Sensorische Asymmetrien zeigen sich vor allem im Bereich der Augen und der Ohren. Es gibt verschiedene Möglichkeiten, diese Asymmetrien zu untersuchen. Hierbei kann man Präferenz-, Leistungstests and sensorische Tests unterscheiden. Im Gegensatz zur Präferenz der Augen wurde die Ohrpräferenz bisher nur wenig berücksichtigt. Das Ziel dieser Studie ist es, einige neue Aspekte zur Untersuchung vorzulegen. Wir konnten in der Literatur insgesamt 13 verschiedene Tests zur Bestimmung der Präferenzohrigkeit nachweisen: «Schublade», «Tischdecke», «Schachtel», «Stoppuhr», «Telefonhörer», «Wandtelefon», «Ohrstecker», «Tür», «Herzschlag», «Taschenradio», «Stimme», «Wand» und «Kopfbewegung». Bei insgesamt 300 Studenten wurde nun die Brauchbarkeit dieser 13 Testproben geprüft. Es konnte eine hohe Beziehung zwischen «Stoppuhr», «Herzschlag», «Tür» und «Schachtel» nachgewiesen werden, nicht jedoch zwischen Telefonieren und Ohrigkeit. Es wird vorgeschlagen, die Ohrigkeit mit einer Testbatterie zu bestimmen, welche vier Testproben umfasst («Stoppuhr», «Herzschlag», «Tür» und «Schachtel»). / Sensory asymmetries are most prominent with respect to the eyes and ears. There are various ways to investigate these asymmetries. The tests used for this purpose can be classified as preference, performance and sensory tests. Contrary to eyedness, earedness has received little attention. The objective of this study is to provide a few new investigatory aspects. We were able to identify 13 different tests for the determination of earedness in the literature: ‘drawer’, ‘tablecloth’, ‘box’, ‘stop watch’, ‘telephone receiver’, ‘wall phone’, ‘earphone’, ‘door’, ‘heartbeat’, ‘transistor radio’, ‘voice’, ‘wall’ and ‘head movement’. A study including 300 student test subjects was done to determine the usefulness of this battery of 13 tests. A high correlation was found between ‘stop watch’, ‘heartbeat’, ‘door’ and ‘box’, but not between telephoning and earedness. The determination of earedness by a battery comprised of 4 tests (‘stop watch’, ‘heartbeat’, ‘door’ and ‘box’) is suggested. / Les asymétries sensorielles se manifestent surtout au niveau des yeux et des oreilles. Il existe plusieurs façons d’étudier des asymétries. On distingue les tests de latéralité, les tests de performance et les tests sensoriels. Contrairement à la latéralité visuelle, la latéralité auditive a été peu étudiée jusqu’ici. Cette étude a pour but de présenter des aspects nouveaux dans ce domaine. Nous avons retrouvé dans la littérature 13 tests au total pour la détermination de la latéralité auditive: «le tiroir», «la nappe», «la boîte», «le chronomètre», «l’écouteur téléphonique», «le téléphone mural», «l’appareil auditif», «la porte», «les battements du coeur», «la radio portative», «la voix», «le mur», «le mouvement de la tête». L’utilité de ces 13 tests a été éprouvée chez 300 étudiants. Une relation significative avec la latéralité a été obtenue pour «le chronomètre », «les battements du coeur», «la porte» et «la boî- te», mais pas pour le téléphone. Les auteurs proposent d’établir la latéralité auditive au moyen d’une batterie de 4 tests: «le chronomètre», «les battements du coeur», «la porte» et «la boîte». / Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich.

Copies of author's previously published articles inserted. / Bibliography: leaves 193-228. / xvi, 235 leaves : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / The aim of this thesis is to provide evidence of a training related effect on neural control of a muscle in individuals who have long standing different patterns of use of their muscles. The study examines the motor unit (MU) discharge properties in first dorsal interosseous muscle of individuals who had experienced very different usage patterns of their hand muscles and explores the relationship between different muscle usage patterns and involuntary force fluctuations (tremor). It evaluates the importance of the shared branched-axon inputs to motor neurons in the production of common drive and investigates the relationship between different measures of MU sychronization. / Thesis (Ph.D.)--University of Adelaide, Dept. of Physiology, 1997?

Thesis (doctoral)--Université de Clermont-Ferrand, 1976.

