The Experts below are selected from a list of 57 Experts worldwide ranked by ideXlab platform

Hunnius S. - One of the best experts on this subject based on the ideXlab platform.

  • Infants' motor proficiency and statistical learning for actions
    2017
    Co-Authors: Monroy C.d., Gerso S.a., Hunnius S.
    Abstract:

    Prior research has shown that infants learn statistical regularities in action sequences better than they learn non-action event sequences. This is consistent with current theories claiming that the same mechanism guides action observation and action execution. The current eye-tracking study tested the prediction, based on these theories, that infants' ability to learn statistical regularities in action sequences is modulated by their own motor abilities. Eight- to 11-month-old infants observed an action sequence containing two deterministic action pairs (i.e., action A always followed by action B) embedded within an otherwise random sequence. One pair was performed with a whole-hand Grasp. The second pair was performed with a Pincer Grasp, a fine motor skill that emerges around 9 months of age. Infants were then categorized into groups according to which Grasp was dominant in their motor repertoire. Predictive looks to correct upcoming actions during the deterministic pairs were analyzed to measure whether infants learned and anticipated the sequence regularities. Findings indicate that infants learned the statistical regularities: across motor groups, they made more correct than incorrect predictive fixations to upcoming actions. Overall, learning was not significantly modulated by their dominant Grasping abilities. However, infants with a dominant Pincer Grasp showed an earlier increase in correct predictions for the Pincer Grasp pair and not the whole-hand Grasp. Likewise, infants with a dominant whole-hand Grasp showed an early increase in correct predictions for the pair performed with a whole-hand Grasp, and not the Pincer Grasp. Together, these findings suggest that infants' ability to learn action sequences is facilitated when the observed action matches their own action repertoire. However, findings cannot be explained entirely by motor accounts, as infants also learned the actions less congruent with their own abilities. Findings are discussed in terms of the interplay between the motor system and additional non-motor resources during the acquisition of new motor skills in infancy

  • Infants' motor proficiency and statistical learning for actions
    'Frontiers Media SA', 2017
    Co-Authors: Monroy C.d., Gerso S.a., Hunnius S.
    Abstract:

    Contains fulltext : 180057.pdf (publisher's version ) (Open Access)Prior research has shown that infants learn statistical regularities in action sequences better than they learn non-action event sequences. This is consistent with current theories claiming that the same mechanism guides action observation and action execution. The current eye-tracking study tested the prediction, based on these theories, that infants' ability to learn statistical regularities in action sequences is modulated by their own motor abilities. Eight- to 11-month-old infants observed an action sequence containing two deterministic action pairs (i.e., action A always followed by action B) embedded within an otherwise random sequence. One pair was performed with a whole-hand Grasp. The second pair was performed with a Pincer Grasp, a fine motor skill that emerges around 9 months of age. Infants were then categorized into groups according to which Grasp was dominant in their motor repertoire. Predictive looks to correct upcoming actions during the deterministic pairs were analyzed to measure whether infants learned and anticipated the sequence regularities. Findings indicate that infants learned the statistical regularities: across motor groups, they made more correct than incorrect predictive fixations to upcoming actions. Overall, learning was not significantly modulated by their dominant Grasping abilities. However, infants with a dominant Pincer Grasp showed an earlier increase in correct predictions for the Pincer Grasp pair and not the whole-hand Grasp. Likewise, infants with a dominant whole-hand Grasp showed an early increase in correct predictions for the pair performed with a whole-hand Grasp, and not the Pincer Grasp. Together, these findings suggest that infants' ability to learn action sequences is facilitated when the observed action matches their own action repertoire. However, findings cannot be explained entirely by motor accounts, as infants also learned the actions less congruent with their own abilities. Findings are discussed in terms of the interplay between the motor system and additional non-motor resources during the acquisition of new motor skills in infancy.11 p

  • Monitoring others' errors: The role of the motor system in early childhood and adulthood
    2016
    Co-Authors: Meye M., Aukma R., Stapel J.c., Ekkering H., Hunnius S.
    Abstract:

