No description available.

No description available.

No description available.

The principal theories of human motor skill are compared. Disagreements between them centre around the exact details of the feedback loops used for control. In order to throw some light on this problem a commonplace skill was analysed using computer techniques to both record and model the movement. Bicycle riding was chosen as an example because it places strict constraints on the freedom of the rider's actions and consequently allows a fairly simple model to be used. Given these constraints a faithful record of the delicate balancing movements of the handlebar must also be a record of the rider's actions in controlling the machine. An instrument pack, fitted with gyroscopic sensors and a handlebar potentiometer, recorded the roll, yaw and steering angle changes during free riding in digital form on a microcomputer disc. A discrete step computer model of the rider and machine was used to compare the output characteristic of various control systems with that of the experimental subjects. Since the normal bicycle design gives a measure of automatic stability it is not possible to tell how much of the handlebar movement is due to the rider and how much to the machine. Consequently a bicycle was constructed in which the gyroscopic and castor stability were removed. In order to reduce the number of sensory contributions the subjects were blindfolded. The recordings showed that the-basic method of control was a combination of a continuous delayed repeat of the roll angle rate in the handle-bar channel, with short intermittent ballistic acceleration inputs to control angle of lean and consequently direction., A review of the relevant, literature leads to the conclusion that the proposed control system is consistent with current physiological knowledge. Finally the bicycle control system discovered in the experiments is related to the theories of motor skills discussed in the second chapter.

Diss. (sammanfattning) Uppsala : Univ., 2001. / Härtill 5 uppsatser.

The primary purpose of this study was to compare performance on selected gross motor skills of elementary school-aged children diagnosed as dyslexic and a similar group of school-aged children who are identified as non-dyslexic. A secondary purpose of the study will be to compare performance within the dyslexic group according to the severity of the affliction.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / PROBLEM.-- The study is concerned with the construction and evaluation of a motor educability battery and its relation to rate of motor learning; the motor educability battery is specifically established for sixth grade boys and girls, ages 11 and 12 years. PURPOSES.-- The purposes of the study are: 1. To formulate a battery of motor skills to be used to measure rate of motor learning (criterion). 2. To formulate a motor educability battery using rate of motor learning as the criterion. 3. To compare existing batteries of motor educability with the criterion. 4. To conpare Teacher Rating of motor educability with the criterion. 5. To compare Intelligence with the criterion. 6. To determine any significant differences between rate of motor learning of boys and rate of motor learning of girls. METHOD.-- From 37 motor skills, four were selected: 1) Lacrosse Throw and Catch Motor Skill, 2) Cup-Catch Motor Skill, 3) Balance Board Motor Skill, and 4) Backward Stilt Walk Motor Skill. In measuring rate of motor learning, an attempt was made to start from a practical zero point of experience in the motor skills. Participants who had prior practice or related experience on any of the four selected motor skills were dropped from the study. The motor skill learning for each of the four skills was measured from initial experience to its completion, the score for each skill being the number of trials neceswary for its successfUl completion. The score on each of the four skills for each subject was combined into a Gross Motor Learning Score; this score was the criterion against which the motor educability test items were compared. From 88 motor educability test items collected, twenty-five items with the highest correlation coefficients with the Gross Motor Learning Score were selected to form the Preliminary Motor Educability Battery. By means of statistical analysis, seven of these items were chosen to form the final battery of motor educability (Thornton Battery). By means of statistical analysis, the existing nine motor educability batteries, Teacher Rating of motor educability, and Intelligence were compared with the Gross Motor Learning Score (criterion). Differences in motor learning rates of boys and of girls were also studied. [TRUNCATED] / 2031-01-01

No description available.

Thesis (doctoral)--Jena, 1933. / Excerpt from Zeitschrift für Sinnesphysiologie, Bd. 64 (1933).

Thesis (doctoral)--Jena, 1933. / Excerpt from Zeitschrift für Sinnesphysiologie, Bd. 64 (1933).