Downloads & Free Reading Options - Results

THE PROJECT ATTEMPTED TO PROVIDE FURTHER DATA ON THE DOMINANT HYPOTHESIS ABOUT THE SENSORY MECHANISMS UNDERLYING SKILL ACQUISITION IN TYPEWRITING. IN SO DOING, IT PROPOSED TO FURNISH A BASIS FOR IMPORTANT CORRECTIVES TO SUCH CONVENTIONAL INSTRUCTIONAL PROCEDURES AS TOUCH TYPING. SPECIFICALLY, THE HYPOTHESIS HAS BEEN THAT KINESTHESIS IS NOT AVAILABLE FOR USE AT THE START OF LEARNING SUCH A PERCEPTUAL-MOTOR SKILL AS TYPING, BUT THAT IS OCCURS AFTER SOME LEARNING ON THE BASIS OF VISUAL CUES HAS TAKEN PLACE. THIS INFERENCE IS CONFIRMED BY THE RESULTS OF THIS INVESTIGATION IN WHICH 266 SUBJECTS AT 9 WPM TO 108 WPM TYPING SKILL LEVELS, TYPED UNDER VISUAL AND NONVISUAL CONDITIONS. DEPRIVATION OF VISION RESULTED IN SIGNIFICANT AND LARGE INCREASES IN NUMBER OF ERRORS. THE RESULTS UNDERCUT CONVENTIONAL INSTRUCTIONAL INSISTENCE ON TOUCH TYPING AND SUGGEST THE DESIRABILITY OF FREE USE OF VISION EARLY IN LEARNING--(1) AS GUIDANCE FOR MAKING RESPONSES, (2) AS A SOURCE OF CORRECTIVE INFORMATION FOR WRONG RESPONSES AND OF IMMEDIATE REINFORCEMENT FOR CORRECT RESPONSES, AND (3) AS A REDUCER OF THE ANXIETIES AND TENSIONS THAT REPORTEDLY COMMONLY ACCOMPANY EARLY INSISTENCE ON NONVISUAL WORK. THE EXTENT TO WHICH THESE FINDINGS MAY BE PARALLELED FOR OTHER PERCEPTUAL-MOTOR SKILLS REMAINS TO BE INVESTIGATED. (GD)

THE PROJECT ATTEMPTED TO PROVIDE FURTHER DATA ON THE DOMINANT HYPOTHESIS ABOUT THE SENSORY MECHANISMS UNDERLYING SKILL ACQUISITION IN TYPEWRITING. IN SO DOING, IT PROPOSED TO FURNISH A BASIS FOR IMPORTANT CORRECTIVES TO SUCH CONVENTIONAL INSTRUCTIONAL PROCEDURES AS TOUCH TYPING. SPECIFICALLY, THE HYPOTHESIS HAS BEEN THAT KINESTHESIS IS NOT AVAILABLE FOR USE AT THE START OF LEARNING SUCH A PERCEPTUAL-MOTOR SKILL AS TYPING, BUT THAT IS OCCURS AFTER SOME LEARNING ON THE BASIS OF VISUAL CUES HAS TAKEN PLACE. THIS INFERENCE IS CONFIRMED BY THE RESULTS OF THIS INVESTIGATION IN WHICH 266 SUBJECTS AT 9 WPM TO 108 WPM TYPING SKILL LEVELS, TYPED UNDER VISUAL AND NONVISUAL CONDITIONS. DEPRIVATION OF VISION RESULTED IN SIGNIFICANT AND LARGE INCREASES IN NUMBER OF ERRORS. THE RESULTS UNDERCUT CONVENTIONAL INSTRUCTIONAL INSISTENCE ON TOUCH TYPING AND SUGGEST THE DESIRABILITY OF FREE USE OF VISION EARLY IN LEARNING--(1) AS GUIDANCE FOR MAKING RESPONSES, (2) AS A SOURCE OF CORRECTIVE INFORMATION FOR WRONG RESPONSES AND OF IMMEDIATE REINFORCEMENT FOR CORRECT RESPONSES, AND (3) AS A REDUCER OF THE ANXIETIES AND TENSIONS THAT REPORTEDLY COMMONLY ACCOMPANY EARLY INSISTENCE ON NONVISUAL WORK. THE EXTENT TO WHICH THESE FINDINGS MAY BE PARALLELED FOR OTHER PERCEPTUAL-MOTOR SKILLS REMAINS TO BE INVESTIGATED. (GD)

