Supporting preschoolers’ cognitive development: Short‐ and mid‐term effects of fluid reasoning, visuospatial, and motor training

Perceptual and motor training for the acquisition and retention of psychomotor skills in dental amalgam restorations: class I in the mandibular first molar

Journal of Dental Education ◽

10.1002/j.0022-0337.1976.40.11.tb01045.x ◽

1976 ◽

Vol 40 (11) ◽

pp. 757-760

Author(s):

G Salvendy ◽

M Joost ◽

R Dees ◽

R Wilko ◽

P Cunningham ◽

...

Keyword(s):

Dental Amalgam ◽

Class I ◽

Motor Training ◽

Psychomotor Skills ◽

Amalgam Restorations ◽

Mandibular First Molar

Download Full-text

Oral Motor Training and Treatment for Apraxia of Speech

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld11.4.18 ◽

2001 ◽

Vol 11 (4) ◽

pp. 18-20 ◽

Cited By ~ 2

Author(s):

Linda I. Shuster

Keyword(s):

Motor Training ◽

Apraxia Of Speech ◽

Oral Motor

Download Full-text

Creativity and Reason in Cognitive Development

10.1017/cbo9780511606915 ◽

2006 ◽

Cited By ~ 19

Keyword(s):

Cognitive Development

Download Full-text

Use It and Still Lose It?

GeroPsych ◽

10.1024/1662-9647/a000020 ◽

2010 ◽

Vol 23 (3) ◽

pp. 169-175 ◽

Cited By ~ 14

Author(s):

Adrian Schwaninger ◽

Diana Hardmeier ◽

Judith Riegelnig ◽

Mike Martin

Keyword(s):

Object Recognition ◽

Cognitive Development ◽

Recognition Test ◽

Cognitive Aging ◽

Recognition Task ◽

Airport Security ◽

Visual Object ◽

Long Term Effects ◽

Object Recognition Test ◽

X Ray

In recent years, research on cognitive aging increasingly has focused on the cognitive development across middle adulthood. However, little is still known about the long-term effects of intensive job-specific training of fluid intellectual abilities. In this study we examined the effects of age- and job-specific practice of cognitive abilities on detection performance in airport security x-ray screening. In Experiment 1 (N = 308; 24–65 years), we examined performance in the X-ray Object Recognition Test (ORT), a speeded visual object recognition task in which participants have to find dangerous items in x-ray images of passenger bags; and in Experiment 2 (N = 155; 20–61 years) in an on-the-job object recognition test frequently used in baggage screening. Results from both experiments show high performance in older adults and significant negative age correlations that cannot be overcome by more years of job-specific experience. We discuss the implications of our findings for theories of lifespan cognitive development and training concepts.

Download Full-text

Human Cerebral Potentials During Motor Training Under Different Forms of Sensory Feedback

Journal of Psychophysiology ◽

10.1027//0269-8803.13.4.234 ◽

1999 ◽

Vol 13 (4) ◽

pp. 234-244

Author(s):

Uwe Niederberger ◽

Wolf-Dieter Gerber

Keyword(s):

Healthy Subjects ◽

Sensory Feedback ◽

Motor Task ◽

Tactile Feedback ◽

Proprioceptive Feedback ◽

Motor Training ◽

Feedback Group ◽

Emg Feedback ◽

The Right ◽

Training Success

Abstract In two experiments with four and two groups of healthy subjects, a novel motor task, the voluntary abduction of the right big toe, was trained. This task cannot usually be performed without training and is therefore ideal for the study of elementary motor learning. A systematic variation of proprioceptive, tactile, visual, and EMG feedback was used. In addition to peripheral measurements such as the voluntary range of motion and EMG output during training, a three-channel EEG was recorded over Cz, C3, and C4. The movement-related brain potential during distinct periods of the training was analyzed as a central nervous parameter of the ongoing learning process. In experiment I, we randomized four groups of 12 subjects each (group P: proprioceptive feedback; group PT: proprioceptive and tactile feedback; group PTV: proprioceptive, tactile, and visual feedback; group PTEMG: proprioceptive, tactile, and EMG feedback). Best training results were reported from the PTEMG and PTV groups. The movement-preceding cortical activity, in the form of the amplitude of the readiness potential at the time of EMG onset, was greatest in these two groups. Results of experiment II revealed a similar effect, with a greater training success and a higher electrocortical activation under additional EMG feedback compared to proprioceptive feedback alone. Sensory EMG feedback as evaluated by peripheral and central nervous measurements appears to be useful in motor training and neuromuscular re-education.

Download Full-text

The Prediction of Problem-Solving Assessed Via Microworlds

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000263 ◽

2016 ◽

Vol 32 (4) ◽

pp. 298-306 ◽

Cited By ~ 7

Author(s):

Samuel Greiff ◽

Katarina Krkovic ◽

Jarkko Hautamäki

Keyword(s):

Working Memory ◽

Problem Solving ◽

Complex Problem ◽

Two Dimensions ◽

Assessment Instruments ◽

Complex Problem Solving ◽

Visual Spatial ◽

Rule Knowledge ◽

Rule Application ◽

Fluid Reasoning

Abstract. In this study, we explored the network of relations between fluid reasoning, working memory, and the two dimensions of complex problem solving, rule knowledge and rule application. In doing so, we replicated the recent study by Bühner, Kröner, and Ziegler (2008) and the structural relations investigated therein [ Bühner, Kröner, & Ziegler, (2008) . Working memory, visual-spatial intelligence and their relationship to problem-solving. Intelligence, 36, 672–680]. However, in the present study, we used different assessment instruments by employing assessments of figural, numerical, and verbal fluid reasoning, an assessment of numerical working memory, and a complex problem solving assessment using the MicroDYN approach. In a sample of N = 2,029 Finnish sixth-grade students of which 328 students took the numerical working memory assessment, the findings diverged substantially from the results reported by Bühner et al. Importantly, in the present study, fluid reasoning was the main source of variation for rule knowledge and rule application, and working memory contributed only a little added value. Albeit generally in line with previously conducted research on the relation between complex problem solving and other cognitive abilities, these findings directly contrast the results of Bühner et al. (2008) who reported that only working memory was a source of variation in complex problem solving, whereas fluid reasoning was not. Explanations for the different patterns of results are sought, and implications for the use of assessment instruments and for research on interindividual differences in complex problem solving are discussed.

Download Full-text