Thesis (doctoral)--Universiteit Utrecht, 1995. / Summaries in English and French.

Thesis (doctoral)--Université de Clermont-Ferrand, 1976.

abstract: Object manipulation is a common sensorimotor task that humans perform to interact with the physical world. The first aim of this dissertation was to characterize and identify the role of feedback and feedforward mechanisms for force control in object manipulation by introducing a new feature based on force trajectories to quantify the interaction between feedback- and feedforward control. This feature was applied on two grasp contexts: grasping the object at either (1) predetermined or (2) self-selected grasp locations (“constrained” and “unconstrained”, respectively), where unconstrained grasping is thought to involve feedback-driven force corrections to a greater extent than constrained grasping. This proposition was confirmed by force feature analysis. The second aim of this dissertation was to quantify whether force control mechanisms differ between dominant and non-dominant hands. The force feature analysis demonstrated that manipulation by the dominant hand relies on feedforward control more than the non-dominant hand. The third aim was to quantify coordination mechanisms underlying physical interaction by dyads in object manipulation. The results revealed that only individuals with worse solo performance benefit from interpersonal coordination through physical couplings, whereas the better individuals do not. This work showed that naturally emerging leader-follower roles, whereby the leader in dyadic manipulation exhibits significant greater force changes than the follower. Furthermore, brain activity measured through electroencephalography (EEG) could discriminate leader and follower roles as indicated power modulation in the alpha frequency band over centro-parietal areas. Lastly, this dissertation suggested that the relation between force and motion (arm impedance) could be an important means for communicating intended movement direction between biological agents. / Dissertation/Thesis / Doctoral Dissertation Biomedical Engineering 2017

Made available in DSpace on 2014-06-11T19:22:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-04-13Bitstream added on 2014-06-13T20:49:24Z : No. of bitstreams: 1 alleoni_bn_me_rcla.pdf: 271182 bytes, checksum: 594a6de6d91f33e25e2fa9504c48d56b (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / A coordenação bimanual é um comportamento manifestado diariamente pelas pessoas na execução de tarefas do dia-a-dia. Controlar as duas mãos para varrer a casa, soltar pipa, costurar ou tocar piano são situações rotineiras que podem ser melhoradas e desempenhadas com precisão como resultado da prática. As tarefas unimanuais e as tarefas bimanuais que devem ser lideradas por uma das mãos, geralmente, são executadas apenas com a mão preferida, a mão direita para o maior número de pessoas. As ferramentas utilizadas nas tarefas do dia-a-dia são fabricadas para a mão direita e como conseqüência a diferença no desempenho é menor entre as mãos de pessoas com preferência manual esquerda. Manter um ritmo qualquer ou acertar alvos são tarefas que requeiram integridade de estruturas orgânicas, como por exemplo, os membros superiores e os sistemas visual e auditivo. O direcionamento da atenção visual pode ser muito importante na captura da informação para tocar alvos no plano horizontal, principalmente se as características espaciais e temporais das tarefas das duas mãos são diferentes. Contudo, as duas mãos estão separadas fisicamente e no desempenho em uma tarefa que requeira deslocamentos diferentes para as duas mãos o executante deve identificar a informação de uma das mãos para a execução precisa. O objetivo deste estudo foi verificar o efeito do direcionamento da atenção visual a uma das mãos no desempenho de uma tarefa bimanual com diferentes níveis de complexidade, em função da preferência manual. Pessoas com preferência manual direita e esquerda executaram uma tarefa de coordenação bimanual com deslocamentos dos membros superiores para o toque em um ou mais alvos que estavam igualmente distantes no plano horizontal e em intervalos temporais iguais ou diferentes. O direcionamento da atenção visual foi manipulado... / Bimanual coordination is a behavior showed by people during the performance of many daily tasks. Actions that require the control of the hands as to sweep the room, to free pipe, to sew or to play piano are very common actions that can be improved and performed with accuracy as a result of practice. The unimanual tasks and the bimanual tasks that must be led by one of the hands, in general, are performed by the preferred hand, the right hand for a large number of individuals. Tools used in daily tasks are tailored for right hand and as a consequence the difference in performance between hands is smaller for those left-handed. To keep moving in a rhythm or to reach targets are tasks that require a full functioning of organic structures as the upper limbs or visual and auditory systems. The direction of visual attention can be very important in capturing relevant information for touching targets in the horizontal plane mainly if the characteristics of tasks of the two hands are different. However, the hands are physically apart and in the performance of a task that requires different displacements for the two hands the performer must pick up information from one of the hands for performance accuracy. The objective of the present study was to verify the effect of directing visual attention to one of the hands in the performance of bimanual tasks with different levels of complexity as a function of hand preference. Right- and left-handers performed a bimanual coordination task with displacement of the upper arms to reach one or more targets that were equally distant in the horizontal plane and in equal or different temporal intervals. The direction of visual attention was manipulated in three experimental conditions, in a condition directed to the right hand, in another to the left hand and in a third condition of free choice of the performer. The variables selected... (Complete abstract click electronic access below)