THE PROJECT ATTEMPTED TO PROVIDE FURTHER DATA ON THE DOMINANT HYPOTHESIS ABOUT THE SENSORY MECHANISMS UNDERLYING SKILL ACQUISITION IN TYPEWRITING. IN SO DOING, IT PROPOSED TO FURNISH A BASIS FOR IMPORTANT CORRECTIVES TO SUCH CONVENTIONAL INSTRUCTIONAL PROCEDURES AS TOUCH TYPING. SPECIFICALLY, THE HYPOTHESIS HAS BEEN THAT KINESTHESIS IS NOT AVAILABLE FOR USE AT THE START OF LEARNING SUCH A PERCEPTUAL-MOTOR SKILL AS TYPING, BUT THAT IS OCCURS AFTER SOME LEARNING ON THE BASIS OF VISUAL CUES HAS TAKEN PLACE. THIS INFERENCE IS CONFIRMED BY THE RESULTS OF THIS INVESTIGATION IN WHICH 266 SUBJECTS AT 9 WPM TO 108 WPM TYPING SKILL LEVELS, TYPED UNDER VISUAL AND NONVISUAL CONDITIONS. DEPRIVATION OF VISION RESULTED IN SIGNIFICANT AND LARGE INCREASES IN NUMBER OF ERRORS. THE RESULTS UNDERCUT CONVENTIONAL INSTRUCTIONAL INSISTENCE ON TOUCH TYPING AND SUGGEST THE DESIRABILITY OF FREE USE OF VISION EARLY IN LEARNING--(1) AS GUIDANCE FOR MAKING RESPONSES, (2) AS A SOURCE OF CORRECTIVE INFORMATION FOR WRONG RESPONSES AND OF IMMEDIATE REINFORCEMENT FOR CORRECT RESPONSES, AND (3) AS A REDUCER OF THE ANXIETIES AND TENSIONS THAT REPORTEDLY COMMONLY ACCOMPANY EARLY INSISTENCE ON NONVISUAL WORK. THE EXTENT TO WHICH THESE FINDINGS MAY BE PARALLELED FOR OTHER PERCEPTUAL-MOTOR SKILLS REMAINS TO BE INVESTIGATED. (GD)

THE PROJECT ATTEMPTED TO PROVIDE FURTHER DATA ON THE DOMINANT HYPOTHESIS ABOUT THE SENSORY MECHANISMS UNDERLYING SKILL ACQUISITION IN TYPEWRITING. IN SO DOING, IT PROPOSED TO FURNISH A BASIS FOR IMPORTANT CORRECTIVES TO SUCH CONVENTIONAL INSTRUCTIONAL PROCEDURES AS TOUCH TYPING. SPECIFICALLY, THE HYPOTHESIS HAS BEEN THAT KINESTHESIS IS NOT AVAILABLE FOR USE AT THE START OF LEARNING SUCH A PERCEPTUAL-MOTOR SKILL AS TYPING, BUT THAT IS OCCURS AFTER SOME LEARNING ON THE BASIS OF VISUAL CUES HAS TAKEN PLACE. THIS INFERENCE IS CONFIRMED BY THE RESULTS OF THIS INVESTIGATION IN WHICH 266 SUBJECTS AT 9 WPM TO 108 WPM TYPING SKILL LEVELS, TYPED UNDER VISUAL AND NONVISUAL CONDITIONS. DEPRIVATION OF VISION RESULTED IN SIGNIFICANT AND LARGE INCREASES IN NUMBER OF ERRORS. THE RESULTS UNDERCUT CONVENTIONAL INSTRUCTIONAL INSISTENCE ON TOUCH TYPING AND SUGGEST THE DESIRABILITY OF FREE USE OF VISION EARLY IN LEARNING--(1) AS GUIDANCE FOR MAKING RESPONSES, (2) AS A SOURCE OF CORRECTIVE INFORMATION FOR WRONG RESPONSES AND OF IMMEDIATE REINFORCEMENT FOR CORRECT RESPONSES, AND (3) AS A REDUCER OF THE ANXIETIES AND TENSIONS THAT REPORTEDLY COMMONLY ACCOMPANY EARLY INSISTENCE ON NONVISUAL WORK. THE EXTENT TO WHICH THESE FINDINGS MAY BE PARALLELED FOR OTHER PERCEPTUAL-MOTOR SKILLS REMAINS TO BE INVESTIGATED. (GD)

