Thesis (Ph. D.)--University of Michigan, 1931. / Bibliography: p. 89-91.

No description available.

Fifty-one children, ages 4, 5, and 6, wcre required to learn a temporal series of spatial positions under three expcrimental conditions which varied in their emphasis on visual and motor cues. For 5 and 6 year old subjects fewest errors were made undcr a condition which required overt motor activity. The greatest number of errors were made under the condition which minimized both kinethetic cues and cues of observed movement. There was no significant difference in performance between the overt motor condition, and a condition which involved cues of observed movement. The results support the hypothesis that covert motor processes may be important components of learning in children of this age. [...]

No description available.

Thesis (M Arch)--Montana State University--Bozeman, 2008. / Typescript. Chairperson, Graduate Committee: Ralph Johnson. Includes bibliographical references (leaves 93-118).

Thesis--Columbia University. / Reprinted from the Journal of personality, v. 16, 1948. Vita. Includes bibliographical references (p. 399-401).

Thesis (M.Ed.)--Kutztown University of Pennsylvania, 2007. / Source: Masters Abstracts International, Volume: 46-03, page: . Adviser: Carrie Nordlund.

Thesis (Ph. D.)--Ohio state University, 1927. / Autobiography. "Reprinted from the Journal of applied psychology, vol. XIII, no. 4, August, 1929."

The possible proactive inhibition effect of long-term past experiences upon the reproduction of discrete measurements was investigated. Ten subjects were assigned to each of the eight cells of a 2x2x2 factorial design. The two retention intervals were, 0 sec. and 30 sec; the two locations, 60° and 120°; the two movement lengths, 10° and 50°. Each subject received five standard-reproduction trials with an intertrial interval of 30 sec. The biasing effect of long-term past experiences measured by constant error, was not significant. Different target locations did not influence the intraindividual variability of a given movement length. Significant differences were obtained between movement lengths for both constant error, in that the shorter movement was overshot to a greater extent than the longer movement; and variable error, showing a greater variability for the longer movement. The significant increase in variable error over the retention intervals indicates that the memory trace weakened as time elapsed between the presentation of the standard and its reproduction. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The experiment was designed to divide the attention demands of a total motor response time into two components, the initiation of a response and the execution of a movement. The purpose was to determine the effects of movement complexity on the relative degree of attention required during these component processes. Six male right handed S's were tested in a situation involving two discrete reactions to two stimuli separated by a short time interval. The first stimulus was associated with the performance of a primary motor task that was varied in complexity and that was performed with the S's right hand. The second or probe stimulus was associated with a simple reaction time performed with the left hand. The probe stimulus was presented during the S's performance of the primary task and the reaction to this stimulus was used as an index of the attentional demands of the primary task. The results of the primary task indicate that the reaction time (RT) component of the response was not a function of movement complexity, although there was an apparent difference between the simplest response and responses of greater complexity. Movement complexity affected the movement time (MT) component of the response in that MT increased as complexity increased. The second or probe reaction time (PRT) was delayed when the probe occurred during the initiation of the response and during the execution of the response. When the probe was presented during the initiation of the response, the PRT was related directly to the RT, and when presented during the execution of the response, the PRT related directly to MT. PRT was also seen to vary throughout the range of movement with the longest PRTs occurring at the beginning and end of a movement terminated at a target. These results provide evidence for a model of human performance that suggests component processes of limited capacity in that the attention demands of initiating and executing a motor task tend to vary with task complexity and position of the responding limb in moving to a target. Further, the results indicated that in general RT and MT can be used to assess the attention demands of a particular motor response. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate