Perceptual and Motor Skills最新文献

{"title":"Handedness Influences Subjective Memory Ratings but not Objective Memory Performance in Older Adults.","authors":"Annukka K Lindell","doi":"10.1177/00315125261475579","DOIUrl":"10.1177/00315125261475579","url":null,"abstract":"<p><p>Handedness affects cognitive processing strengths. Consistent with the predominant right hemisphere motor control of the left hand, left-handed older adults have superior immediate and delayed visuospatial memory in comparison with right-handers. Investigations of handedness effects on verbal memory in older adults are, however, scarce and the findings inconsistent. The present study thus examined whether left-handed, right-handed and ambidextrous older adults differ in their subjective and objective verbal memory performance. Data were drawn from Wave 9 of the Survey of Health, Ageing and Retirement in Europe (SHARE), including measures of handedness, self-rated memory, immediate verbal recall, and delayed verbal recall from 51,206 older adults (Females = 28,461, Males = 22,745; <i>M</i> age = 72.1, <i>SD =</i> 7.3, range 60-102). General linear modelling examined the effects of handedness and gender on subjective and objective memory, using age as a covariate. Handedness influenced self-rated memory, with ambidextrous participants rating their memory ability higher than right-handers; however, handedness had no effect on either immediate or delayed recall scores. In contrast gender predicted objective memory performance, with females scoring higher than males for both recall tasks, though not for self-rated memory. Overall, these results suggest that while ambidextrous people are more optimistic about their own memory, handedness does not influence verbal memory performance in older adults.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125261475579"},"PeriodicalIF":2.4,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148721489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Phase-Specific Kinematic Characteristics of the Stride-Stop Jump Shot Across Different Skill Levels in Basketball.","authors":"Feng Li, Mingxiang Zhang, Pierpaolo Sansone, Mateja Očić, Francisco J Barrera-Domínguez, Scott Talpey","doi":"10.1177/00315125261476198","DOIUrl":"https://doi.org/10.1177/00315125261476198","url":null,"abstract":"<p><p>PurposeThis study extends previous basketball shooting research by providing a comprehensive phase-specific kinematic analysis of the stride-stop jump shot (SJS) across different skill levels, addressing a critical gap in understanding how movement coordination varies with expertise. Specifically, the aims were to (i) identify phase-related kinematic differences among players of varying skill levels and (ii) determine key biomechanical features associated with higher-level SJS performance.MethodsThirty-six male basketball players were categorized into high-level (HLG), mid-level (MLG), and low-level (LLG) groups. Each participant performed five successful SJS trials while wearing a full-body inertial motion capture system. Phase durations, temporal coordination parameters, ball-release characteristics, and joint angles were analyzed using linear mixed-effects models with Bonferroni-adjusted post hoc comparisons.ResultsGroup effects were observed for catch-preparation, stabilization, release-phase, and follow-through durations (<i>p</i> = 0.001-0.042). The largest between-group difference in phase duration was observed during catch preparation, with LLG exceeding MLG by 0.103 s. HLG spent 0.033 s longer in stabilization and 0.013 s longer in follow-through than LLG. For temporal coordination, T₁ was 0.075 s shorter in HLG and 0.067 s shorter in MLG than in LLG (<i>p</i> ≤ 0.024), whereas T₄ showed an overall group effect without significant pairwise differences. Shooting-hand release height was 0.223 m higher in HLG and 0.165 m higher in MLG than in LLG, and spin rate was 0.360 and 0.434 rev/s higher, respectively (<i>p</i> ≤ 0.035). Key HLG-LLG joint-angle differences ranged from 8.48° to 14.34° across hip, shoulder, trunk, and wrist variables.ConclusionHigh-level players showed shorter bilateral landing intervals than low-level players, longer stabilization and follow-through phases, higher shooting-hand release height and ball spin rate, and distinct phase-specific joint-angle characteristics during the SJS. These findings describe temporal and kinematic patterns associated with higher skill levels and may provide potential reference values for technique analysis, skill development, and inform talent identification and player selection practices. Practitioners may consider these descriptive features when evaluating footwork synchronization, shooting-hand release height, and upper-limb coordination in developing athletes.