    Previous research demonstrates that from early in life, our cortical sensorimotor areas are activated both when performing and when observing actions (mirroring). Recent findings suggest that the adult motor system is also involved in detecting others' rule violations. Yet, how this translates to everyday action errors (e.g., accidentally dropping something) and how error-sensitive motor activity for others' actions emerges are still unknown. In this study, we examined the role of the motor system in error monitoring. Participants observed successful and unsuccessful Pincer Grasp actions while their electroencephalography was registered. We tested infants (8- and 14-month-olds) at different stages of learning the Pincer Grasp and adults as advanced Graspers. Power in Alpha- and Beta-frequencies was analysed to assess motor and visual processing. Adults showed enhanced motor activity when observing erroneous actions. However, neither 8- nor 14-month-olds displayed this error sensitivity, despite showing motor activity for both actions. All groups did show similar visual activity, that is more Alpha-suppression, when observing correct actions. Thus, while correct and erroneous actions were processed as visually distinct in all age groups, only the adults' motor system was sensitive to action correctness. Functionality of different brain oscillations in the development of error monitoring and mirroring is discussed

  • Monitoring others' errors: The role of the motor system in early childhood and adulthood
    'Wiley', 2016
    Co-Authors: Meye M., Aukma R., Stapel J.c., Ekkering H., Hunnius S.
    Abstract:

    Contains fulltext : 151897.pdf (publisher's version ) (Closed access) Contains fulltext : 151897pos.pdf (postprint version ) (Open Access)Previous research demonstrates that from early in life, our cortical sensorimotor areas are activated both when performing and when observing actions (mirroring). Recent findings suggest that the adult motor system is also involved in detecting others' rule violations. Yet, how this translates to everyday action errors (e.g., accidentally dropping something) and how error-sensitive motor activity for others' actions emerges are still unknown. In this study, we examined the role of the motor system in error monitoring. Participants observed successful and unsuccessful Pincer Grasp actions while their electroencephalography was registered. We tested infants (8- and 14-month-olds) at different stages of learning the Pincer Grasp and adults as advanced Graspers. Power in Alpha- and Beta-frequencies was analysed to assess motor and visual processing. Adults showed enhanced motor activity when observing erroneous actions. However, neither 8- nor 14-month-olds displayed this error sensitivity, despite showing motor activity for both actions. All groups did show similar visual activity, that is more Alpha-suppression, when observing correct actions. Thus, while correct and erroneous actions were processed as visually distinct in all age groups, only the adults' motor system was sensitive to action correctness. Functionality of different brain oscillations in the development of error monitoring and mirroring is discussed.20 p

Lorenčič Eva - One of the best experts on this subject based on the ideXlab platform.

  • Usefulness of functional learning for physically disabled child in adapted preschool programmes
    2019
    Co-Authors: Lorenčič Eva
    Abstract:

    Gibalno ovirani predšolski otroci se v Sloveniji lahko vključujejo v programe za predšolske otroke s prilagojenim izvajanjem in dodatno strokovno pomočjo ter v prilagojene programe za predšolske otroke. Vzgoja in izobraževanje predšolskih otrok v vrtcu temelji na igri. Skozi igro se otroci razvijajo in učijo. Populacija otrok značilnega razvoja je za igro naravno motivirana. Gibalno ovirani otroci pa so zaradi težav na področju motorike za igro pogosto prikrajšani oziroma jih igra manj zanima, se ne igrajo. Posledično ne raziskujejo, kar pomeni, da jim primanjkuje izkušenj na vseh področjih dejavnosti. Strokovni delavci, zaposleni v prilagojenih programih za predšolske otroke, moramo zato gibalno oviranim otrokom omogočiti uporabo ustreznih igrač, pripomočkov, materialov in sredstev za igro. Prav tako je pomembno, da jim prilagajamo metode, oblike in načine dela, s pomočjo katerih bodo otroci izrazili svoja močna področja in napredovali na vseh področjih njihovega delovanja. Z raziskavo smo želeli preveriti učinkovitost metode funkcionalnega učenja, kot ene izmed možnih načinov spoznavanja različnih strategij reševanja problemov, pri vzgoji in izobraževanju gibalno ovirane deklice, stare 3 leta. V raziskavo smo vključili deklico, ki zaradi razvojne motnje in desnostranske hemipareze na področju samostojnosti počasneje napreduje. Z raziskavo smo želeli ugotoviti, ali bo deklica v roku treh mesecev, z intenzivnimi obravnavami po metodi funkcionalnega učenja in z vključevanjem elementov funkcionalnega učenja v vsakodnevne aktivnosti v vrtcu, napredovala na področju fine motorike in samostojnosti. Podrobno smo opisali primere dejavnosti za določeno učno orodje ter našteli vsakodnevne aktivnosti, v katerih je opazna uporaba določenega učnega orodja. Izvedenih je bilo 40 obravnav. Ugotovili smo, da je deklica dosegla večino ciljev, ki smo si jih zadali. Usvojila je orodje nameščanja (pincetni prijem in količinsko predstavo pojma ena), začela ga je smiselno uporabljati pri vsakodnevnih aktivnostih v vrtcu (oblačenje, slačenje, hranjenje, umivanje rok). Prešla je na višjo stopnjo učnih orodij, postavljanje v pare, vendar je ni v celoti usvojila. V pare zmore postavljati predmete in različne slike, podobnih slik pa ne. Na področju risanja in čečkanja posnema krožno čečkanje. Izdelali smo predloge uporabe metode funkcionalnega učenja pri drugih oblikah individualnega dela.Physically disabled children in Slovenia can visit preschool programmes and get special education services or preschool programmes for children with disabilities. There, education is based on games. Games give them opportunities to develop and learn. Children are naturally motivated for playing games. Physically disabled children cannot participate and are unmotivated for playing games because of their disabilities and lack of motoric functions. They are not researchers and they do not experience the world around them. Professionals working in preschool programmes with special abilities children, have to offer different toys, accessories, materials and means to these children. They have to adopt methods and skills in the way disabled children will have the opportunity to express their strengths and will be able to improve in all aspects. This research deals with the efficiency of Functional learning. We used this method with a three-year-old girl with physical disabilities. The girl has a developmental disability and right sided hemiparesis and thus progresses with a slower pace. We treated her for three months with intensive care using Functional learning in her everyday activities. We wanted to find out whether the girl would improve (fine motoric skills and independence) within the three months of intensive therapy using Functional learning and implementing elements of Functional learning in everyday routine in preschool care. We described different activities with usage of special learning tools and named everyday activities where these learning tools were used. We did forty treatments. We concluded that the girl reached most of the aims we had planned. She can use the setting tools (Pincer Grasp and the one number-sense skill) and she uses them in her everyday life (getting dressed, getting undressed, eating and washing). She has even reached a higher level using these tools, matching pairs, but still cannot use this method completely. She can match pairs with different objects and pictures but she cannot match similar pictures. She imitates circular drawing and scrawling. Based on our findings we gave recommendations for other individual treatment

  • Usefulness of functional learning for physically disabled child in adapted preschool programmes
    2019
    Co-Authors: Lorenčič Eva
    Abstract:

    Physically disabled children in Slovenia can visit preschool programmes and get special education services or preschool programmes for children with disabilities. There, education is based on games. Games give them opportunities to develop and learn. Children are naturally motivated for playing games. Physically disabled children cannot participate and are unmotivated for playing games because of their disabilities and lack of motoric functions. They are not researchers and they do not experience the world around them. Professionals working in preschool programmes with special abilities children, have to offer different toys, accessories, materials and means to these children. They have to adopt methods and skills in the way disabled children will have the opportunity to express their strengths and will be able to improve in all aspects. This research deals with the efficiency of Functional learning. We used this method with a three-year-old girl with physical disabilities. The girl has a developmental disability and right sided hemiparesis and thus progresses with a slower pace. We treated her for three months with intensive care using Functional learning in her everyday activities. We wanted to find out whether the girl would improve (fine motoric skills and independence) within the three months of intensive therapy using Functional learning and implementing elements of Functional learning in everyday routine in preschool care. We described different activities with usage of special learning tools and named everyday activities where these learning tools were used. We did forty treatments. We concluded that the girl reached most of the aims we had planned. She can use the setting tools (Pincer Grasp and the one number-sense skill) and she uses them in her everyday life (getting dressed, getting undressed, eating and washing). She has even reached a higher level using these tools, matching pairs, but still cannot use this method completely. She can match pairs with different objects and pictures but she cannot match similar pictures. She imitates circular drawing and scrawling. Based on our findings we gave recommendations for other individual treatment

Meye M. - One of the best experts on this subject based on the ideXlab platform.

