Perceptual and Motor Skills最新文献

{"title":"Retraction Notice.","authors":"","doi":"10.1177/00315125241311636","DOIUrl":"10.1177/00315125241311636","url":null,"abstract":"","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"389-390"},"PeriodicalIF":1.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143493061","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":"Estimating the Distance Between Map Points May Be Related to Forms of Representing the Map's Scale.","authors":"Diego Campos-Juanatey, Mario Lado, Alfredo Campos","doi":"10.1177/00315125241300778","DOIUrl":"10.1177/00315125241300778","url":null,"abstract":"<p><p>The way a map scale is represented plays a key role in comprehending it. In this research, we examined the relationships between the form of representation of the map's scale (numerical scale, linear graphic scale and circular graphic scale), the user's gender, and the distance between two map objects on user <i>estimates</i> of the distance between two objects on the map (i.e., a 5, 10, 15 and 20-min walk). We gave 183 college students 84 maps of three types: 28 numerical scale, 28 linear graphic scale, and 28 circular graphic scale. Each map presented varied distances to be estimated. We assessed the participants' accurate hits, errors, and their hits minus errors in these distance estimations. Participants had both more hits and more errors on circular scale maps than on linear or numerical scale maps, and the distances between objects and gender also significantly related to the estimated e distance. Both the type of scale and the distance between objects influenced the number of hits minus the number of errors.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"297-314"},"PeriodicalIF":1.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142639162","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":"A New Era for <i>Perceptual and Motor Skills</i>.","authors":"Oliver R Runswick","doi":"10.1177/00315125241310317","DOIUrl":"10.1177/00315125241310317","url":null,"abstract":"","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"239-242"},"PeriodicalIF":1.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142855038","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":"Null Effects on Learning the Basketball Free Throw From a Self-Controlled Demonstration With Different Amounts of Practice.","authors":"Rafaela Cindy de Souza Silva, Davi Pereira Monte Oliveira, Ricardo Giglio Amadio, Estefan Gemas Neto, Umberto Cesar Corrêa","doi":"10.1177/00315125251328703","DOIUrl":"10.1177/00315125251328703","url":null,"abstract":"<p><p>We investigated the effects of the amount of practice on motor learning with a self-controlled demonstration. Participants were 60 volunteers (32 men; 28 women), with an average age of 26.91 years (<i>SD</i> = 4.11) who practiced basketball free-throw shooting. They were randomly distributed into four 15-person groups: (a) self-control 30 - in which they watched a demonstration whenever and as often as they wished and took 30 acquisition trials; (b) self-control 120 in which they watched a demonstration whenever and as often as they wished and took 120 acquisition trials; (c) a yoked group to the 30 trial group who watched the demonstration only when the self-control group chose; and (d) a yoked group to the 120 trial group who watched the demonstration only when the self-control group chose. The transfer test consisted of 10 trials without demonstration. Dependent variables were free-throw successes and errors and kinematics of the free-throw movement pattern. Results showed that all groups improved performance accuracy and consistency, but there were no group differences. We concluded that neither the amount of practice defined by 30 or 120 trials nor self-control over watching a demonstration affected learning basketball free-throw shooting.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251328703"},"PeriodicalIF":1.4,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143710805","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":"Breakfast Skipping: Influencing Factors and its Impact on Cognitive Function and Academic Performance among Malaysian University Students.","authors":"Shi-Hui Cheng, Li Qing Rebecca Yew","doi":"10.1177/00315125251329999","DOIUrl":"https://doi.org/10.1177/00315125251329999","url":null,"abstract":"<p><p>Breakfast skipping has been linked to impaired brain function and reduced information processing. While previous studies have focused on its association with academic performance among school children, other important factors, such as cognitive aspects, have received limited attention. Breakfast is the most frequently skipped meal among university students, however, its prevalence and the impact on cognitive performance among university students remain unclear. This study aims to determine the prevalence of breakfast skipping, factors associated with breakfast skipping, and the association of breakfast skipping with cognitive function and academic performance among Malaysian university students. A cross-sectional study was conducted, and 298 foundation and undergraduate students were recruited via convenience sampling. A questionnaire was used to determine sociodemographic, anthropometry data and breakfast consumption habits. Cognitive function was assessed using the location learning test, Digit Symbol Substitution Test and Stroop Test. Academic performance was assessed based on the latest examination grades. Binary logistic regression was performed to determine predictors of breakfast skipping. The