motor program that is achieved through practice, the easier it can be adapted to new situations.

1.) Visual Search - In this activity I participated in a classic psychological experiment that uses visual search tasks to explore fundamental process of visual perception and attention. In general I learned that selective attention filters enable us to make more automatic decisions about the stimuli around us, including which items to pay attention to during a visual search. Also, since your brain is always active and sees visual sights and sensory information, your mind copes by automatically screening or filtering incoming sensory information to let in only what is most important. Specifically, I learned that the first set of trials I did were the feature search part of the experience and the second set of trials were the conjunction search part of the experience. What I learned about my self after doing this activity is that I had a quick reaction time on the first set of trials as I was asked to find a blue circle amid orange squares and circles. But, on the second set of trials my reaction time was not as quick as it first was. On the second set of trials, I was asked to find the blue circle amid blue squares and orange circles. I believe my reaction time was quicker on the first set of trials due to the fact that I was just looking for the color blue among orange squares and circles, but on the second set of trials I was looking for a blue circle among blue squares and orange squares. Therefore, the blue squares were distractors from the blue circle and I was forced

As expected, there is elevated activity in the primary visual cortex when presented with the stimuli. Furthermore, brain activity in the visual cortex is similar

Several studies have supported the perceptual load theory and the capability of irrelevant distractors to be processed automatically. In a visual search task, performance in which there was an extra

In this chapter, Goleman (2015) defines the important differences in the way the brain functions in order to focus on a particular object or event. The neurological function of the brain defines why there is a “bottom-up” mind and “top-down” mind that operates when discerning between differing focus orientation. In this way, Goleman (2015) identifies the “bottom-up” mind as being much faster in deciphering perceived threats or challenges as an involuntary focus: “Faster in brain time…involuntary and automatic” (Goleman 25). In contrast to this faster mindset, Goleman (2015) the “top-down” mind is much slower, which provides a voluntary attention span that can analyze an event or situation through focus. In this manner, Goleman (2015) is really talking about the involuntary and voluntary neurological functions of the brain that identify the differing aspects of “focus” that a human possesses. This is an important part of this chapter that allows the reader to understand the brain’s ability to discern between two differing focuses options.

Abrams and Dobkin (1994, cited in Hunt & Kingstone, 2003) proposed that IOR effect interacts with a phenomenon known as the fixation offset effect (FOE). The FOE arises when participants removed from fixation point of a peripheral target, results in faster saccades to a target stimulus relative to when the fixation point remains on the screen. Dorris, Pare and Munoz (1997, cited in Hunt and Kingstone, 2003) suggest FOE appears to reflect a mutual inhibitory relationship between fixation and saccade neurons of the SC. Abrams and Dobkin (1994, cited in Hunt and Kingstone, 2003) found a smaller IOR was presented if the fixation point remained instead of removed on the screen because of a motor effect generated in the SC.

2012, Mishra 2014). A possible frame for this kind of experiment is offered by the classical Poffenberg paradigm, which is generally used in the measurement of interhemispheric transfer time (Friedrich et al. 2017) but the resulting data can also be used for other purposes. In this task, visual stimuli (white circles) are presented either in the left or the right visual half field. Participants must react by pressing a button with either the ipsilateral or contralateral hand. The Poffenberg paradigm is only measuring behavioral reaction time and since our hypothesis is aiming for support on a neuronal basis, EEG data is recorded during the whole procedure of the paradigm. Here, early ERP components (P1 and N1). Previous studies have been able to show visual attentional differences, connected to different visual N1 latencies (Latham et al. 2013), Whereas other studies grounded similar arguments on different N1 amplitudes for certain groups (Clark et al. 2015, Berg et al. 2016). To include various possibilities, we will take both measurements into our analysis. For determining the handedness of the participants, we use the Edinburgh Handedness Inventory. Aim of this paper is to analyze stimuli which are presented to the left visual field of participants and to look for a correlation

These physical behaviours are learned through repetitive practice. A learner’s ability to perform these skills is based on precision, speed, distance, and technique. Learners’ general objectives would be to writes smoothly and legibly; accurately reproduces a picture, operates a computer skilfully,