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125261476198"},"PeriodicalIF":2.4,"publicationDate":"2026-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148701780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Potential of Conversational Agents for the Realisation of Attention Bias Modification Training Approach to Address Performance Anxiety in Vocal Education.","authors":"Yanan He","doi":"10.1177/00315125261475406","DOIUrl":"https://doi.org/10.1177/00315125261475406","url":null,"abstract":"<p><p>Performance anxiety remains a persistent barrier in higher vocal education because it can undermine both technical control and expressive delivery during public singing. This study examined whether a chatbot-delivered, ABMT-informed intervention could reduce performance anxiety among student vocalists and improve selected performance outcomes under routine training conditions. The study included 203 fourth-year vocal students assigned to either a psychologically active Shim chatbot condition or a neutral-script chatbot control condition over a four-month intervention period. Pretest-posttest outcomes were evaluated for situational distress, music performance anxiety, and three rated dimensions of vocal performance, while post-intervention measures assessed self-disclosure, perceived interpersonal closeness, and total interaction time. The revised analysis treated pre-post outcomes using mixed repeated-measures models and post-intervention interaction outcomes using between-group comparisons. The active Shim condition was associated with a marked reduction in music performance anxiety (53.38 to 29.46 vs. 52.67 to 51.78) and a stronger increase in performance confidence (3.67 to 4.21 vs. 3.58 to 3.64) than the neutral-script control condition. The active condition was further associated with lower situational distress, stronger vocal accuracy gains, and higher self-disclosure, perceived interpersonal closeness, and total interaction time, whereas musical expression did not show a clear intervention-specific benefit. These findings suggest that a psychologically active chatbot may be a useful adjunct for reducing short-term performance anxiety in higher-education vocal students and for supporting conditions associated with more confident performance. However, the results do not indicate that chatbot use alone improves expressive interpretation, and the relational outcomes should be interpreted cautiously because the two dialogue conditions differed in content as well as psychological activity.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125261475406"},"PeriodicalIF":2.4,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148685411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modeling K-12 Teachers' Adoption of AI Chatbots for Perceptual-Motor Language Instruction: Evidence From Chinese Teachers' Pronunciation and Handwriting Teaching.","authors":"Jian Chen, Yunsong Wang","doi":"10.1177/00315125261475421","DOIUrl":"https://doi.org/10.1177/00315125261475421","url":null,"abstract":"<p><p>BackgroundAI chatbots are increasingly used in language education, but their adoption for pronunciation and handwriting instruction remains underexplored. This study examined factors influencing Chinese K-12 foreign language teachers' adoption of AI chatbots for these perceptual-motor teaching tasks. MethodsSurvey data were collected from 615 teachers, with 526 valid responses analyzed using confirmatory factor analysis and structural equation modeling.ResultsTeachers mainly used AI chatbots for lesson planning and assignment design, while direct use for pronunciation and handwriting instruction was limited. Perceived ease of use positively predicted perceived usefulness, trust, self-efficacy, and behavioral intention. Perceived value strongly predicted perceived usefulness. Trust and self-efficacy predicted behavioral intention, which predicted actual use, whereas perceived usefulness had no significant direct effect on behavioral intention.DiscussionAdoption was influenced more by usability, trust, and implementation confidence than by perceived usefulness alone.ConclusionTeacher training should emphasize evaluating AI-generated feedback and translating chatbot outputs into reliable corrective guidance and repeated practice.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125261475421"},"PeriodicalIF":2.4,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148684961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Shape to Symmetry: Task-Based Assessment of Visual-Motor Development in Primary School Students.","authors":"Zeynep Altuntaş, Gökhan Özsoy","doi":"10.1177/00315125261475422","DOIUrl":"https://doi.org/10.1177/00315125261475422","url":null,"abstract":"<p><p>This study investigates the developmental trajectory of visual-motor integration skills among primary school children in Grades 1 to 4 using two standardized task-based assessments: shape copying and symmetry completion. A total of 270 students from public schools completed both tasks, which were scored with a rubric capturing spatial accuracy, contour control, proportionality, and symmetry processing. ANOVA and repeated-measures analyses revealed a significant developmental increase in visuomotor accuracy up to Grade 3, followed by a relative plateau. Students consistently performed better on symmetry completion than on shape copying, suggesting differential cognitive and motor demands across tasks. These findings highlight the sensitivity of accuracy-based visuomotor tasks for detecting age-related differences in motor coordination and spatial processing during middle childhood. The results also provide evidence for the use of rubric-based assessments as practical tools for monitoring visuomotor development in school-aged populations.