THE PROJECT ATTEMPTED TO PROVIDE FURTHER DATA ON THE DOMINANT HYPOTHESIS ABOUT THE SENSORY MECHANISMS UNDERLYING SKILL ACQUISITION IN TYPEWRITING. IN SO DOING, IT PROPOSED TO FURNISH A BASIS FOR IMPORTANT CORRECTIVES TO SUCH CONVENTIONAL INSTRUCTIONAL PROCEDURES AS TOUCH TYPING. SPECIFICALLY, THE HYPOTHESIS HAS BEEN THAT KINESTHESIS IS NOT AVAILABLE FOR USE AT THE START OF LEARNING SUCH A PERCEPTUAL-MOTOR SKILL AS TYPING, BUT THAT IS OCCURS AFTER SOME LEARNING ON THE BASIS OF VISUAL CUES HAS TAKEN PLACE. THIS INFERENCE IS CONFIRMED BY THE RESULTS OF THIS INVESTIGATION IN WHICH 266 SUBJECTS AT 9 WPM TO 108 WPM TYPING SKILL LEVELS, TYPED UNDER VISUAL AND NONVISUAL CONDITIONS. DEPRIVATION OF VISION RESULTED IN SIGNIFICANT AND LARGE INCREASES IN NUMBER OF ERRORS. THE RESULTS UNDERCUT CONVENTIONAL INSTRUCTIONAL INSISTENCE ON TOUCH TYPING AND SUGGEST THE DESIRABILITY OF FREE USE OF VISION EARLY IN LEARNING--(1) AS GUIDANCE FOR MAKING RESPONSES, (2) AS A SOURCE OF CORRECTIVE INFORMATION FOR WRONG RESPONSES AND OF IMMEDIATE REINFORCEMENT FOR CORRECT RESPONSES, AND (3) AS A REDUCER OF THE ANXIETIES AND TENSIONS THAT REPORTEDLY COMMONLY ACCOMPANY EARLY INSISTENCE ON NONVISUAL WORK. THE EXTENT TO WHICH THESE FINDINGS MAY BE PARALLELED FOR OTHER PERCEPTUAL-MOTOR SKILLS REMAINS TO BE INVESTIGATED. (GD)

Includes bibliographies

Includes bibliographies

Includes bibliographies

Includes bibliographies

Includes bibliographies

This article is from Frontiers in Psychology , volume 5 . Abstract The processing of time intervals in the sub- to supra-second range by the brain is critical for the interaction of primates with their surroundings in activities, such as foraging and hunting. For an accurate processing of time intervals by the brain, representation of physical time within neuronal circuits is necessary. I propose that time dimension of the physical surrounding is represented in the brain by different types of neuronal oscillators, generating spikes or spike bursts at regular intervals. The proposed oscillators include the pacemaker neurons, tonic inputs, and synchronized excitation and inhibition of inter-connected neurons. Oscillators, which are built inside various circuits of brain, help to form modular clocks, processing time intervals or other temporal characteristics specific to functions of a circuit. Relative or absolute duration is represented within neuronal oscillators by “neural temporal unit,” defined as the interval between regularly occurring spikes or spike bursts. Oscillator output is processed to produce changes in activities of neurons, named frequency modulator neuron, wired within a separate module, represented by the rate of change in frequency, and frequency of activities, proposed to encode time intervals. Inbuilt oscillators are calibrated by (a) feedback processes, (b) input of time intervals resulting from rhythmic external sensory stimulation, and (c) synchronous effects of feedback processes and evoked sensory activity. A single active clock is proposed per circuit, which is calibrated by one or more mechanisms. Multiple calibration mechanisms, inbuilt oscillators, and the presence of modular connections prevent a complete loss of interval timing functions of the brain.

