Sentence examples for motor knowledge from inspiring English sources

The influence of post-training sleep on the consolidation process of procedural (ie, visual and motor) knowledge has shown to be less effective in patients with chronic sleep disorders compared with healthy subjects.

Only recently, have researchers begun to investigate the link between motor knowledge and sentence processing based on grammatical cues [7], [38] [41].

Traditionally, the two-third-power law has been associated with studies of motor-perceptual interactions proposing that implicit motor knowledge could be used by the visual system to interpret dynamic events [3], [12].

We could also discuss these results with respect to different internal representation stages of motor knowledge, which evolve from children to adults (creation of internal representation-internal inverse models [18] or generalized motor plan- or adjustment of this knowledge).

This illusion of uniform velocity has been discussed within the motor theories of perception which holds that perceptual systems draw on implicit motor knowledge to process biological events [3], [12].

Figure  8a shows the shared motor knowledge of Vince after these four rounds of interaction.

Moderator analyses indicate even more substantial effect sizes when the animation is representational rather than decorational (d = 0.40, 95% CI 0.26 0.53), when the animation is highly realistic, e.g., video-based (d = 0.76, 95% CI 0.39 1.13), and/or when procedural-motor knowledge is to be acquired (d = 1.06, 95% CI 0.72 1.40).

The variability observed in handwriting patterns is analyzed from the perspective of integrating the resulting motor control knowledge in the design of more powerful handwriting recognizers in personal digital assistants (PDAs) and smartphones.

We describe basic theories of human development to explain the specifics of young users, i.e., their cognitive skills, fine motor skills, knowledge, memory and emotional states in so far as they differ from those of adults.

In keeping with the internationally accepted definition of physical literacy [ 3], the CAPL was designed to combine assessments of motivation and confidence, physical competence (health-related fitness and motor skill), knowledge and understanding, and habitual engagement in physical activity (physical activity and sedentary behaviors).

Concrete words such as 'hospital' are grounded in sensory-motor experiential knowledge while abstract words such as 'knowledge' refer more to verbally encoded concepts [ 1].