prevalence of breakfast skipping among university students was 67.3%. Factors that were significantly associated with breakfast skipping were faculty, parents' education levels, and living status. Students majoring in Arts and Social Sciences were more likely to skip breakfast (AOR = 2.196, 95% CI = 1.310-3.680, <i>p</i> = .003) while lower odds of breakfast skipping were found among students with parents who had higher education levels (AOR = 0.489, 95% CI = 0.245-0.974, <i>p</i> = .042) and students who lived with their parents at home (AOR = 0.513, 95% CI = 0.305-0.861, <i>p</i> = .012). Breakfast skipping was significantly associated with lower academic performance, poorer memory, lower attention and reaction times in executive function. Breakfast skipping has been identified as an urgent public health issue that demands swift intervention strategies from policy makers and university management to promote healthy breakfast habits among university students.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251329999"},"PeriodicalIF":1.4,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143710804","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 Effect of a Short-Term Mindfulness Program on Motor Skills and on Psychological and Social Behavior in Preschool Children: A Randomized Controlled Trial.","authors":"Dorra Jalleli, Sana Jarraya","doi":"10.1177/00315125241270657","DOIUrl":"https://doi.org/10.1177/00315125241270657","url":null,"abstract":"<p><p><b>Background:</b> Mindfulness-based interventions have shown promise in improving various developmental outcomes in children, including resilience, social behavior, and motor skills. However, the effectiveness of such interventions in preschool-aged children remains underexplored.<b>Purpose:</b> This study aimed to assess the effect of a one-week mindfulness-based intervention on resilience, social behavior, and motor skills in four to five-year-old children.<b>Research Design:</b> We conducted a randomized controlled trial to evaluate the impact of the intervention. Participants were randomly assigned to one of three groups: a mindfulness group (MG), a physical activity group (PAG), and a control group (CG).<b>Study Sample:</b> The study sample consisted of 45 children (22 females; 23 males; M age = 4.5, SD = 0.4 years) from the same preschool.<b>Data Collection and/or Analysis:</b> Participants were randomly assigned to three groups: (a) a mindfulness group (MG; n = 15) that participated in five 30-min mindfulness sessions; (b) a physical activity group (PAG; n = 15) that engaged in five 45-min physical exercise sessions; and (c) a control group (CG; n = 15) that received no intervention. Training sessions were held on five consecutive days. Assessments were conducted before (T0) and after (T1) the intervention using the Movement Assessment Battery for Children-2 (to assess motor skills), the Strength and Difficulties Questionnaire (to evaluate behavior), and the Child and Youth Resilience Measure-28 (to measure resilience).<b>Results:</b> At baseline (T0), there were no significant differences between the groups. After the intervention (T1), the mindfulness group experienced the strongest positive effects, with significant improvements in motor skills and social behavior, although there was no significant effect on resilience.<b>Conclusions:</b> Our results suggest that a brief mindfulness training intervention is a promising strategy for improving motor skills and social behavior in early childhood settings, though it did not significantly affect resilience.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125241270657"},"PeriodicalIF":1.4,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143710807","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":"Visually-Perceived Momentum in Biological Motion: The Influence of Changes in Running Velocity.","authors":"Shinji Yamamoto, Masanobu Araki","doi":"10.1177/00315125251331245","DOIUrl":"https://doi.org/10.1177/00315125251331245","url":null,"abstract":"<p><p>The objective of this study was to elucidate the characteristics of visually perceived momentum of others' motions. Twenty participants watched and compared two consecutive point-light running motions: one at a fixed velocity of 8.0 km/h and the other at one of seven velocities (5.6, 6.4, 7.2, 8.0, 8.8, 9.6, and 10.4 km/h). They then evaluated which had greater momentum, or if they were the same. The results indicated that as the velocity deviated from the standard velocity of 8.0 km/h, the correct rates increased; in particular, the correct rate at 5.6 km/h, which differed the most from the standard velocity, was the greatest (<i>p</i> < .001). Additionally, the mean response times at 5.6 and 6.4 km/h, which were relatively smaller than the standard velocity, were significantly lower (both <i>p</i> < .05). This study indicates that humans can accurately perceive the momentum of others' motions, consistent with previous studies demonstrating an accurate perception of the physical and mechanical properties of human-like motion.