Made available in DSpace on 2016-12-06T17:07:28Z (GMT). No. of bitstreams: 1 Regina.pdf: 1828003 bytes, checksum: 3e9c4da5d129763a7c939c214b232ac5 (MD5) Previous issue date: 2011-03-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed to investigate school performance in reading, writing and general and specifies laterality of students enrolled in third year of the initial years of primary education from five local primary schools in the city of Florianopolis. Research participants were 166 children, aged between 8 and 9 years (mean age 8.7), being 45.8% (76) boys and 54.2% (90) girls. To collect data, we used two scales: Manual of School Performance - Analysis of Reading and Writing in the early grades of primary school - MDE (ROSA NETO, SANTOS, TORO, 2010) and the Scale of Motor Development - EDM (ROSA NETO, 2002). For analysis and interpretation of data were used programs Excel and SPSS for Windows 17.0. Descriptive analysis of performance data in reading, writing and handedness was accomplished by mean, variance, standard deviation, minimum and maximum value, simple frequencies and percentages. On statistical analysis, at first, in order to compare the overall average in the MOU between children with complete right hand handedness and crossed laterality children, two groups were created for the comparative study. Group 1 (G1) comprised 44 children with laterality right hand, composed of 22 boys and 22 girls and group 2 (G2), also consisting of 44 students with crossed laterality, comprising 22 boys and 22 girls. Thus, the inferential analysis of the comparative study, we used the t test for independent samples, when data showed symmetrical and the Mann-Whitney test for asymmetric data. We used the Shapiro-Wilk test to verify the data distribution (p = 0.05). It was found that participants had an average score of 74.53% accuracy on overall performance in the MOU. In reading was 78.31% and the writing was the lowest score, 70.57%. Regarding the distribution of participants in the sample according to the percentage of hits in the overall performance of the manual, found a majority, 66.86% (111) achieved a performance on tasks between 71% to 100% accuracy and a total of 33 13% (55) school performance was below 70.9%. Regarding gender, girls performed better than the MDE boys. Concerning the laterality of the school, it was found that the majority, 57.8% (n = 96) sample showed laterality "full right hand and 33.1% (n = 55) was identified with handedness "crusade", a small number 6.2% (n = 11) showed laterality "indefinite" and only 2.4% (n = 4) were "full claims." Thus, the data obtained in the survey showed, according to the overall average score of the MOU, students who had complete lateral dominance, ie, "full-handed" and "comprehensive claims" were performing better on tests of reading and writing the MOU. In a comparative analysis between the two study groups, G1 (lateral right hand full) and G2 (cross-handedness), it was found that the lowest mean score was in the writing of G2, thus statistically significant differences in the ability of this score. Since the results for reading scores and overall score in the MOU were not found significant differences on these two variables, one group to another. Based on the significant number, 39.75% (n = 66) of students identified with discordant handedness (cross and undefined), it is suggested to carry out thorough studies, therefore, the risk factors for disorders of laterality need to be further explored in the scientific means. / Este estudo objetivou investigar o desempenho escolar da leitura, da escrita e a lateralidade geral e especifica de escolares matriculados no terceiro ano dos anos iniciais do ensino fundamental de cinco escolas básicas municipais da cidade de Florianópolis/SC. Os participantes da pesquisa foram 166 crianças, com idades entre 8 e 9 anos (idade média 8,7), sendo 45,8% (76) meninos e 54,2% (90) meninas. Para coleta dos dados foram utilizados dois instrumentos de medida: Manual de Desempenho Escolar Análise da Leitura e Escrita em Séries Iniciais do Ensino Fundamental MDE (ROSA NETO, SANTOS, TORO, 2010) e a Escala de Desenvolvimento Motor EDM (Rosa Neto, 2002). Para análise e interpretação dos dados foram utilizados os programas Excel e SPSS for Windows 17.0. A análise descritiva dos dados do desempenho na leitura, escrita e da lateralidade, foi realizada mediante média, variância, desvio-padrão, valor mínimo e valor máximo, freqüências simples e percentuais. Quanto a análise estatística, com o intuito de comparar a média geral no MDE entre as crianças com lateralidade destra completa e as crianças com lateralidade cruzada, foram criados 2 grupos para o estudo comparativo. Grupo 1 (G1), formado por 44 crianças com lateralidade destra, composta de 22 meninos e 22 meninas e o grupo 2 (G2), também constituído de 44 alunos com lateralidade cruzada, formado por 22 meninos e 22 meninas. Sendo assim, a análise inferencial do estudo comparativo, foi utilizado o Teste t para amostras independentes, quando os dados se mostraram simétricos e o teste de Mann-Whitney, para os dados assimétricos. Utilizou-se o teste de Shapiro-Wilk para verificar a distribuição dos dados (p=0,05). Verificou-se que os participantes apresentaram uma pontuação média de 74,53% de acertos no desempenho geral no MDE, na leitura foi de 78,31% e na escrita mostrou a pontuação mais baixa, 70,57%. Quanto ao gênero, as meninas obtiveram melhor desempenho no MDE do que os meninos. Referente à lateralidade dos escolares, constatou-se que a maioria, 57,8% (n=96) da amostra apresentou lateralidade destra completa e 33,1% (n=55) foi identificada com lateralidade cruzada , um pequeno numero 6,2% (n=11) mostrou lateralidade indefinida e somente 2,4% (n=4) eram sinistros completos . Sendo assim, os dados obtidos na pesquisa mostraram, de acordo com a pontuação média geral do MDE, que os alunos que apresentavam dominância lateral completa, ou seja, destros completos e sinistros completos obtiveram desempenho melhor nos testes de leitura e escrita do MDE. Na análise comparativa realizada entre os dois grupos do estudo, G1 (lateralidade destra completa) e G2 (lateralidade cruzada), verificou-se que a menor média encontrada foi na pontuação da escrita de G2, portanto, houve diferença estatisticamente significativa na pontuação desta habilidade. Já os resultados para a pontuação na leitura e para pontuação geral no MDE não foram constatados diferença significativa em relação a estas duas variáveis, de um grupo para o outro. Com base no significativo número, 39,75% (n=66) de escolares, identificados com lateralidade discordante (cruzada e indefinida), sugere-se a realização de estudos profundos, pois, os fatores de risco para disfunções de lateralidade ainda precisam ser mais explorados no meio cientifico.