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125261475422"},"PeriodicalIF":2.4,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148685035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of Visual Perturbation on Reaching Accuracy in a Novel Dynamic Reaching Test Mimicking Ball Catching in a Virtual Reality Environment.","authors":"Motoki Sakurai, Taylor J Wilson, Andrew R Karduna","doi":"10.1177/00315125261474957","DOIUrl":"https://doi.org/10.1177/00315125261474957","url":null,"abstract":"<p><p>The purpose of the current study was to explore vision-proprioception integration patterns during a novel dynamic reaching test and a shoulder joint repositioning accuracy (JRA) test in virtual reality (VR). Twenty-seven physically healthy individuals performed the dynamic reaching test and JRA test, while vision of their tested hand position was manipulated in VR. Hand positions in both tests were captured with trackers on the participant's wrist, and the hand position was either projected accurately (accurate vision block; AB), not projected (no vision block; NB), or projected with an 8° offset (offset vision block; OB) relative to the wrist tracker position. In the dynamic reaching test, spatial reaching errors significantly differed in OB compared to AB and NB (<i>p</i> = . 008), as the mean value of each condition was 1.8° in AB, 1.2° in NB, and ‒1.5° in OB. Temporal reaching errors did not show significant differences among the visual conditions (<i>p</i> > .1), with mean values of ‒0.1 s in AB, ‒0.2 s in NB, and ‒0.2 s in OB, where the negative values indicate that the hands arrived at the hand-target interception points earlier than the target. In the JRA test, participants also had a larger repositioning error in OB than AB (<i>p</i> < .001), as the mean value for each condition was ‒0.8° in AB and ‒8.9° in OB. Significant differences in spatial reaching and repositioning errors in the dynamic reaching and JRA tests indicate influences of inaccurate vision on the reaching hand position.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125261474957"},"PeriodicalIF":2.4,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148679572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Positivism, Postmodernism, and Dichotomizing the Edinburgh Handedness Inventory: Can the Philosophy of Science Help Researchers Think about How to Classify Handedness?","authors":"Eric C Prichard, Stephen D Christman, Evan M Clarkson","doi":"10.1177/00315125251388711","DOIUrl":"10.1177/00315125251388711","url":null,"abstract":"<p><p><b>Objective:</b> This paper examines the classification of handedness using the Edinburgh Handedness Inventory (EHI) through the lenses of P. W. Bridgman's operationalism and Paul Feyerabend's methodological anarchism. It addresses the philosophical debate surrounding the dichotomization of EHI scores into consistent and inconsistent handers versus alternative systems, such as tripartite classifications (Left, Right, Mixed) or continuous scoring. <b>Method:</b> A conceptual analysis was conducted to compare dichotomized, categorical, and continuous approaches to EHI data. The evaluation is grounded in operationalist and methodologically pluralistic frameworks to assess the legitimacy and utility of each classification system. <b>Results:</b> Although some researchers have questioned the appropriateness of dichotomizing the EHI, this approach has consistently produced empirically interesting and replicable findings. Dichotomization can be justified both as an operationally valid procedure and as consistent with methodological pluralism, making it a legitimate and useful analytic option. <b>Conclusions:</b> Clarity in handedness classification remains essential. Multiple frameworks may yield valuable but distinct insights across psychological subdisciplines. Encouraging methodological plurality and incorporating diverse handedness measures can enhance the reliability, interpretability, and applicability of findings in research on individual differences and cognitive variables related to handedness.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"920-934"},"PeriodicalIF":2.4,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145302576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Electronic Sports on the Cognitive Skills of Attention, Working Memory, and Cognitive Flexibility.","authors":"Maryam Imanian, Amin Khatibi, Caio Victor Sousa, Sedighe Heydarinejad, Esmaeil Veisia, Esmaeel Saemi","doi":"10.1177/00315125251381007","DOIUrl":"10.1177/00315125251381007","url":null,"abstract":"<p><p>The growing popularity of electronic sports (esports) prompted the authors of this paper to examine their effects on cognitive skills, specifically attention, working memory, and cognitive flexibility among gamers. A total of 40 undergraduate physical education students with no prior experience in esports participated in this study. The students were randomly assigned to two groups: Single Players and Co-Players. Both groups played the esports game FIFA in either single-player or co-player mode over a period of eight weeks. Attention was assessed using the Stroop task, working memory was measured through the N-back task, and cognitive flexibility was evaluated with the Wisconsin Card Sorting Test. In addition, a paired-sample t-test was used to assess changes within each group, while differences between the two groups were analyzed using a two-way ANOVA. The results indicated that FIFA can improved attention and working memory in both the single-player and co-player groups. However, improvements in cognitive flexibility were observed only in the co-player group. These findings suggest that esports can enhance several cognitive skills, including attention, working memory, and cognitive flexibility, and that such activities may be applied to diverse objectives such as learning and instruction.