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251331245"},"PeriodicalIF":1.4,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143710809","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":"Load-Dependent Relationship Between Lateral Prefrontal Cortex Activity and Pupil Diameter in the Context of Driving.","authors":"Yoritaka Akimoto, Taiki Yamaguchi","doi":"10.1177/00315125251329965","DOIUrl":"https://doi.org/10.1177/00315125251329965","url":null,"abstract":"<p><p>Assessing arousal and cognitive load in the context of driving is important because inappropriate arousal and cognitive load increase the risk of accidents. Previous studies using n-back tasks showed that both lateral prefrontal activity and pupil diameter are good indicators of cognitive load. However, the relationship between lateral prefrontal activity and pupil diameter was load-dependent, and a significant positive correlation was observed in the low-load 0-back condition but not in the high-load 3-back condition. In this study, we utilized Near-Infrared Spectroscopy (NIRS) and eye tracking to investigate the load-dependent relationship between lateral prefrontal cortex activity and pupil diameter in the context of driving. Participants drove on a mountain pass using a commercially available driving game, with and without engagement in a secondary conversation task. The NIRS and eye tracker experiments were conducted separately. The results showed that the pupil diameter and Oxy-Hb concentrations in the dorsolateral prefrontal cortex increased significantly in the driving condition that included the conversation task compared to the normal driving condition. Furthermore, we found a significant positive correlation under the high-load conversational driving condition, in which individuals with larger pupil diameters showed greater left dorsolateral prefrontal cortex activity, but not so under low-load normal driving condition. Our findings provide further evidence of a load-dependent relationship between lateral prefrontal cortex activity and pupil diameter and reveal that the relationship was not simply dependent on the degree of cognitive load but also on the nature of the task, possibly due to the differential engagement of executive function and arousal.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251329965"},"PeriodicalIF":1.4,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143701002","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":"Analogy Learning to Maintain Motor Performance Stability and Its Cognitive Mechanisms: A Comprehensive Review.","authors":"Chao Wang, Ruixuan Li, Weiqi Zheng","doi":"10.1177/00315125251330660","DOIUrl":"https://doi.org/10.1177/00315125251330660","url":null,"abstract":"<p><p>Analogy learning refers to integrating the overall knowledge and rules of the motor skills to be learned into a more easily understandable biomechanical metaphor. The use of analogy learning in the process of acquiring motor skills enables learners to maintain the stability of their motor performance under stress or dual-task situations. However, the effectiveness of this learning method is also affected by factors such as the number of instructions, the learners' sports levels, and cognitive factors. Research on the cognitive mechanisms of analogy learning is limited and lacks a systematic theory. This review comprehensively analyzes research findings on the stability of motor performance in different contexts (e.g., stressful or dual-task situations) using analogy learning. It summarizes possible theoretical explanations for the influence of analogy learning on the stability of motor performance. Future research needs to delve deeper into the quality, ecological validity, and compilation of instructions as well as possible theoretical models for the cognitive mechanisms of analogy learning.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251330660"},"PeriodicalIF":1.4,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143700998","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":"Optimizing Basketball Tactics Learning in Physical Education: The Impact of Modality and Video Control.","authors":"Montassar Ben Romdhane, Hajer Mguidich, Houssem Ben Chikha, Hamdi Chtourou, Aïmen Khacharem","doi":"10.1177/00315125251328727","DOIUrl":"https://doi.org/10.1177/00315125251328727","url":null,"abstract":"<p><strong>Background: </strong>Instructional videos are commonly employed in physical education (PE) to boost motor skills and motivation. However, their transient nature often hampers their effectiveness.</p><p><strong>Purpose: </strong>This study delves into how video modality and user control affect learning basketball tactics.</p><p><strong>Study sample: </strong>Eighty third-year students (<i>M</i>_<i>age</i> = 16.13 years old, <i>SD</i> = 0.62) take part in this study.</p><p><strong>Research design: </strong>Participants were randomly placed into four groups: \"video + audio without control\", \"video + text without control\", \"video + audio with control\", and \"video + text with control\". After the intervention, students were assessed through recall and transfer tests.</p><p><strong>Results: </strong>The results highlighted that the students performed significantly better in conditions where they had control over the video. Interestingly, the \"video + text with control\" group outperformed the \"video + audio with control\" group. This outcome suggests a reverse modality effect, challenging the traditional preference for audio over text in instructional videos.</p><p><strong>Conculsion: </strong>These results imply that giving learners control is beneficial, especially for novices dealing with complex dynamic visualizations. However, they also advise caution in choosing the modality, as the effectiveness can vary depending on the nature of the content and the learner's control over it.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251328727"},"PeriodicalIF":1.4,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143674478","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}