  • Monitoring others' errors: The role of the motor system in early childhood and adulthood
    2016
    Co-Authors: Meye M., Aukma R., Stapel J.c., Ekkering H., Hunnius S.
    Abstract:

    Previous research demonstrates that from early in life, our cortical sensorimotor areas are activated both when performing and when observing actions (mirroring). Recent findings suggest that the adult motor system is also involved in detecting others' rule violations. Yet, how this translates to everyday action errors (e.g., accidentally dropping something) and how error-sensitive motor activity for others' actions emerges are still unknown. In this study, we examined the role of the motor system in error monitoring. Participants observed successful and unsuccessful Pincer Grasp actions while their electroencephalography was registered. We tested infants (8- and 14-month-olds) at different stages of learning the Pincer Grasp and adults as advanced Graspers. Power in Alpha- and Beta-frequencies was analysed to assess motor and visual processing. Adults showed enhanced motor activity when observing erroneous actions. However, neither 8- nor 14-month-olds displayed this error sensitivity, despite showing motor activity for both actions. All groups did show similar visual activity, that is more Alpha-suppression, when observing correct actions. Thus, while correct and erroneous actions were processed as visually distinct in all age groups, only the adults' motor system was sensitive to action correctness. Functionality of different brain oscillations in the development of error monitoring and mirroring is discussed

  • Monitoring others' errors: The role of the motor system in early childhood and adulthood
    'Wiley', 2016
    Co-Authors: Meye M., Aukma R., Stapel J.c., Ekkering H., Hunnius S.
    Abstract:

    Contains fulltext : 151897.pdf (publisher's version ) (Closed access) Contains fulltext : 151897pos.pdf (postprint version ) (Open Access)Previous research demonstrates that from early in life, our cortical sensorimotor areas are activated both when performing and when observing actions (mirroring). Recent findings suggest that the adult motor system is also involved in detecting others' rule violations. Yet, how this translates to everyday action errors (e.g., accidentally dropping something) and how error-sensitive motor activity for others' actions emerges are still unknown. In this study, we examined the role of the motor system in error monitoring. Participants observed successful and unsuccessful Pincer Grasp actions while their electroencephalography was registered. We tested infants (8- and 14-month-olds) at different stages of learning the Pincer Grasp and adults as advanced Graspers. Power in Alpha- and Beta-frequencies was analysed to assess motor and visual processing. Adults showed enhanced motor activity when observing erroneous actions. However, neither 8- nor 14-month-olds displayed this error sensitivity, despite showing motor activity for both actions. All groups did show similar visual activity, that is more Alpha-suppression, when observing correct actions. Thus, while correct and erroneous actions were processed as visually distinct in all age groups, only the adults' motor system was sensitive to action correctness. Functionality of different brain oscillations in the development of error monitoring and mirroring is discussed.20 p

Claire Monroy - One of the best experts on this subject based on the ideXlab platform.

  • Infants’ Motor Proficiency and Statistical Learning for Actions
    Frontiers Media S.A., 2017
    Co-Authors: Claire Monroy, Sarah Gerso, Sabine Hunnius
    Abstract:

    Prior research has shown that infants learn statistical regularities in action sequences better than they learn non-action event sequences. This is consistent with current theories claiming that the same mechanism guides action observation and action execution. The current eye-tracking study tested the prediction, based on these theories, that infants’ ability to learn statistical regularities in action sequences is modulated by their own motor abilities. Eight- to eleven-month-old infants observed an action sequence containing two deterministic action pairs (i.e., action A always followed by action B) embedded within an otherwise random sequence. One pair was performed with a whole-hand Grasp. The second pair was performed with a Pincer Grasp, a fine motor skill that emerges around 9 months of age. Infants were then categorized into groups according to which Grasp was dominant in their motor repertoire. Predictive looks to correct upcoming actions during the deterministic pairs were analyzed to measure whether infants learned and anticipated the sequence regularities. Findings indicate that infants learned the statistical regularities: across motor groups, they made more correct than incorrect predictive fixations to upcoming actions. Overall, learning was not significantly modulated by their dominant Grasping abilities. However, infants with a dominant Pincer Grasp showed an earlier increase in correct predictions for the Pincer Grasp pair and not the whole-hand Grasp. Likewise, infants with a dominant whole-hand Grasp showed an early increase in correct predictions for the pair performed with a whole-hand Grasp, and not the Pincer Grasp. Together, these findings suggest that infants’ ability to learn action sequences is facilitated when the observed action matches their own action repertoire. However, findings cannot be explained entirely by motor accounts, as infants also learned the actions less congruent with their own abilities. Findings are discussed in terms of the interplay between the motor system and additional non-motor resources during the acquisition of new motor skills in infancy

Monroy C.d. - One of the best experts on this subject based on the ideXlab platform.