The thesis is aimed at comparing the systems of education and work with left-handed pupils in Germany and the USA (and some other selected countries if need be) and subsequent comparison with the attitude to left-handed individuals prevailing in our country. The thesis is based on a good orientation in specialized literature, contemporary textbooks and guides. The objective rests in mapping the phenomenon of left-handedness in selected countries and its subsequent comparison with the situation in the Czech Republic. The final part of the thesis contains a comprehensive analysis of left-handedness in our country and in the world. The thesis shall highlight differences in viewing this phenomenon in its complexity and outline feasibilities of enriching our views on laterality not only in education.

M.A. (Psychology) / Spatial ability as a cognitive ability has for some time been recognised as a distinct component in the intellectual make-up of the individual. Since the earliest identification of spatial ability in the 1920's, interest has been shown in the fuller understanding of this ability. Many controversies still exist since spatial ability has yet to be defined in a definitive manner. Spatial ability has received relatively little attention. Since a relationship between spatial ability and occupational success has been established, more interest has been shown in this field. Spatial ability is as important as language for survival in the business world and more so in the technical field. Spatial ability is synonymous with the socalled "minor" hemisphere. The importance of the "minor" hemisphere and in particular the link between the right hemisphere and the language centres of the left hemisphere, has recently been. recognised. This recognition is found where the right hemisphere together with the damaged left hemisphere may be included in a rehabilitation programme. Spatial ability is the product of environmental influences which include child rearing practices, education and nutrition. Other influences are of a genetic, hormonal and neurological nature. Associated the concept terms, the associated with of left with the cognitive functions of the brain, is lateralisation of functions.