This article is from Frontiers in Psychology , volume 5 . Abstract The processing of time intervals in the sub- to supra-second range by the brain is critical for the interaction of primates with their surroundings in activities, such as foraging and hunting. For an accurate processing of time intervals by the brain, representation of physical time within neuronal circuits is necessary. I propose that time dimension of the physical surrounding is represented in the brain by different types of neuronal oscillators, generating spikes or spike bursts at regular intervals. The proposed oscillators include the pacemaker neurons, tonic inputs, and synchronized excitation and inhibition of inter-connected neurons. Oscillators, which are built inside various circuits of brain, help to form modular clocks, processing time intervals or other temporal characteristics specific to functions of a circuit. Relative or absolute duration is represented within neuronal oscillators by “neural temporal unit,” defined as the interval between regularly occurring spikes or spike bursts. Oscillator output is processed to produce changes in activities of neurons, named frequency modulator neuron, wired within a separate module, represented by the rate of change in frequency, and frequency of activities, proposed to encode time intervals. Inbuilt oscillators are calibrated by (a) feedback processes, (b) input of time intervals resulting from rhythmic external sensory stimulation, and (c) synchronous effects of feedback processes and evoked sensory activity. A single active clock is proposed per circuit, which is calibrated by one or more mechanisms. Multiple calibration mechanisms, inbuilt oscillators, and the presence of modular connections prevent a complete loss of interval timing functions of the brain.

To further clarify the nature of sensory integrative dysfunction, 148 public school children (mean age 92.6, mean IQ 96.5) with learning disorders were first given a battery of sensorimotor, psycholinguistic, and cognitive tests, and factors were extrapolated. The test scores were also employed to generate step-wise regression equations predicting the reading and the total scores of the Wide Range Achievement Test. Experimental and control groups were set up, with the experimental group receiving remedial activity to enhance sensory integration for 25 to 40 minutes per day, 5 days a week, for a period of not less than 5 months. Post-testing of the remaining 128 children occurred 1 year later, and the subjects were divided into groups with generalized dysfunction or auditory-language deficits. Results showed that academic gains may have been related to enhanced sensory integration. The experimental group showed an increased ability to blend sounds and auditorily to remember and reproduce a sequence of numbers. Indications were that the learning disabled child may be helped by a program designed to enhance sensory integration, especially through brain stem mechanisms. (RJ)

To further clarify the nature of sensory integrative dysfunction, 148 public school children (mean age 92.6, mean IQ 96.5) with learning disorders were first given a battery of sensorimotor, psycholinguistic, and cognitive tests, and factors were extrapolated. The test scores were also employed to generate step-wise regression equations predicting the reading and the total scores of the Wide Range Achievement Test. Experimental and control groups were set up, with the experimental group receiving remedial activity to enhance sensory integration for 25 to 40 minutes per day, 5 days a week, for a period of not less than 5 months. Post-testing of the remaining 128 children occurred 1 year later, and the subjects were divided into groups with generalized dysfunction or auditory-language deficits. Results showed that academic gains may have been related to enhanced sensory integration. The experimental group showed an increased ability to blend sounds and auditorily to remember and reproduce a sequence of numbers. Indications were that the learning disabled child may be helped by a program designed to enhance sensory integration, especially through brain stem mechanisms. (RJ)

Sponsored by American Foundation for the Blind and the University of Pittsburgh; held in Pittsburgh, Pennsylvania, June 13-14, 1968.

Sponsored by American Foundation for the Blind and the University of Pittsburgh; held in Pittsburgh, Pennsylvania, June 13-14, 1968.