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"1134-1157"},"PeriodicalIF":2.4,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145102655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Relationship Between Students' Emotions in Emotion-Based Activities, Creativity, and Psychological Well-Being.","authors":"Aigui Wang, Ali Derakhshan","doi":"10.1177/00315125251385739","DOIUrl":"10.1177/00315125251385739","url":null,"abstract":"<p><p><b>Background:</b> University students' emotions, creativity, and psychological well-being are interrelated, yet the mechanisms linking emotion-driven activities to creative expression and mental health outcomes remain underexplored. <b>Purpose:</b> This study aimed to examine the interrelationships between students' emotions in emotion-based activities, creativity, and psychological well-being. <b>Research Design:</b> A quantitative, cross-sectional design was employed, utilizing validated self-report questionnaires and Structural Equation Modeling (SEM) for data analysis. Study Sample: The sample consisted of 952 university students learning English as a foreign language (EFL). <b>Data Collection and/or Analysis:</b> Data were collected via standardized questionnaires assessing emotional engagement, creativity, and psychological well-being. SEM was conducted using AMOS to evaluate the measurement and structural models, with reliability and validity indices reported. <b>Results:</b> Emotional engagement negatively predicted creativity (<i>β</i> = -0.584, <i>p</i> = .002), indicating that heightened involvement in emotion-based activities may constrain creative expression. Creativity positively predicted psychological well-being (<i>β</i> = 0.591, <i>p</i> = .001), and emotions exhibited a strong positive effect on well-being (<i>β</i> = 0.653, <i>p</i> = .001). The structural model explained 51% of the variance in psychological well-being (<i>R²</i> = .513, <i>p</i> < .001). The measurement model demonstrated satisfactory fit (<i>CFI</i> = 0.924, <i>RMSEA</i> = 0.067, <i>TLI</i> = 0.947), with all constructs showing strong reliability (<i>CR</i> ≥ 0.83) and validity (<i>AVE</i> ≥ 0.86). <b>Conclusions:</b> The findings underscore the complex interplay between affective experiences and creativity in shaping students' psychological well-being. Educational interventions should consider balancing emotional engagement with opportunities for creative expression to enhance mental health outcomes in academic contexts.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"935-958"},"PeriodicalIF":2.4,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145252148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of a Virtual-Reality Eye Movements-Based System to Assess Basketball Players' Decision Making.","authors":"Yaxiang Jia, Xuan Zhou, Yaxin Tang, Qiner Li, Jingyi Wang, Quan Fu","doi":"10.1177/00315125251375200","DOIUrl":"10.1177/00315125251375200","url":null,"abstract":"<p><p><b>Background and Purpose:</b> This study developed a reliable and ecologically valid virtual reality eye movements-based assessment system to evaluate basketball players' decision-making abilities.<b>Research Design:</b> The system incorporated expert ratings, inter-group differences, analysis of covariance, and test-retest reliability assessments to validate its effectiveness and reliability.<b>Study Sample:</b> A VR system with 100 task scenarios was used to assess decision-making performance and visual behavior. 30 high-level and 30 low-level players participated in two phases.<b>Data Collection and Analysis:</b> In Phase 1, a panel of basketball experts (N = 3) rated the decision-making scenarios. Kendall's coefficient of concordance (W) was used to analyze expert ratings, confirming content validity. Mann-Whitney U and independent samples t-tests were employed to assess decision quality and decision time differences between high- and low-level groups. Gender was included as a covariate in ANCOVA to control for gender effects. Gaze patterns were analyzed to examine differences in visual behavior. Phase 2 involved test-retest reliability analysis using Pearson's correlation coefficient (r).<b>Results:</b> High-level players performed significantly better in decision-making (p < 0.001) and had broader gaze distributions, while low-level players focused less on critical information. Test-retest correlations for decision scores (r = 0.846) and reaction times (r = 0.802) were significant (p < 0.001). Therefore, the high test-retest correlation reflects the strong reliability of the assessment system.<b>Conclusions:</b> This study is the first to validate the reliability and validity of a VR eye movements -based assessment tool for evaluating basketball players' decision-making abilities. By integrating eye-tracking technology with VR, this tool enables more accurate and reliable evaluations of basketball players' decision-making skills in future research.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"885-902"},"PeriodicalIF":2.4,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145232756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}