  • Infants' motor proficiency and statistical learning for actions
    2017
    Co-Authors: Monroy C.d., Gerso S.a., Hunnius S.
    Abstract:

    Prior research has shown that infants learn statistical regularities in action sequences better than they learn non-action event sequences. This is consistent with current theories claiming that the same mechanism guides action observation and action execution. The current eye-tracking study tested the prediction, based on these theories, that infants' ability to learn statistical regularities in action sequences is modulated by their own motor abilities. Eight- to 11-month-old infants observed an action sequence containing two deterministic action pairs (i.e., action A always followed by action B) embedded within an otherwise random sequence. One pair was performed with a whole-hand Grasp. The second pair was performed with a Pincer Grasp, a fine motor skill that emerges around 9 months of age. Infants were then categorized into groups according to which Grasp was dominant in their motor repertoire. Predictive looks to correct upcoming actions during the deterministic pairs were analyzed to measure whether infants learned and anticipated the sequence regularities. Findings indicate that infants learned the statistical regularities: across motor groups, they made more correct than incorrect predictive fixations to upcoming actions. Overall, learning was not significantly modulated by their dominant Grasping abilities. However, infants with a dominant Pincer Grasp showed an earlier increase in correct predictions for the Pincer Grasp pair and not the whole-hand Grasp. Likewise, infants with a dominant whole-hand Grasp showed an early increase in correct predictions for the pair performed with a whole-hand Grasp, and not the Pincer Grasp. Together, these findings suggest that infants' ability to learn action sequences is facilitated when the observed action matches their own action repertoire. However, findings cannot be explained entirely by motor accounts, as infants also learned the actions less congruent with their own abilities. Findings are discussed in terms of the interplay between the motor system and additional non-motor resources during the acquisition of new motor skills in infancy

  • Infants' motor proficiency and statistical learning for actions
    'Frontiers Media SA', 2017
    Co-Authors: Monroy C.d., Gerso S.a., Hunnius S.
    Abstract:

    Contains fulltext : 180057.pdf (publisher's version ) (Open Access)Prior research has shown that infants learn statistical regularities in action sequences better than they learn non-action event sequences. This is consistent with current theories claiming that the same mechanism guides action observation and action execution. The current eye-tracking study tested the prediction, based on these theories, that infants' ability to learn statistical regularities in action sequences is modulated by their own motor abilities. Eight- to 11-month-old infants observed an action sequence containing two deterministic action pairs (i.e., action A always followed by action B) embedded within an otherwise random sequence. One pair was performed with a whole-hand Grasp. The second pair was performed with a Pincer Grasp, a fine motor skill that emerges around 9 months of age. Infants were then categorized into groups according to which Grasp was dominant in their motor repertoire. Predictive looks to correct upcoming actions during the deterministic pairs were analyzed to measure whether infants learned and anticipated the sequence regularities. Findings indicate that infants learned the statistical regularities: across motor groups, they made more correct than incorrect predictive fixations to upcoming actions. Overall, learning was not significantly modulated by their dominant Grasping abilities. However, infants with a dominant Pincer Grasp showed an earlier increase in correct predictions for the Pincer Grasp pair and not the whole-hand Grasp. Likewise, infants with a dominant whole-hand Grasp showed an early increase in correct predictions for the pair performed with a whole-hand Grasp, and not the Pincer Grasp. Together, these findings suggest that infants' ability to learn action sequences is facilitated when the observed action matches their own action repertoire. However, findings cannot be explained entirely by motor accounts, as infants also learned the actions less congruent with their own abilities. Findings are discussed in terms of the interplay between the motor system and additional non-motor resources during the acquisition of new motor skills in infancy.11 p