Thesis (Ph. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains x, 144 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references.

Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves.

Thesis (M. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 84-87).

Thesis (M.S.)--University of Delaware, 2009. / Principal faculty advisor: John P. Scholz, Dept. of Physical Therapy. Includes bibliographical references.

Thesis (M. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 48-53).

Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains xiv, 143 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 123-129).

Thesis (M.A.)--Marshall University, 2002. / Title from document title page. Document formatted into pages; contains vi, 25 p. Includes bibliographical references (p. 15-18).

Thesis (Ph. D.)--University of Queensland, 2002. / Includes bibliographical references.

Motor learning is widely investigated in the literature on sports and rehabilitation sciences. In recent years, researchers have begun to apply general motor learning principles to voice motor learning. This study investigated the effects of relative frequency (100% feedback versus 50% feedback versus 0% feedback) of augmented vibration feedback on the acquisition of resonant voice in a motor learning task. Thirty adults and 30 children with normal voice were randomly assigned to three groups of different relative frequencies of feedback: 100%, 50% and 0% feedback. During resonant voice training, participants were taught how to read aloud nasal nonsense consonant vowel (CV) syllables and short phrases with resonant voice. Vibration feedback using piezoelectric accelerometers placed at the nasal bridge was provided for participants. Participants in the 100% feedback group received vibration feedback after the production of every training stimulus. Participants in the 50% feedback group received vibration feedback after the production of every two training stimuli. Participants in the 0% feedback group received no vibration feedback during the training sessions. Motor learning and generalization were assessed using accelerometric vibrations detected at baseline (before training), during training, retention and transfer (one week after completing the training). With respect to the adult participants, vibration feedback presented at frequencies of 100%, 50% and even at 0% was effective in facilitating the acquisition of resonant voice. Generalization of resonant voice production to untrained short phrases was also evidenced. No significant time (time phase) by group (different relative frequency of feedback) interaction effect was shown on three groups of relative frequencies of feedback on learning or generalization in the adult group. With respect to the child participants, significant time effect was observed in most of the trained stimuli and untrained stimuli. Significant time (time phase) by group (different relative frequency of feedback) interaction effect was noted across three relative frequencies of feedback groups. The results demonstrated that the greatest increment in accelerometric vibrations occurred in the 100% feedback group, followed by 50% feedback group. The group which received 0% feedback had the least improvement on acquiring resonant voice. The present study demonstrated that there were learning differences in acquiring resonant voice between adults and children. Adults did not require as much feedback during the acquisition of resonant voice when compared to children. Children required more feedback than adults in order to facilitate their learning. The differences in learning of this voice task between adults and children may shed light on later voice motor learning studies. The provision of relative frequency of feedback may need to be adjusted when working with different age groups in both populations. / published_or_final_version / Speech and Hearing Sciences / Master / Master of Philosophy

In the influential perception-action model, the ventral visual system of the primate brain serves to obtain knowledge of objects in the environment, while the dorsal system serves to control actions in interaction with those objects. In recent years, criticism of the model has gained momentum following reports of evidence that involvement of the two systems may not principally depend on whether observers are engaged in action or perception tasks. This thesis appraises the perception-action model over the course of five experiments that test a number of the model’s central assertions. Evidence for an alternative functional characterization of the dorsal and ventral systems is obtained. Specifically, the evidence suggests that the dorsal system can be involved in both action and perception on the basis of fast egocentric information pickup, while the ventral system can be involved in both perception and action on the basis of slower allocentric information pickup. This raises the possibility that a more fundamental distinction pertains to the characteristics of information pickup by the two systems rather than to the behavioral functions subserved. The thesis develops a stance in which involvement of the two systems in the visual guidance of behavior is dependent on their operational characteristics in combination with the constraints of the task. The proposed relevant task constraints are: (i) whether tasks allow for egocentric and/or allocentric information pickup, (ii) the amount of time that is available for information pickup in a task and, possibly, (iii) whether stimuli are located within or outside functional space (the space that affords action for an observer). Whether a task requires an immediate or a delayed response is of less importance. It is argued that while the typical requirements of perception and action tasks bring about a tight coupling between perception and the ventral system and action and the dorsal system, this coupling is not invariant; perception can involve fast egocentric information pickup and action can involve slower allocentric information pickup. The findings are discussed in the context of higher-level theories of visual perception. It is proposed that the view of the dorsal and ventral visual systems that is suggested by the findings presented in this thesis corresponds better with ecological than with constructivist approaches to visual perception. / published_or_final_version / Human Performance / Doctoral / Doctor of Philosophy